September 11, 2001: History Remembered, History Forgotten

Teaching "9/11": Why? How? (The New York Times Learning Network)   
Remembering September 11, 2001      Iconic Absence       Knowing History
Lessons developed with Dr. Pamela Moran - Albemarle County Public Schools
with thanks to The New York Times Learning Network - Holly Epstein Ojalvo and Katherine Schulten

One way of looking at the history of September 11, 2001 is to look at how history is constructed. Some events which seemed huge in their time become forgotten. "VJ Day," the day that Japan surrendered to end World War II was a massive holiday when it happened, but now very few in the United States or Great Britain could name the date. On the other hand, sometimes an event which goes un-noticed at the time it occurs becomes mythic. Birthdays of famous people are one example. So history is a question of storytelling. And to explore this, here are six historic events groups of students might explore.

Exploring the creation of history...

The stories of September 11, 2001 are very recent in the minds of most Americans, and they are still being formed in political and cultural debate, but other attacks and catastrophes from times past might give us clues to how history is created through storytelling.

How do we understand a previous event or why is an event no longer recalled? Might the event have impacted your community in some way, or the families of other students? How did things change or not as a result of the event? If we were writing history, how would we decide whether to include the event? If not, why not?

In our groups we will consider and investigate how the stories of these other events were “constructed” and how those stories have changed - in the telling and importance - over time. Do different groups within the United States remember those events differently, and how do those differences affect the way we think and what we do? As individuals and as a community or a nation?

The design of the National 9/11 Memorial at the World Trade Center.
The memorial is currently under construction. Pools with waterfalls
mark the centers of the location of One and Two World Trade Center

What kinds of questions can we ask about these events? How will we research how such events might have touched their own families and community? How will we tell the stories we learn to all the other students, from different places, in our groups?

We will start to explore the past as historians do. We will begin by looking for stories and images from the time of the event, and then we will look for stories told afterwards. You and your groups will begin to decide whether what you find is reliable and confirmable (verifiable) information, not just an opinion. You will try to find out about the authors of the stories. Why did they tell or write these stories?

We will think about all of ways that events are recalled, and we can do this by accessing global news sources. Newspapers carry many kinds of stories around big events, including retrospectives. Comparing what seemed important on the day an event was first reported with coverage years later will help us build a sense of how history is written, and how that writing changes over time.

Moment 1

General Slocum Fire. 1,021 died on June 15, 1904 when an East River (New York City) excursion steamboat, filled with church group family picnickers, caught fire. This fire caused people in the United States to think deeply about safety in public transportation.
Wikipedia Popular Culture General Slocum Articles  (portrayals of event in books, films, etc)
On this Day The New York Times Primary Source  

Manhattan Melodrama (1934 film including fire on this ship)

General Slocum Memorial, Tompkins Square Park, New York, NY

Above: The General Slocum in New York City's East River

Above: The General Slocum after the fireBelow: the New York World

Moment 2

The Prison Ship Martyrs. Over 11,500 American soldiers and sailors who had been taken prisoner during the Revolutionary War died in what were early “death camps” aboard ships in Wallabout Bay on the East River in Brooklyn (what later became the Brooklyn Navy Yard). Anger in New York was so great that New Yorkers celebrated the day British troops left at the end of the Revolutionary War for more than 100 years (until the beginning of World War I). To celebrate they burned British flags.
(image: the Prison Ship New Jersey)
The New York Times on Prison Ship Martyr’s Bones (1908)
The New York Times on History of the Prison Ship Martyrs (1900)
The New York Times Remembering the Prison Ship Martyrs (2008)
The New York Times Student Connections

Video of Prison Ship Memorial (YouTube)

Prison Ship Martyrs’ Monument, Fort Greene Park, Brooklyn, NY

Above: Wallabout Bay showing the shore around the time of the American Revolution (can you find the current area on Google Maps or Google Earth?).  Below: The Brooklyn Navy Yard around 1850 (can you find pictures of "the yard" during World War II?)

Moment 3

RMS Lusitania. 1,198 people, including 128 Americans were killed when a German submarine torpedoed the British ship Lusitania near Ireland on May 7, 1915. The ship had been travelling from New York to Southhampton, England. The sinking had a major impact on American opinion about the “Great War” going on in Europe, and indirectly led toward US involvement in World War I beginning in 1917.
The New York Times front page from the day after the ship sank.   
American Memory from the Library of Congress

 

Lusitania Memorial, Cobh (pronounced “Cove”), Republic of Ireland

Video about Sinking of the Lusitania (silent short film, 1918)

Above: the Warning issued by the German Embassy in Washington, DC before the sailing.  Below: the Lusitania, the world's fastest ship (of the time) in a postcard

Below: A 1916 newspaper diagram of the sinking

Moment 4

Pearl Harbor. 2,402 Americans, mostly military personnel, were killed in an attack by Japanese aircraft on Honolulu, Territory of Hawaii, on December 7, 1941. Within 24 hours of this attack two other US Territorial Possessions were also attacked by the Japanese Navy, Guam and the Philippines. These attacks and Japanese attacks on British controlled territories in Asia linked the Japanese wars against Korea and China to the war raging in Europe since 1939 and created “World War II.”

