Low, S. M., Taplin, D. H., & Lamb, M. (2005). Battery Park City An Ethnographic Field Study of the Community Impact of 9/11. New York, NY: The Graduate Center, City University of New York.
2b. This source was the first one I found that directly addressed the impact of 9/11 on nearby communities, in this case it studies the effects of the tragedy on residents of nearby Battery Park City. It provides background on the community itself, and a summary of the events that occured after the towers collapsed. Additionally, the document includes the methods of research carried out by the authors in their analyzation of the residents. The source also included a dynamic summary of changes to the social structure of the residents lives after 9/11. The document also covers the emotional climate of the residents of New York during the period of their research.
3a. This source covers multiple elements of my question, specifically, the source is a direct study of 9/11’s impact on New York City communities. This information will help me understand the ways in which communities react after a mass-casualty incident, and in turn help me answer my question about how we can improve empathy & kindness after terrorist attacks. It also includes a summary of how the social structure of the city changed immediately after the towers fell. Additionally, the information provided in this document will help me create my argument in cooperation with my other sources.
3b. Most of the document covered the ways in which social climate was affected by the terrorist attacks. Due to my previous residence in New York City, I am familiar with the ways in which 9/11 drastically altered my hometown forever. However the document did provide some interesting insight on previous times where tragedies affected New York City in a different way. I know that New York City has not been the same for many people since 2001, and I know that it has forever changed the way I feel safe in cities, and buildings, or just about anywhere.
3c. I think the most important questions I raised while reading this document were directly related to the changes in the community. Since tragedies like 9/11 have such an immense impact on communities, how can we lessen the change of power relationships and use grief to promote kindness and empathy? Additionally, I asked, “How can we protect the sense of community after tragedies that claim so many lives?”
Tucker, J. (2004). Making Difference in the Aftermath of the September 11th 2001 Terrorist Attacks. Thousand Oaks, CA: SAGE.
2b. This source actually covered two schools that I learned about during my first year of highschool in Jersey City, New Jersey. The document covers the ways in which administrators at two schools in New York City helped hold their communities together in the immediate aftermath of 9/11. One school was a premier public highschool, the other Manhattan’s only community college. The author covers the schools long term decisions, how they helped their student population, and the aftermath of the administrators actions. The source also includes how the attacks were interpreted by students, and how media represented their experience in news stories afterwards.
3a. The information provided by this source will help me gain a better understanding of how children and young adults were directly affected by the attacks on September, 11th 2001. My question specifically asks, “How can we promote empathy and kindness in the aftermath of mass-casualty events?”. Children are more impacted by events like these, so developing a plan to answer this question involves studying the specific ways they are affected. The document also provides descriptions of the efforts school administrators took to ensure the solitude of their student communities. These plans will help me find ways in which empathy can find a place during times of grief, and provide support for those who feel anger or hatred. These methods will help me reach my project goal of answering my question.
3b. As a student in New York City, we were taught a lot about the ways in which students close to ground zero experienced the events of 9/11. During 8th grade I took a trip to the 9/11 memorial museum and heard from our guide about both schools mentioned in the source. However we mostly learned about the experiences of the students when my class visited the museum, and this document enlightened me on the efforts of the school administrators.
3c. A lot of what I learned from this document helped me understand how the school administrators responded to the event, and other information provided also confirmed knowledge I had prior. In terms of questions that were developed as I read through the piece they mostly related to students’ individual emotions after the attacks, and how they treated a child who’d lost someone as opposed to a student who hadn’t. I also wonder whether the administrators took steps to ensure that teachers and other staff made sure to educate the students on racism in response to the nations discussion.
Yaqoob, M., & Sayyid, A. (n.d.). Religification Of Metrostanis In The Post-9/11 Era. Thousand Oaks, CA : SAGE.
2b. This article covered the writing of two pakistani authors and their responses to islamophobia, and changes in American social structure, patriotism and the aftermath of 9/11. They cover how changes in America after 9/11 demonized muslims and led to racism and discrimination towards the religion of islam. They also cover how muslim youth responded to this prejudice in the years after 9/11, and the ways in which children of other religions felt after the attacks.
3a. This document covers the same topic as my other sources, but this piece looks into the experiences of muslim youth rather than those of New York City schools. However, some students do have roots within New York City, so the paper provides excellent evidence to support both. This document provides the ways these youth felt, and changed after the attacks.
3b. I learned a lot more about the personal experiences of the writers, as well as the harsh lives many younger muslims faced after these tragic attacks. I learned that the racial discrimination continued even after programs aimed at stifling prejudice failed to capture an audience.
3c. Most of the questions I have are answered, but I am interested in learning the perspectives of different racial groups in New York City. Id also especially like to know if racism as a whole increased after 9/11, or if it was specific to these middle eastern ethnicities.