children’s literature Social Studies and the Young Learner 17(1), pp. 25-29 ©2004 National Council for the Social Studies Making Meaning for Children: The Events of 9-11 Kay A. Chick

Each of us remembers where we were history. The reality of the terrorist attacks on this subject. Many picture books have and what we were doing on the morning is diffi cult for adults to comprehend. It is been written about 9-11 and on closely of September 11, 2001. I was at the gym now the job of teachers to help students related topics such as the New York City doing my usual workout. I’ll never for- of all ages understand the events of Sep- fi refi ghters. In addition, several books get the look of horror that came over my tember 11th and ponder what they mean document children’s reactions and memo- friend’s face or the way that he clung to my for the future of our country. This task is ries or contain comforting poems that can treadmill as he told me that airplanes had especially diffi cult for teachers of young help calm fears. Teachers can select from fl own into the twin towers of the World children. Primary grade children are devel- a variety of genres, including information Trade Center. Each of us has a personal opmentally unprepared for the abstract books, poetry, legends, nonfi ction stories, story from that day, and many of those thinking, problem solving, and critical and collections of children’s writings. personal stories took place in classrooms analysis necessary to make any sense of In this article I highlight children’s lit- all across America. the tragedy and the events that followed. erature that is appropriate for young chil- The attacks of 9-11 have become a sig- However, they did experience that day, dren in grades one through three. First, nifi cant event in our nation’s justjust asas adultsadults did,did, andand nownow experienceexperience thethe I provide a summary of each book and repercussions.repercussions. TTherefore,herefore, yyoungoung describe literature extension activities that children can assist teachers in incorporating this need topic into their social studies classrooms.

Alfred A. Knopf A. Alfred oppor- Following that, I recommend strategies tunities that teachers might use to help children toto gaingain deal with the anxiety and fear associated accurateaccurate with terrorism. informa-informa- tiontion andand Children’s Literature discussdiscuss The Day America Cried theirtheir ffeel-eel- The Day America Cried is a story about ingsings andand the events of 9-11, the motives of terror- reactions,reactions, ists, and the subsequent war in Afghani- andand teach-teach- stan.1 The author, Dr. Teri J. Schwartz, is ersers mustmust a clinical psychologist who has been treat- guideguide t thishis ing children and adults for over 20 years. learning.learning. Although this is an information picture QualityQuality book, the story format increases its read- children’schildren’s ability and appeal for young children. The literatureliterature i iss author uses age-appropriate language to oneone tooltool thatthat explain what happened that day, through socialsocial studiesstudies the voice of a narrator who is a cat: teachersteachers cancan People who walked on the streets in useuse ttoo pproviderovide Manhattan looked up and saw an air- developmen-developmen- plane. It was a large jet plane. It was fl y- tallytally appropri-appropri- ing way too low. Something was quite ateate iinstructionnstruction wrong. Planes are not supposed to fl y

September/October 2004 25 Terrorism as a Historical Phenomenon The Day the Sky Fell: A History of Terrorism was first published in 1983, with a title that now appears prescient.1 Milton Meltzer is a veteran author of award-winning books for youth such as The Amazing Potato: A Story in Which the Incas, Conquistadors, Marie Antoinette, Thomas Jefferson, Wars, Famines, Immigrants, and French Fries All Play a Part2 and The American Revolutionaries: A History in Their Own Words 1750-1800.3 In his book on terrorism (for grades six and up), Meltzer has surveyed terrorism as a historical phenomenon. He provides examples of terrorist groups from many nations and cultures, such as • the Sicarii, Jewish nationalists of the first century C.E. who murdered politically moderate fellow Jews; • the Assassins, a Muslim group of eleventh-century Persia and Syria, from which the word “assassin” came; • the Jacobins, who strove in the Reign of Terror to eliminate all potential opponents of the French Revolution; • the People’s Will, a small band of Russian radicals, “a highly disciplined band of professional revolutionaries ready to function like a suicide squad,” that murdered the czar in 1881; and • the Ku Klux Klan, which stifled the post-Civil War Reconstruction of the southern United States with acts of terror against ethnic minorities and progressive whites. Toward the end of the revised edition, Meltzer touches upon some of the tough questions like the definition of “terrorism,” the morality of using violence for a “good cause,” and whether reliance on oil for energy is one cause of terrorism today. This book would be useful for the upper elementary student who wants to learn more about this current issue or for a teacher who would like to refer to a brief (290-page) overview of terrorist activity throughout the history of civilization.

