Teaching 9/11

To say that the attacks of September 11^th, 2001 were a turning point in US History would be an understatement. I believe it was less of a turning point and more of a reposition of the economic, cultural, and political values of American society. For decades the American people had lived under the rules of the Cold War, always worried where and when the communist attack would come. That all changed with the nightmarish attacks that bright blue morning in New York, Shanksville, and Washington DC. John Lewis Gaddis chronicles this reposition and how the US government and its people have responded to these attacks and what we might have done differently prior to the attacks of 9/11 in his book Surprise, Security, and the American Experience.Gaddis does a good job of covering the fog of peace and prosperity that was the 1990’s. Further he critically analyzes the dynamic repositioning of the American government after 9/11.

However, as a teacher of US History I tend to ask my students to look the “why and what?” of history. Why did radical fundamentalists under the influence of Osama bin Laden carryout the attacks. In addition, what led up to this attack or was it a singular event? These are the questions I would have teachers ask their students. As students begin to investigate the attacks leading up to 9/11 a pattern emerges. And the pattern that emerges is one of testing and escalation. From the first World Trade Center attack, much maligned by the national media, and thoroughly ignored by the American public. The reason so many Americans ignored the 1993 attack is because many had no prior experience to reference. If this had been another Cuban Missile Crisis or an invasion from a communist state we would probably know how to act and react, but a vehicle blowing up in the parking garage of the World Trade Center was not on any average Americans radar and was therefore overlooked. Following that attack I would take the students through other attacks accredited to al Qaeda. These attacks include the Riyadh bombing of Marine barracks in 1995 and the October 2000 attack on the USS Cole. With each of these attacks the terrorists become more bold in their methodology and more vicious in their result all leading up to the attacks of 9/11.

As you discuss and analyze these attacks you and your students may begin to answer some of the reasons why these young men were so willing to sacrifice their lives. Your students may begin to notice that many of these young men that committed these atrocities are usually young, well educated, and from middle class families. We as a nation have yet to answer all of the questions of why, but as time moves forward and more information becomes available the picture is becoming more clear. The pictures that follow are some of the more intriguing ones that I have taken form a 9/11 website.

Teaching Pearl Harbor

What should be taught about Pearl Harbor? The question came up a few days ago as a parent informed me that her son would be traveling to Pearl Harbor while on vacation for the next five days. After picking up my jaw in amazement that a parent would take her child out of class for so long without taking me, I began to contemplate what would be the most essential question that I could have this student answer while in Hawaii? After reading Emily Rosenberg’s book A Date Which Will Live I assumed this would be an easy question to answer. However, I find myself no closer to this answer, just more convoluted.

Pearl Harbor has been, for many Americans, a pivotal moment in history. An event that one can remember exactly what they were doing and where they were when they heard the news of the attack, as many Americans were not aware of the attack until many hours later due to limited communications from the island. Why is Pearl Harbor one of these pivotal moments in history? Is it because of the brutality of the attack, probably? Is it because of the sheer surprise of the attack, possibly, but not likely? Is it because Pearl Harbor was attacked, absolutely not, most Americans had never heard of Pearl Harbor before the attack. Or is it because this attack pushed the Untied States at long last into the world conflict it had been avoiding? Whatever your answer is to these questions the fact remains that the Japanese attack on Pearl Harbor continues to live in the memories of Americans to this very day, although in varying degrees on the historical memory spectrum. To many Americans the attack on Pearl Harbor was a dastardly surprise attack by the Japanese, plain and simple. However for others this attack raises more questions than it answers. And so I return to my original task, what is the most essential question to be answered concerning Pearl Harbor, the attack, and the subsequent entry into war?

As a teacher looking for answers one tends to lean on the resources of others. I am no different. When I finally realized the answer to my question I wondered about evidence that might aid in the progression to a more developed answer. I have looked for my evidence on the NARA website, (click here to check it out), and in particular the ARC search engine. As you complete your own search remember the KISS principle, “KEEP IT SIMPLE STUPID.” What I found are pieces that lead to further questions that may lead to an eventual answer. The pictures within this blog should raise further questions about the intent of the Japanese in their attack and to the eventual question for my student. Why did the Japanese attack?

Citations for Photos:
#1 ARC Identifier: 535645 Local Identifier: 208-COM-132

"REMEMBER PEARL HARBOR - WORK - FIGHT- SACRIFICE!!" / "WE'LL REMEMBER - AND BY GOD, YOU WONT FORGET!!" , 1943
Still Picture Records LICON, Special Media Archives Services Division (NWCS-S), National Archives at College Park, 8601 Adelphi Road, College Park, MD 20740-6001 PHONE: 301-837-3530, FAX: 301-837-3621, EMAIL: stillpix@nara.gov

#2 ARC Identifier: 295996

Naval photograph documenting the Japanese attack on Pearl Harbor, Hawaii which initiated US participation in World War II. Navy's caption: Midget Japanese submarine beached at Bellows Field, Hawaii, after the attack on Pearl Harbor of Dec. 7, 1941. , 12/07/1941
NARA's Pacific Region (San Bruno) (NRHSA), 1000 Commodore Drive, San Bruno, CA 94066-2350 PHONE: 650-238-3501, FAX: 650-238-3510, EMAIL: sanbruno.archives@nara.gov

State Standard Addressed:

History High School (United States History)

History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

Benchmark 2: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Great Depression through World War II in United States history (1930-1945).

5.(A) analyzes the debate over and reasons for United States entry into World War II (e.g., growth of totalitarianism, America First Committee, neutrality, isolationism, Pearl Harbor).