community conversations 9/11 toolkit

8/3/2019 Community Conversations 9/11 Toolkit

http://slidepdf.com/reader/full/community-conversations-911-toolkit 1/11

9/11 National Day of Serviceand Remembrance

www.nyhumanities.org/conversations



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Community Conversations provides an opportunity for people come together forthoughtful discussion and dialogue about their shared values as Americans—past, present, and future. Focused on central themes in American life such asservice, freedom and democracy, Community Conversations allows New Yorkersto join in discussions that offer an alternative to received wisdom and providethe chance to take part in a shared national dialogue.

Community Conversations are stand-alone, text-based discussions led by a facilitatorfrom the local community. Each toolkit includes a text that tackles an important

aspect of American life and encourages community dialogue.

Your Community Conversation should last between 60 and 90 minutes withoutinterruption. Discussions should be guided by a facilitator and focused on the textand the theme.

Hold your conversation in a room where a group of 10-30 participants can hear eachother clearly. Use the tips sheets for host sites and facilitators included in this toolkitfor ideas about how to encourage everyone to participate in the discussion.

A good facilitator is the key to making a Community Conversation successful. Thefacilitator should be someone in your community who enjoys working with people, is

interested in what others have to say, and believes in the merit of conversation-based programs. The facilitator does not need to be someone with an advanceddegree in the humanities, but rather someone who has some experience leading open conversations and who is enthusiastic about learning how to facilitate. Weencourage all prospective facilitators to attend one of the Council’s free facilitationwebinars* to learn more about best practices for guiding successful and meaningfuldiscussions.*Facilitators at featured sites must attend a facilitation webinar.

On Some Mental Effects of the Earthquake by William JamesDiscussion Questions for On Some Mental Effects of the Earthquake

Tips for Facilitating a Community Conversation about 9/11Tips for Facilitating Tips for Hosting Sample ScheduleParticipant EvaluationKeep the Conversation Going Partners

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New York Council for the Humanities | T 212.233.1131 | www.nyhumanities.org



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Excerpt from Writings 1902–1910

This piece was written by William James in the immediate aftermath of the devastating 1906 earthquake in San Francisco.

It was selected for the 9/11 National Day of Service and Remembrance Community Conversation toolkits because it offers

a compelling reflection on people’s reactions to large-scale tragedy.

Two things in retrospect strike me especially, and are the most emphatic of all my impressions. Both are reassuring as

to human nature.

The first was the rapidity of the improvisation of order out of chaos. It is clear that just as in every thousand humanbeings there will be statistically so many artists, so many athletes, so many thinkers, and so many potentially goodsoldiers, so there will be so many potential organizers in times of emergency. In point of fact, not only in the great city,but in the outlying towns, these natural order-makers, whether amateurs or officials, came to the front immediately.

There seemed to be no possibility which there was not some one there to think of, or which within twenty-four hours wasnot in some way provided for.

Much of this readiness was American, much of it Californian; but I believe that every country in a similar crisis would

have displayed it in a way to astonish the spectators. Like soldiering, it lies always latent in human nature.

The second thing that struck me was the universal equanimity. We soon got letters from the East, ringing with anxietyand pathos; but I now know fully what I have always believed, that the pathetic way of feeling great disasters belongsrather to the point of view of people at a distance than to the immediate victims. I heard not a single really pathetic orsentimental word in California expressed by anyone.

The terms “awful,” “dreadful” fell often enough from people’s lips but always with a sort of abstract meaning, and with aface that seemed to admire the vastness of the catastrophe as much as it bewailed its cuttingness. When talk was not

directly practical, I might almost say that it expressed (at any rate in the nine days I was there) a tendency more towardnervous excitement than towards grief. The hearts concealed private bitterness enough, no doubt, but the tonguesdisdained to dwell on the misfortunes of self, when almost everybody one spoke to had suffered equally.