Notes 1. Milton Meltzer, The Terrorists: The Day the Sky Fell (New York, Harper & Row, 1983); reissued in 2002 by Random House, New York. 2. _____. The Amazing Potato (New York: Harpercollins Juvenile Books, 1992). 3. _____. The American Revolutionaries (New York: Crowell, 1987); reissued in 2003 by HarperTrophy, New York.

that low near tall buildings. All of a sud- author “adds her own two cents” to the ties of their hero.3 den the jet crashed into a very, very tall legend of Moses Humphrey—an eight- building. It was one of the two buildings foot-tall Irish American with “hands as big This Place I Know: Poems of Comfort called the World Trade Center. as Virginia hams. His arms were so strong This Place I Know: Poems of Comfort is he could swim the Hudson River in two a collection of poems chosen in memory This is one of the few books for pri- strokes.” As the story goes, one day a hotel of the events of 9-11 to help children deal mary-grade children that provide facts caught fire. Moses and the other firefight- with grief and fear.4 Georgia Heard, the and define terms while also describing ers raced inside to save people. When the editor, was asked by a superintendent in reactions and feelings. Best read aloud, fire was out, the crew realized that Moses Manhattan to gather poems of comfort this book opens the door for children to was nowhere to be found. At first there so that they could be shared with the tell their own personal stories and reac- were rumors about the interesting places children of New York City. Heard chose tions to the attacks. In addition to verbal he might be and the adventures he might eighteen poems from noted authors, and responses, children might benefit from be having. The men at the firehouse finally asked children’s book illustrators (such expressing their thoughts through artwork. decided that his spirit was always with as William Steig, Peter Sis, and Giselle Throughout the text, the author continu- them as they continued to help others. Potter) to create drawings or paintings ally returns to the words, “And America This book is beautifully illustrated for them. Consider this poem, written cried.” Students could write that phrase on with paintings in the style of the mid-nine- by A.L. Gordon and illustrated by Laura language experience paper and illustrate teenth century. After reading the book, McGee Kvasnosky: their feelings and reactions. They might children can describe the heroic acts Life is mostly froth and bubble, be encouraged to focus on the impact on of the firefighters on 9-11. Students can Two things stand like stone: our nation and its people, rather than the brainstorm other modern-day heroes and Kindness in another’s trouble, attacks themselves. choose one hero that has had an impact on Courage in your own. their life. Using poster board, each student New York’s Bravest can make a collage of words, drawings, Since all children experience emotions New York’s Bravest is written in memory pictures, and photographs of their hero such as fear, grief, and despair, it is impor- of the 343 New York City firefighters who and what makes them special. Children tant for them to contemplate those people, lost their lives helping to save others in the should have an opportunity to share their places, and things in their lives that bring early days of firefighting (1840s).2 The collages and talk about the unique quali- them comfort. Teachers might ask students

