9/11 School Curriculum Diverse Around Connecticut

To many current grade school students the Sept. 11, 2001 terrorist attacks are as much a part of history as World War II or Vietnam. Even the oldest students were only toddlers when the attacks happened 15 years ago.

In Connecticut, many school districts begin teaching about the attacks and their long-term effects starting in middle school. Lessons become more in-depth during the high school years.

However, on a statewide level, there is no uniform policy or mandate concerning how local school districts discuss what occurred on 9/11.

Connecticut was deeply impacted by the terrorist attacks that claimed the lives of 2,996 and injured 6,000 others. Many state residents commute by train or car to jobs in New York City. A total of 152 9/11 victims (65 residents) with ties to Connecticut are memorialized at the state’s Westport memorial site. The memorial overlooks Long Island Sound, and the Twin Towers were visible from the site.

Individual districts use different methods, but generally districts incorporate historical lessons along with uplifting stories about cooperation and sacrifice that occurred during and after the attacks.

“We refer teachers to the 9/11 Memorial site, which has a wealth of age-appropriate resources and teaching tools, including primary sources, lesson plans for students in kindergarten through grade 12, and a page on how to explain the 9/11 attacks to very young children,” said Abbe Smith, State Department of Education spokeswoman.

See also: How Do You Teach 9/11 to Kids Who Didn't Experience It? A Patch Investigation

Milford Public Schools has an extensive and in-depth curriculum regarding 9/11.

Milford’s latest 9/11 curriculum was written, piloted and refined between 2012 and 2013 with input and professional development through the 9/11 Tribute Center, said Rachel Rowley, reading specialist at Jonathan Law High School in Milford. Rowley has taken classes to the tribute center since 2007.

Some of Milford’s curriculum is featured on the 9/11 Tribute Center website. Jonathan Law High School launched a fundraising walk to benefit the Welles Crowther Foundation in 2013.

Welles Crowther, also known as the man in the red bandana, was an equities trader who worked in the south tower at the time of the attack. Crowther, a former volunteer firefighter, sacrificed himself to lead dozens of people to safety before the tower fell.

Jonathan Law dedicates a full day of curriculum, activities and recognitions to learn about the day the towers fell.

The district also began bringing all eighth-graders together starting in 2013 to learn in-depth about the events of 9/11 and how they continue to impact the world. Special guest speakers from the Tribute Center in New York City attend and speak to students. Welles’ mother spoke to students during the first year of the program.

Vernon Rockville High School senior Joyce Hida said most teachers share their stories detailing the exact moment when they learned about the attacks.

“We read accounts of first-responders and those affected by the tragedy since everyone knows the who, what, where, why and how of 9/11, but the impact is what resonates the most with students,” she said.

Vietnam War veteran Guy Brown of Norwich said 9/11 should be taught in a personal manner.

"It should be a part of the curriculum," he said. "Have the vets come in and share what it meant to them and what it means serve country. Have 9/11 survivors come in too. It was a major event."

Greenwich is only a couple of train stops from New York City and many residents commute daily for work. Each middle school or grade level partnership in the public school district handles 9/11 curriculum in its own way, said Kim Eves, director of communication for the district.

“For example, in Grade 8 at Western Middle School, the 9/11 Museum and Memorial in NYC is presented to get a conversation started about how tragic events should be remembered and what the purpose of a museum is,” she said. “This dovetails very well with the school's Grade 8 Washington DC trip later in the year.”

The September 11, 2001 attacks and decision to go to the war in Iraq are a key part of the final unit in the U.S. history course.

“The GHS civics course curriculum investigates the topic through the lens of liberty v. security and the Bill of Rights, and the contemporary global issues course includes September 11 in a unit case study on terrorism,” Eves said.

Greenwich High students will conduct a fundraiser along with the September 11 Greenwich Memorial and assemblies are scheduled to view a documentary.

East Windsor Public Schools also starts teaching students about 9/11 in middle school. Students are asked to interview family members about where they were on 9/11 and their memories.

“We do not address it at our elementary school (Preschool-4th-grade),” said Theresa Kane, superintendent of schools. “We feel the students are too young to understand what happened and the content may frighten them.”

Berlin Public Schools predominantly starts teaching at the middle school level as well. 4th-graders at Griswold Elementary School read the “I Survived 9/11” book.

Enfield Public Schools uses a new textbook that includes the topic of 9/11 beginning in ninth grade. An entire chapter is devoted to 9/11 in 11th grade U.S. history

“On or near September 11, many teachers, at a variety of grade levels, dedicate a lesson to the topic,” said Michelle Middleton, chief academic officer for Enfield Public Schools.

9/11 is covered at the middle and high school levels in Windsor Public Schools as well. The topic comes up in the curriculum, along with globalization and international terrorism, said Nancy Crilly-Kirk, department chair of social studies and history for Windsor High School.

Windsor High School and Sage Park Middle School students researched victims of the attacks and created luminaria bags in their memories.

“They decorated each bag with designs or decorations that represent the personal life of each victim, after researching the victims online,” she said. “On Sept. 11, 2016, the luminaria will be lit on the town green in an evening display organized by Enita Jubrey.”

Bethel Public Schools eighth-graders hear a primary account about the day of the attacks, and teachers share first-hand experience about how they saw events as they unfolded, said Christine Carver, superintendent of schools.

Students analyze the “25 of the the Most Powerful Photos Taken on 9/11” and make a pledge to make the world a better place. 9/11 comes up in 11th-grade U.S. history and American study courses. The final chapter in U.S. history books discusses 9/11.

Discussion about the 9/11 attacks and the aftermath starts at the middle school level in Madison Public Schools.

A brief announcement is made over the PA system on Sept. 11. There is nothing formal done on or near the actual day, but the events of 9/11 come up throughout the year as current events are discussed, said Thomas Scarice, superintendent of schools.

“Given the ages of the middle school level, we do not delve into the topic with the same depth as we do at the high school level,” Scarice said.

Students talk more in-depth about 9/11 when they study the Pearl Harbor attack. They compare what happened in the two attacks along with the nation’s response.

“When discussing the topic, faculty review the misguided stereotypes and try to emphasize to students how nothing like this had ever been imaginable on US soil, and that many people were essentially unprepared,” Scarice said. “The role and heroism of the first-responders, as well as the raw, sometimes emotional reactions from media covering the story, is also covered.”

In ninth grade, students learn about the nature of human compassion and cooperation and how people came together after the attacks to help one another.
Later in high school, students learn about global terrorism, the change of American foreign policy and extremism.

Suffield takes a similar approach as Madison with classes examining 9/11 and its effects from different scopes.

American studies classes will watch the national address given by President George W. Bush and talk about the impact the attacks had on America, said Timothy Kinel, social studies curriculum leader for grades 6-12. Civics will look at the effect the attacks had on domestic policy.

“International Studies will be looking at the event from a global perspective specifically as it pertains to the tenets of Islam and the connection between Islam and Islamist Extremists,” he said.
Middle school teachers will use their own discretion about the subject and will talk about some questions stated on the 9/11 Memorial website FAQ.

9/11 is covered in history and social studies classes in Vernon Public Schools, and each teacher develops his or her own activities around the topic of 9/11, said Assistant Superintendent Robert Testa.

Patch Editors Chris Dehnel, Tim Jensen, Rich Scinto, Wendy Mitchell and Brian McCready contributed to this story.

Written by Rich Scinto

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