Surely the cutting edge of all our misfortunes comes from the character of loneliness. We lose our health, our wife orchildren die, our house burns down, or our money is made way with, and the world goes on rejoicing, leaving us on one

side and counting us out from all its business. In California every one, to some degree, was suffering, and one’s privatemiseries, were merged in the vast general sum of privation and in the all-absorbing practical problem of generalrecuperation. The cheerfulness, or, at any rate, the steadfastness of tone, was universal. Not a single whine of plaintiveword did I hear from the hundred losers whom I spoke to. Instead of that there was a temper of helpfulness beyond thecounting.

It is easy to glorify this as something characteristically American, or especially Californian. Californian education has, of

course, made the thought of all possible recuperations easy. In an exhausted country, with no marginal resources, theoutlook on the future would be much darker. But I like to think that what I write of is a normal and universal trait of human nature. In our drawing-rooms and offices we wonder how people ever do go through battles, sieges and

shipwrecks. We quiver and sicken in imagination, and think those heroes superhuman. Physical pain, whether sufferedalone or in company, is always more or less unnerving and intolerable. But mental pathos and anguish, I fancy, areusually effects of distance. At the place of action, where all are concerned together, healthy animal insensibility andheartiness take their place. At San Francisco the need will continue to be awful, and there will doubtless be a crop of nervous wrecks before the weeks and months are over, but meanwhile the commonest men, simply because they are

men, will go on, singly and collectively, showing the admirable fortitude of temper.




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• How does James describe the people who bring order to the aftermath of the quake?What exactly are they doing?

• Is “natural-order making” particularly American, or human, or neither?

• Why does natural-order making usually lie dormant?

• What, in James’ view, explains the “universal equanimity” in California after the quake?

• Why does James think there was equanimity nearby and anxiety and pathos further away? Has this been true incrises you’ve experienced?

• Why does James say there was a kind of cheerfulness after the quake? Does this ring true to you?

• Why, partway through this piece, does James start talking about loneliness?

• Do you agree with James’ idea that “mental pathos and anguish . . . are usually effects of distance”? Is that alwaysthe case?

• When describing how people responded to the aftermath of the earthquake, why might James also emphasizewhat the people of San Francisco did not do and how they did not react?

• James says “Californian education has, of course, made the thought of all possible recuperations easy”? What isJames talking about here?

• What is “animal insensibility and heartiness,” and why is it “healthy”?

• Does James successfully describe the mental effects of the earthquake? Does he draw a clear picture of thephysical devastation?

• Do you think James’ descriptions of the San Franciscans and their reactions are realistic? Would you react as he

describes? Would your family? Your neighbors?

• In your community, who are the natural order-makers? Do you consider them heroes?

• What word or words characterizes what you saw in your community on 9/12, 2001?

• How do we build a robust community? What are the conditions for a healthy community? What do we individually

sacrifice for the sake of community?

• Could we create a greater sense of community and interconnectedness every day? How? Should we try? Why don’twe already? What would it require of us to do so?

• How was the 1906 earthquake similar to the attacks of 9/11 and after? How was it different?

• Are there similarities in the kinds of behavior that James notes and what you saw after 9/11?

• Do people react to man-made and natural disasters differently? Are there differences in how people try to makesense of them?

•Do you think that after 9/11 Americans were also too involved with “general recuperation” to spend timesuffering?

• How did California and New York change in the immediate aftermath of their respective disasters? Is this common

to all communities after a terrible event?

• Who emerged as the “natural order-makers” then?

• 9/11 has been designated a day of “service and remembrance.” How can service help us remember?




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• Community Conversations should focus on the 9/11 National Day of Service and Remembrance and the

shared reading, not on personal 9/11 experiences.

• Ask if any participants or their family members have been directly affected by the events of 9/11. If a

participant indicates that they experienced a loss (relative, friend, neighbor, home) offer a brief condolence

and thank them for their participation.

• Remember that more than ten years later, adults may experience the feelings of their “younger selves” on

September 11, 2001 and may also remember the reactions of significant others in their lives.

• Be sure that there is ample opportunity for socializing after the conversation. Being with friends and family

after a conversation allows for further support and discussion.

• Refrain from using photos, news clippings and video of 9/11 or graphic images of destruction; focus on

rebuilding and resilience.