26 social studies and the young learner to participate in a think, pair, share experi- group goes to one of the sentence stems the piers closed; fi reboats were no longer ence by fi rst thinking of a person, place, and the groups have one minute to fi n- needed. Many of the fi reboats were sold or thing that helps them feel better when ish the sentence stem. All group members for scrap, but a group of friends decided to they are afraid or sad. Students can then must write at the same time, so that no one buy the John J. Harvey. They repaired her pair up and discuss how the person, place, has the opportunity to read or think about and took her out on the water for fun. or thing brings them comfort. The teacher anyone else’s response. Students can use On September 11, 2001, the owners of can then ask for volunteers to share with invented spelling, as needed. At the end the John J. Harvey called the fi re depart- the whole class. Various student responses of one minute, the groups rotate to the ment to offer their help. First the fi reboat can be written on chart paper. next sentence stem. The process contin- was used to bring people to safety. Then, ues until each of the groups has reacted because of broken water pipes and inca- Messages to Ground Zero to all of the sentence stems. The groups pacitated fi re trucks, the old boat fought Messages to Ground Zero: Children rotate through the sentence stems a second fi res for four days and nights. The John Respond to September 11, 2001, is a time so that students can read everyone’s J. Harvey won a National Preservation collection of poems, stories, letters, jour- responses. As closure for the activity, each Award for distinguished service to New nal entries, and artwork created by the group stops at one of the sentence stems. York City and its people. children of New York City in the days, The groups have three or four minutes to Before reading the book to the class, weeks, and months following 9-11.5 All of summarize the reactions for that sentence teachers can assemble a “time capsule” the illustrations are drawings and paintings stem in one or two sentences. Each group of artifacts and objects that represent the done by children attempting to express writes their summary sentences on a new John J. Harvey. They might use a shoebox their feelings. This collection is invalu- piece of newsprint and the class discusses to hold objects such as a toy boat, a tiny able because it sees the tragedy of that day reactions and comments. American fl ag, a photograph of New York through the eyes of young people. Tay- City, a piece of garden hose, and an award. lor, a second grade student from Brook- Fireboat: The Heroic Adventures of Students are shown the cover of the book lyn, expresses her fear this way: “I don’t the John J. Harvey and asked to predict how the objects in the want any more terrorists in the world. I Young children will be attracted to the sim- box might relate to the story. What might want everybody to love one another and ple, yet colorful paintings in Fireboat: The the garden hose represent? Why would be peaceful. I don’t feel good about it Heroic Adventures of the John J. Harvey. there be a photograph of New York City? because it could have been this school. This is the actual story of one of the twelve As the story is read aloud, students are Who knows? It could have happened. I fi reboats that fought fi res along the piers reminded to listen for the signifi cance of do not want to feel this way.” in New York City in the 1930s.7 The John each item. After reading, the class can dis- This compilation also includes letters J. Harvey helped to put out the fi re on the cuss the importance of each object and the written from children in other parts of the great ocean liner, the Normandie. Gradu- contributions of this historic fi reboat.8 United States to children in New York ally, in the years that followed, many of City. One boy offers his two new bun- nies to the children of New York City so they will feel safe and happy, while a girl suggests that thinking of lollipops helps you to get over being scared. After reading some of the primary grade selections aloud, students can respond to what they have heard by participating in literature graffi ti.6 Teachers can create sen- tence stems such as • The children of New York City dis- played courage by..... • On September 11th, the children of New York City felt.... • Heroes on September 11 included..... • When I think of New York City I.... The teacher can write each stem on a large piece of newsprint, then tape it around the walls of the classroom. Stu- dents are divided into the same number

of groups as there are sentence stems. Each Scholastic

September/October 2004 27 Recommendations for Teachers A year after September 11, 2001, the Nick- elodeon television network and Time magazine surveyed children about their memories of that day. Six in ten children stated that they thought about it several times a week, almost half indicated that they felt less safe traveling, and a third didn’t feel as safe in public places.10 For children who suffered personal losses, it is the reactions of parents and teachers that can make a signifi cant difference in the speed with which they adjust. Many elementary and secondary teachers are addressing the events of 9- 11 through social studies and language arts curricula. For example, an economics teacher in the Cincinnati Public Schools involved his students in an analysis of the fi nancial losses that resulted from the destruction of the World Trade Center and a discussion of Bruce Springsteen’s

