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• W164494512 abstract "Prelude Fall is most beautiful season of fill in New York City. Spring gives merely a fleeting taste of mild weather before city bakes in too much heat; rare is New Yorker who endures long winter without complaint. Having lived in New York City all my life, first as a student and then as a teacher, fall had always meant back to Only on a sabbatical year off did I finally learn to appreciate joys of autumn when New York City is in all its glory--day after day you can move from inside to outside in whatever you are wearing while savoring deep blue skies against which New York City skyline is so stunning. But this fall, our Indian summer feels utterly cruel; so much tragedy while weather beckons us to enjoy life. I live in Greenwich Village and walk to work by heading west. The Village Community School, an independent K-8 school, is on 10th Street just a few blocks from Hudson River. For twenty years, on my fifteen-minute walk to work Empire State Building has appeared on my right, World Trade Center (visible anywhere in low-lying Greenwich Village) on my left. These buildings marked boundary of my world and seemed as fixed and steadfast as axis of a compass. This fall, I was especially excited to return to school. Last year, I had developed a full year's course for seventh graders entitled The Islamic World. This year, I was eager to repeat and develop it further. Just mention or Muslims and many well-educated adults will ask, Why teach about Islam? Their values are so different from ours. What about their treatment of women? Of terrorism? I grew up during Cold War and one thing I know from experience is that a wall of silence enveloped our schools in 1950s and 1960s. We were to learn nothing about Russia or its people, as if by design. It is an easy--and effective--way to dehumanize the other. Aware of my own ignorance about world's second largest religion, and about centuries during which Islamic world far surpassed West in both material and intellectual accomplishments, I was determined to fill in gaps of my own education. My school, deeply committed to diversity, supported my efforts. The summer of 1998, I studied at Dar al Islam Teachers' Institute; last summer, I received a Fulbright grant to study in Turkey with fourteen other educators from around United States (under auspices of Dr. Manoucher Khosrowshahi of Tyler Jr. College in Texas). Before school opened, I posted on a bulletin board fascinating photographs I had taken along borders that Turkey shares with Iraq, Iran, and Syria. I had been so afraid to go to this part of world; I had returned with so much to share. Tuesday, September 11: Ground Zero Today, during my first free period, I sit comparing notes with our other seventh grade homeroom teacher, Andy Robinson. We review events of yesterday, our first day of school. My new seventh graders had returned fresh from summer and eager to learn; my eighth grade classes include many children who studied about Islamic world with me last year. Around 9:15 a.m., someone pops into teachers' room to tell us that our opening-of-school assembly has been called off. A small plane has accidentally crashed into World Trade Center. To get to assembly, our students would need to walk around block in clear view of accident. To protect our students from upsetting sight, we will keep them inside. Curious, Andy and I leave teachers' room and head outside to corner. A small group of adults is standing in sun facing south. We look up. It takes a while for what we see to sink in. Not one, but two of towers are ablaze. Black craters pockmark their upper stories. We are silent; we are helpless. Someone tells us that she saw a big American Airlines jet ram into one of buildings. She avows that it was close enough to read letters, even though we are located several miles north of towers. …" @default.
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• W164494512 date "2001-10-01" @default.
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• W164494512 title "We Are Living History: Reflections of a New York City Social Studies Teacher. (Teaching about Tragedy)(Cover Story)" @default.
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