I found my document from within the Suffolk University records at the Suffolk University archives located within the library on 73 Tremont street. These records include many (if not every) Suffolk University Journal, including the September 12, 2001 edition that featured the communities immediate reactions to the attacks on 9/11.
Featured below this image is a photo of the journal with the title, “Suffolk shuts down as terror strikes campus”.
The document was written and produced by Glenn Maffei of the journals staff.
The document was written in the hours after the attacks on 9/11 through the day afterwards when campuses in urban areas were largely shut down.
The writer was most likely prompted to produce the document as 9/11 was the largest & deadliest terrorist attack on american soil in the history of our union. The document is a response to the horrors that unfolded on that day, and the need to inform students about new information at a chaotic time for journalism.
The audience were Suffolk Students looking for more information on the attacks and the impact they have had on our community. The World Trade Center was the workplace for many parents of college students across the eastern seaboard, and for some students their only source of information or knowledge on what could have happened to lost loved ones. The document does not set too much of an agenda, rather it is informative and includes reactions from the community.
I think the only omissions were related to death toll as a day after 9/11 there was still a massive plume of smoke over ground zero, not to mention raging fires, and 1 million tons of steel building covering any casualties or survivors. omissions related to the sheer severity of how many were lost in the towers, but this may have been due to shock and the inability to comprehend.
I have located supporting materials that will be included in the continuation of this analysis.
This document relates to my revised topics as it shows the immediate reaction of older students, and their ability to compile this article even in a time of chaos and fear. It also relates closely to my question by quoting students and gauging their personal reactions to the attacks.
This document provides further support for the ways in which factual information after a tragedy can help limit prejudice and sensationalism.
—— —— —— —— —— —— —— —— —— —— —— —— —— —— —— —— ——
The second document I have chosen to analyze is a letter written to Student Affairs/School Administrators across the United States by Paperclip Communications, a professional development products site for higher education. It is a special report drafted to guide administrators through the difficulties that might arise on campus after a national disaster. I attained this document through the Suffolk University archives via Mr. Della Locano in digital format, I will include a screenshot of the passage I chose to include to analyze.
The image below with the title, “Heightened awareness of Race, Religion, and Nationality”
The document does not include the name of a single author, but includes several times that the report was compiled by Paperclip communications.
The document was produced after the 12th of September when broadcast news began to announce early death tolls and the government began to begin a dialogue about the invasion of The Middle East.
The writer was most likely prompted to produce the document as 9/11 was the largest & deadliest terrorist attack on american soil in the history of our union.
The audience that was intended for this special report were school administrators across the United States that were looking for guidance in keeping their students informed and safe from prejudice and hatred after the attacks. The document sets the agenda to promote empathy, and disregard racism and religious prejudice by those who are overcome by grief and hatred. The contents include resources and tips for administrators to promote a sense of community so shortly after a national tragedy.
I do not believe there to be omissions as this special report deals with the specifics on how to respond as a community to acts of violence.
believe that the best supporting archival documents for my piece are related to the reactions of first responders, and the communities of New York City after the attacks.
This document relates directly to my topic and the ways in which we can promote empathy and kindness after a mass casualty event.
This document adds a plethora of support for promoting a positive agenda after attacks like those on 9/11.
—— —— —— —— —— —— —— —— —— —— —— —— —— —— —— —— ——
The last archival document I have chosen to analyze is a picture page from the 2002 yearbook that features small blurbs covering American heroes on 9/11. I found this physical document in the Suffolk University Yearbook Archives.
The image below with the title, “America’s Heroes”
There is not an individual author listed on this page of the 2002 yearbook.
The document was produced for the 2002 yearbook, however it does not include a specific time in which these paragraphs were written.
9/11 was most likely the reason for including this information in the yearbook, however it seems that instead of including more on the tragedy, the yearbook committee chose to focus on the heroes we lost on that day.
This piece was written for students and families of Suffolk University, and the agenda seems to focus more on promoting the remembrance of heroes rather than terrorists. The contents include blurbs that highlight the actions of people who responded to the tragedies as they happened. The author doesn’t seem to take a position but the common idea at the time was to never forget the sacrifices of our fellow countrymen and women.
I do not think they chose to omit any specific heroes on 9/11, however they did not cover the 100’s of private vessel owners who helped evacuate the island of Manhattan after the Port Authority closed all bridges and tunnels in the tri state area.
I think after analyzing 5 documents I have gained sufficient information to answer my question.
This document relates directly to my topic as it is an example of celebrating the positive impact good people had on such a terrible day, and how their sacrifices saved the lives of many.
This document adds evidential support on the ways in which administrators respond to attacks like 9/11, and how we can protect communities from hatred and prejudice when need be.