September 12th: We Knew Everything Would be dents can begin by All Right brainstorming ways September 12th: We Knew Everything that they can tell that Would be All Right, was written and everything is all right. illustrated by fi rst grade students at H. Brainstormed ideas Byron Masterson Elementary School can be written under in Kennett, Missouri, and won the Kids the three headings: are Authors Award sponsored by Scho- home, school, and lastic, Inc.9 These students expressed, community. After through words and pictures, the hope brainstorming, each that “everything would be all right,” student can choose even after 9-11. Their teacher was still one idea and draw smiling at the classroom door and they or write about how said the Pledge of Allegiance, just like that social setting always. These first graders were even has carried on. For able to interject a bit of humor by stat- example, a girl might Heinemann ing, “We knew everything would be all mention that she knows everything is all album, The Rising. At a middle school, right because we had homework; 2 + 2 right because she still gets to have fun language arts classes planted a memorial still added up to 4.” These students sent with her family and pets. She might draw garden and recited original poems. While an important message for adults who care and label a picture of her family and their there is controversy about how the terror- for children. Parents and teachers need to two dogs in the yard of their home. After ist attacks should be addressed, educators maintain a familiar routine during fearful students complete their contributions, agree that September 11, 2001, is not a day times and assure children that they are they can be attached to a bulletin board that should be ignored by public schools.11 safe and loved. with the headings, home, school, and Primary grade teachers could focus more Teachers can consider ways to encour- community. The bulletin board might on feelings than facts. The following rec- age their own students to acknowledge be titled, “Everything is still all right in ommendations are offered to teachers as a that everything is all right in their own Room 18!” starting point in their quest to help young lives, even after bad things happen. Stu- children understand and feel safe.