The New York Times front page (December 8, 1941)
FDR Speech December 8, 1941 
Pearl Harbor Wikipedia Entry  

USS Arizona Memorial, Pearl Harbor, Hawaii

Pearl Harbor (YouTube movie, 2001 excerpt)

1942 Newsreel

Above: USS Maryland (left) and USS Arizona (right) on December 7, 1941
Below: Ships at Pearl Harbor December 7, 1941

Below: New York World-Telegram December 8, 1941

Moment 5

Oklahoma City. 168 Americans were killed on April 19, 1995 when two American citizens, men with extreme views about the government exploded a truck bomb outside the Alfred P. Murrah Federal Building.
The New York Times front page (April 20, 1995)
Presidents Speak to National Tragedies : Johnson, Reagan, Clinton, Bush, Obama (The New York Times video footage)
The New York Times Bill Clinton 15 years later (April 18, 2010)

News Footage from Oklahoma City Bombing (YouTube, TV News 1995)

Oklahoma City Memorial, Oklahoma

Above: heavy equipment brought to search through the rubble in Oklahoma City Below: the Baltimore Sun April 20, 1995

Below: Timothy McVeigh

Moment 6

The Attack on Blair House. A White House Police Officer was killed when two terrorists attacked the temporary home of President Truman on November 1, 1950. This assault on the American Executive Mansion (the White House was being reconstructed at this time and could not be used) was conducted by people seeking full independence for the United States’ Commonwealth of Puerto Rico.
The New York Times Attack on President Truman (November 1, 1950)
Wikipedia Entry on Blair House Attack  
Protest at the White House 
The New York Times Remembers Attackers of Blair House (February 23, 1994)

Attack on President Truman at Blair House (newsreel, November 1, 1950)

Blair House, Washington, D.C. Memorial

Above: Blair House in 1951
Below: One of the attackers lies dead

How will September 11, 2001 be remembered in 50 years? in 100 years? in 200 years? In 2111 will people wonder about the memorial now being built?

- Ira Socol

September 11, 2001: Knowing History

Teaching "9/11": Why? How? (The New York Times Learning Network)   
Remembering September 11, 2001      Iconic Absence       History Remembered, History Forgotten
Lessons developed with Dr. Pamela Moran - Albemarle County Public Schools
with thanks to The New York Times Learning Network - Holly Epstein Ojalvo and Katherine Schulten

The United States participated in the division of Arab regions between the
United Kingdom an France after World War I. Arab armies had fought
with "the allies" for their freedom, but they became colonies instead.

Looking at "9/11" requires us to look at how "we" - whoever "we" may be - nationally, ethnically, individually, choose to see history. Is our history broadly understood? Or seen through a narrow focus? Is our history important? Or is it a peripheral issue, and not essential? Do we accept that history is stories - often conflicting stories? Or do we insist that history is facts and dates?

Historians have been known to say, "The problem with Americans is that they don't know history; the problem with Europeans is that they do." By this they mean that Americans repeat mistakes because they forget about the past and its lessons while Europeans too often continue fighting over things that happened long ago.

After the attacks of September 11, 2001 some criticised the “ignorance” of Americans in regard to their role in the Middle East. Everything from Woodrow Wilson’s support for the Treaty of Versailles (which divided the Middle East into French and British colonies at the end of World War I), to American policy towards Israel, to the activities of American oil companies was brought up. In Europe, most students do learn about the troubling actions of their nations in the world. Students in England study what happened when Britain ruled Ireland and India. French students learn about Algeria. German students learn about that nation’s actions during World War II. American history classes, however, usually do not spend much time on America’s colonising past.

To show a couple of examples, American students rarely learn about the nation’s war against Philippine independence at the turn of the 20th Century - or about how the United States came to control Hawaii - but Hungarian students do learn about the Treaty of Trianon - and Serbian students do learn about the Battle of Kosovo.

"The Dismemberment of Hungary" 1919 - Secret Treaties made with
Romania and Czech nationalists by the French and Americans
during the First World War resulted in vast Hungarian populations
being shifted to other nations in the Treaty of Trianon

 

Does emphasizing certain historic events affect how a nation behaves in the world? Does it impact the citizens of that nation? Do you think Serbians should stop worrying about a battle lost 700 years ago? Should American be more aware of the Philippine-American War? If those changes were made, what might change?

Students might want to investigate the incidents above, or they may want to go further and investigate some other “memory,” lost or fully recalled, and consider what is impacted by the memory or the lack of it.

What have our students learned about the United States, Great Britain, and France and their interactions with the Arab world? What have they not learned? Do gaps in knowledge contribute to conflict? Do gaps in knowledge prevent  resolution of conflict?

