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11 September 2001 – 8:48 am

Posted By Denebola On February 15, 2011 @ 7:15 am In 50th Edition,News | Comments Disabled

By Adi Nochur,
Volume 41
September 28, 2001

On September 11, 2001, three hijacked airplanes smashed into the World Trade Center and the Pentagon, killing thousands of civilians and shattering a nation’s confidence. This tragic terrorist attack has profoundly affected the American people. Individuals all over the U.S. have reacted to the attacks in many different ways, and the Newton South community is no exception.
Once news of the attack broke, South Principal Michael Welch made announcements over the school’s public address system every hour with updates about the situation in New York and Washington.
Welch urged students to stay in their classrooms with their teachers or with a trusted adult and while all afterschool activities were canceled, the day’s schedule continued as normal.
“I did not want to hold large assemblies because there is a certain contagious hysteria that occurs [at such gatherings],” Welch said, “I’d rather that teachers and students discuss [the tragedy] in small groups.”
Welch’s current challenge as a principal is to formulate a response plan that meets the interests of the entire South community. The tragedy has had a profound emotional effect on many South students and teachers, and different people are dealing with the tragedy in many different ways. “I’m struggling to find the best way to respond to their needs of the whole community,” Welch said. For now, Welch is planning several optional forums about the tragedy in the coming weeks.
These forums are particularly aimed at South students, who internally are dealing with a wide range of emotions ranging from sadness and confusion to anger and disgust. Many suddenly felt insecure and vulnerable upon hearing about the attacks, knowing that they had taken place so close to home. Such emotions will persist as the terrorist saga continues to unfold.
Some students were scared and distressed when they learned about the tragedy. “I felt as if my personal safety was in jeopardy,” junior Bryan Young said. “It was very disturbing witnessing an American symbol of defense being partially destroyed.”
Others felt disbelief and shock. “I’ve found it difficult to comprehend the scope of the attacks. After growing up in a period of high economic prosperity and stability, it’s tough to accept that the U.S. is going to war,” junior David Tannenwald said.
Junior Joel Sher shared these emotions.
“I was shocked at how fast the news spread, but [the tragedy] didn’t really hit me until I got home and saw my mom watching TV and wiping her eyes,” Esher said. “Since then it’s been scary.”
The attacks have also affected South teachers, many of whom have some sort of personal connection to the tragedy, according to Welch. “All the adults in the building are taking this very hard,” history teacher Bob Parlin said. “Some of us are sad, some are angry, and some are struggling to understand what happened.”
South teachers are also finding themselves in a somewhat uncomfortable position as mediators for class discussions about the attacks. “I haven’t found students to have a difficult time expressing themselves, but I am trying to be sensitive to the wide variety of personal backgrounds that students possess,” Parlin said.­
Welch was quick to respond to the attacks. At 7 a.m. on the morning of September 12, he called a mandatory meeting of all school faculty and staff. “We met to discuss how to communicate factually and in a supportive manner what currently happening, “ South enrichment officer and crisis team member Donna Gordon said.“Last spring we learned a lot from psychologists who deal with trauma, and we used those strategies to create a supportive, helpful climate.”
As another part of the South response, Welch oversaw a student-led forum in the auditorium during J-block on September 1. At this gather, students shared their thoughts with their peers and suggested many ways for the Newton community to get involved with issues surrounding the tragedy, from creating a memorial to planning fundraisers for the victims’ families.
The following Monday, September 17, the Peace in the Middle East club held a J-block forum in the lecture hall.
This discussion was more intimate and focused on politics and opinions rather than ways to commemorate the tragedy. While the students at the meeting agreed that action had to be taken against the terrorists, they were in a moral quandary about how the U.S. should react. However, most thought that a full-scale war against Afghanistan was not a good solution to the problem of terrorism.
Sophomore Kyle Brodie shared this opinion. “One of the key things is that we have justice, not retaliation,” Brodie said. “We’ve begun to declare war against Afghanistan, and Afghanistan has declared war on Pakistan because [Pakistan is] supporting the U.S. This is the kind of thing that got the other two World Wars started. That scares me, and that’s why I think it’s important that we do our best to keep peace.”
While many people take different stances on the terrorist strikes, most Americans agree that their general attitude towards life has greatly changed in the wake of the tragedies in New York and Washington.
As the American people continue to try and make sense of the attacks, the healing process will take a long time for the Newton South community and the rest of the United States.­

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URL to article: http://www.denebolaonline.net/2011/02/15/11-september-2001-848-am/

URLs in this post:

[1] South students respond to September 11: http://www.denebolaonline.net/2011/02/15/south-students-respond-to-september-11/

[2] America aids victims: http://www.denebolaonline.net/2011/02/15/america-aids-victims/

[3] Welch (2000-2005): http://www.denebolaonline.net/2011/02/15/welch-2000-2005/

[4] “You can’t go global now”: http://www.denebolaonline.net/2011/02/15/you-cant-go-global-now/

[5] Perspective on Israel: Maintaining loyalty in a futile conflict: http://www.denebolaonline.net/2009/10/21/perspective-on-israel-maintaining-loyalty-in-a-futile-conflict/

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