28 social studies and the young learner Notes Primary grade children, in their desire encourage students to direct their quest 1. Teri Schwartz, The Day America Cried (New York: Enduring Freedom Press, 2002). to understand what has happened, will to “make a difference” to local commu- 2. Mary Pope Osborne, New York’s Bravest (New York: have many questions. Since children are nity service projects. Collecting food for Alfred A. Knopf, 2002). continuing to think about 9-11 long after a food bank, visiting the elderly in a nurs- 3. Adapted from Deborah Ellermeyer and Kay Chick, Multicultural American History Through Children’s it has passed, teachers should expect that ing home, or even walking the dogs at an Literature (Portsmouth, NH: Teacher Ideas Press, questions will persist. In fact, the same or animal shelter, are all projects that teach 2003), 60-61. 4. Georgia Heard, This Place I Know: Poems of Comfort similar questions may be repeated over children compassion. (Cambridge, MA: Candlewick Press, 2002). and over. Teachers should demonstrate Teachers who want to provide stu- 5. Shelley Harwayne and the New York City Board of patience and skilled listening so that they dents with factual information about Education, Messages to Ground Zero: Children Respond to September 11, 2001 (Portsmouth, NH: Heinemann, can provide truthful, thoughtful, sensitive, terrorism may choose to select activities 2002). 12 and emotionally controlled responses. from a teacher resource book such as 6. Adapted from Mary Rose-Colley, Lori Bechtel, and Teachers must be especially careful not to The Day that was Different, Septem- Bethann Cinelli, “Using Graffiti to Uncover Values,” Health Educator 26, no. 1 (1994): 29-31. introduce stereotypical prejudices when ber 11, 2001: When Terrorists Attacked 7. Maira Kalman, Fireboat: The Heroic Adventures of the questions involve the identity of the ter- America.18 Reproducible pages that can John J. Harvey (New York: G. P. Putnam’s 2002). rorists or their country of origin. be used to encourage students to create 8. Adapted from Ellermeyer and Chick, 123-124. 9. H. Byron Masterson Elementary School, September Tolerance is perhaps the most impor- a memorial for the World Trade Center 12th: We Knew Everything Would Be All Right (New tant lesson to be taught.13 Although it is location, brainstorm reasons why Ameri- York: Scholastic, 2002). always important to provide immediate can is called the “home of the brave,” or 10. Barri Bronston, “Comfort Books Parents Are Still Struggling to Find ...,” Times-Picayune (September 9, responses to students’ questions, it is identify ways to express patriotism, allow 2002): 1. equally important to return quickly to students to react to the tragedy in posi- 11. Earnest Winston, “In Classrooms, Sept. 11 Pivotal Day,” the normal classroom routine. It is the tive ways. Activities such as “What’s Next Cincinnati Enquirer (September 11, 2002). 12. Ilene Berson and Michael Berson, “Growing Up in the predictability of the daily patterns of the in Terrorism?,” which communicate the Aftermath of Terrorism,” Social Studies and the Young classroom that will assure children that potential for biological and chemical war- Learner 14, no. 2 (2001): 6-9. they are safe. fare, should be avoided. 13. William Pfohl, quoted in Earnest Winston, “In Classrooms, Sept. 11 Pivotal Day,” The Cincinnati Young children are not always able to Enquirer (September 11, 2002); Sharifa Alkhateeb and verbally express their fears and anxieties. Conclusions Steven S. Lapham, “My Name is Osama,” Middle Level Learning 14 (May/June 2002):14-15, www.socialstudies. Their concerns might be demonstrated These picture book extension activities org/resources/moments/ 14 in their play, or through stories, poems, and teacher recommendations represent 14. Berson and Berson. journal entries, and artwork.15 Violent play four strands in the curriculum standards for 15. Adele Brodkin, “September 11, 2001: Helping Children 16 Cope with Our National Tragedy,” Instructor 111, no. 4 should always be redirected, but active social studies. The study of TIME, CON- (2001): 10. play experiences are stress relievers and TINUITY, AND CHANGE; INDIVIDUALS, 16. Berson and Berson. should be encouraged. It is unfortunate GROUPS, AND INSTITUTIONS; POWER, 17. Philip Lazarus, quoted in Earnest Winston, “In that many children believe that disaster AUTHORITY, AND GOVERNANCE; and Classrooms, Sept. 11 Pivotal Day,” The Cincinnati Enquirer (September 11, 2002). will reoccur and media announcements CIVIC IDEALS AND PRACTICES, are sup- 18. Carole Marsh, The Day that was Different, September of increased risk levels from the Office ported as children learn about the history 11, 2001: When America was Attacked by Terrorists of Homeland Security can increase their of September 11, 2001, the compassionate (Peachtree City, GA: Gallopade International, 2001). 19. National Council for the Social Studies, Expectations trauma. Teachers should always be on responses of individuals and groups, power of Excellence: Curriculum Standards for Social Studies their guard for children who are less resil- structures within our government that help (Washington, DC: NCSS, 1994). ient. Disruptive behaviors, withdrawal or maintain our safety, and civic ideals such 19 Resources for Teachers thumb sucking, or violent representations as freedom. Hampton, Wilborn. September 11, 2001: Attack on New in writing or artwork should be carefully For many teachers, incorporating the York City. Cambridge, MA: Candlewick Press, 2003. monitored and reported to parents and events of 9-11 into the social studies curric- New York Times, A Nation Challenged: A Visual History of 9/11 and Its Aftermath. New York: Callaway, 2002. guidance counselors. ulum is an extremely challenging endeavor. Thoms, Annie, ed., With Their Eyes: September 11th, The Teachers should help children to focus Teachers must maintain developmentally View From a High School at Ground Zero. New York: on what we have learned as a result of the appropriate practices while ensuring that HarperTempest, 2002. terrorist attacks and the events that have primary grade students gain accurate infor- followed. It is unfortunate that a central mation, have questions answered, and Kay A. Chick is an assistant professor of Curriculum lesson relates to “man’s inhumanity to experience a safe environment to express and Instruction at Penn State Altoona. man.”17 However, that lesson provides feelings. Quality picture books are an excel- teachers with the opportunity to help lent resource for teachers who wish to open children show compassion. Children are the door to conversation on the terrorist often the first ones to offer assistance to attacks and the ways that our nation has those in need, even if the individuals are responded. far away or unknown. Teachers should

September/October 2004 29