Resources

Philippines

"Uncle Sam" as a school teacher trying to catch
Emilio Aguinaldo, the Filipino Independence
Leader - represented in this 1902 cartoon as
a misbehaving African-American child.

http://www.nytimes.com/learning/general/onthisday/harp/1230.html
http://fototime.com/5F295538D5D5869/orig.jpg 
Pictorial History of the Philippine War   
Philippine War from the University of Hawaii

Hawaii 
United States "ready to annex Hawaii" from The New York Times   
US annexes Hawaii 1898, from The New York Times Learning Network
President Grover Cleveland opposes Hawaiian annexation (1893)  
Hawaiians celebrate Grover Cleveland (2010)
Hawaiian Independence Action Alliance

Trianon
Hungarian Assembly accepts our peace. The New York Times
"Romania Still Persecutes Hungarians" The New York Times (1990)
Hungary's Tragic Century The New York Times (2003)
The Treaty of Trianon (Text)

Serbia and Kosovo
A Bitter Struggle in a Land of Strife. The New York Times Learning Network
Between Serb and Albanian (Book Excerpt)
Kosovo declares independence The New York Times (2008)
The Battle of Kosovo (Images)

- Ira Socol

September 11, 2001: Iconic Absence

Teaching "9/11": Why? How? (The New York Times Learning Network)   
Remembering September 11, 2001      History Remembered, History Forgotten       Knowing History
Lessons developed with Dr. Pamela Moran - Albemarle County Public Schools
with thanks to The New York Times Learning Network - Holly Epstein Ojalvo and Katherine Schulten

The New Yorker cover on the fifth anniversary
of September 11, 2001

“I am talking about the skyline because it has become very clear to me that while the horrendous loss of life is of course first and foremost in peoples' minds, the affection that people had for the skyline follows pretty closely behind. People really did care about the skyline as an object. They did not see it only as the sum total of the buildings. They saw it as a thing unto itself, and it was the violation of that thing that has so shaken people, including many - myself included - who did not necessarily feel any great affection for the World Trade Center towers themselves as objects of architecture.” - http://www.paulgoldberger.com/lectures/9

For many New Yorkers a physical sense of loss dominates their memory. The World Trade Center had anchored the skyline of the city since the late 1960s, and was visible from much of the city. It had become iconic, a symbol of the city, an essential part of daily life, and part of the self-image of New Yorkers.
Consider just the thousands who would gather each sunset along the "Promenade" in Brooklyn Heights, to see the sun fall into the western sky between the Statue of Liberty and the towers of the Trade Center. In that hour, Yamasaki's towers would first glow golden, and you could see the light pour through their columnless and mostly wall-less interior, and then they would assume their night time role, twinkling with the millions of lights inside. Or all those who rode trains or drove into the city each morning, watching the towers again glow golden in the sunrise, before settling into their daytime silver.

“For as long as I can remember, the World Trade Center has been a part of my consciousness.  I grew up in New Jersey, and my father commuted to downtown Manhattan every weekday, via NJ Transit to Newark and then the PATH to the WTC.  Even if I’d never visited there myself, the towers were still plainly visible from Newark Airport, from a large stretch of the Turnpike, and even from a lookout point in the Watchung Mountains near my home.” -Willis Boyce 

So, what "remains" when New Yorkers over a certain age look up from Brooklyn, or down Manhattan's Seventh Avenue, or east from New Jersey, is a ghostly absence. This New Yorker is even trying to build an "augmented reality" smartphone app which will show visitors how the towers looked.

When so many died, it may seem odd, or even insensitive; to discuss buildings, but the image of any community is important. How does a place deal with landmark loss? Why might it be very important to many New Yorkers to have the site rebuilt, to have, once again, towers of that size? Some New Yorkers wanted to reconstruct the World Trade Center, as the Pentagon was reconstructed after September 11. What would you think of that idea? What landmarks define where you live? Have any local landmarks been lost?

These are not unimportant questions. From water towers to grain elevators, church towers to giant chimneys, big schools or big office buildings, certain structures come to define our communities. Consider the Space Needle in Seattle, St. Paul's Cathedral in London, the Golden Gate Bridge in San Francisco, the Water Tower in Chicago, the Eiffel Tower in Paris. But also think about the old grain elevators which dominate the waterfronts of many cities (this one in Buffalo, NY) and the centers of many small towns. Or just an old smokestack, such as this one which rose above the football stadium at Michigan State University.

So, as they explore the many meanings and impacts of the events of September 11, 2001, students may want to search local history to find their own lost landmarks; they may go out and photograph locations where landmarks once existed. This delves deeply into the psychology of history. How will they search for reports of how locals felt when these landmarks were lost? What is the memory now?

An exciting next step for students would be to create QR codes to tag locations in their community. These QR codes might lead to images of landmark views of the past, or to interviews with those who remember the landmark, or to stories about the landmark.

How to make your own QR codes The New York Times
QR Codes help tourism
QR Code Tours of New York

Making QR Codes: Resources
http://qrcode.kaywa.com/
http://www.qrstuff.com/
http://delivr.com/qr-code-generator
http://keremerkan.net/qr-code-and-2d-code-generator/
https://market.android.com/details?id=excelsior.qr.generator
http://qrdroid.com/generate

Possible associated viewing, the film Man on Wire (2008)

Other links
Aesthetics of Absence: World Trade Center (August, 2004)
http://www.michaelspornanimation.com/splog/wp-content/b/NYorker%201.jpg
http://www.michaelspornanimation.com/splog/?p=733 

- Ira Socol