• Participants may be apprehensive about discussing this topic. Explain that the Conversation is about “On

Some Mental Effects of the Earthquake” by William James and ideas/thoughts related to this text. While 9/11

is the centerpiece of this discussion, the conversation is not meant to traumatize or relive those events, but to

learn from it through thoughtful dialogue.• Talk about safety measures, courageous acts and volunteer efforts following the event. Describe changes that

make our world a safer place, new policies and safety procedures (such as airplane screening and safety

drills).

• Participants may want to start a “where were you when…” conversation. These conversations can be powerful

for some, but difficult and personal for others. Ask the group to share these stories after the conversation, and

refocus the discussion on service and the text.

• Ask participants, “Does anyone want to add anything we haven’t talked about?” or “Are we missing anything

here?”

• Tell participants that it is not unusual to think about 9/11 after the Conversation. Encourage them to talk to

friends and family members.

• Suggest they “do something” after the Conversation to help another person or share their thoughts and ideas,

or make a contribution to a cause important to them.

Developed in consultation with Donna A. Gaffney, DNSc, PMHCNS-BC, FAAN




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Community Conversations are simple gatherings that encourage thoughtful, engaged dialogue using ashort reading to foster discussion. The goal is a comfortable, lively discussion free of bias and judgment. We hope the following suggestions will help you create an inviting environment for you andyour community.

• Expect a healthy conversation to last between 60 and 90 minutes.

• Read the text several times, paying attention to the parts that were difficult or that made you pause. These will be the

places that generate the most conversation.

• Use the sample questions in this toolkit as a starting point for writing questions that will resonate with your group.

•Decide how you will begin the conversation. The first few questions will set the tone for the discussion, so think aboutwhat themes in the text you would like to explore.

• Prepare about three times as many questions as you think you’ll cover with the group. You won’t get to everything, but

extra planning will help you follow the natural progression of the conversation.

• Plan a closing question or exercise that signals the end of the formal discussion, but encourages the group to keep theconversation going at home or among friends.

• Arrange chairs in a circle or semi-circle so that participants can easily see one another and be heard by all.

• Start by establishing some basic guidelines with the group. For example, “be respectful,” “make sure that everyone has

a turn to speak,” and “focus your comments on the reading.”

• Introduce yourself at the beginning of the session and ask each participant to do the same. Keep introductions short.

• Begin by reading the whole text aloud together. This allows everyone to have the opportunity to hear a fluent reader and

invites people with lower levels of literacy to actively participate.• Plan an opening activity to help participants get comfortable: ask a discussion question and encourage participants to

share their thoughts in pairs and report back to the group.

• Ask short, open-ended questions that don’t have a right or wrong answer.

• Invite the participants to interpret the text in their own ways.

• Focus on places where opinions may differ (not on facts that cannot be disputed).

• Look for ways to connect the subject matter to everyday life.

• Encourage participants to form their own questions.

• Prioritize keeping the conversation going over getting to all of your questions.

• Use the text as a neutral place if the conversation gets heated.

• Focus on listening, not teaching.

• Be flexible and let your questions follow the natural course of conversation. Don’t feel that you need to ask every

question you’ve prepared or in the order you planned.

• When the conversation in flowing, share your opinion last or not at all.

• Avoid answering your own questions. If there is a lull in the conversation, let people think about their answers before you

move on.

• Look at the person speaking, and try not to cross your arms or legs. Address group members by their first names.




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• Find a facilitator who is a good fit for your group. (The host-site coordinator and the facilitator can be the same

person.) The success of your conversation is highly dependent on the skill of your facilitator.o Look for someone who is open, friendly, and enjoys working with people. Your facilitator should believe in

the program and share your enthusiasm for doing it!

o Look for someone who is interested in what others have to say. Keep in mind, the facilitator is not there toteach the text or lecture on the topic, but rather to ask questions and let the group do the talking.

o Look for someone who is willing to learn how to be a facilitator and can commit to doing the training webinar (if you are a featured site).

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Plan to begin publicizing your discussion at least three weeks in advance. The Council provides templates for pressreleases, fliers, and Community Conversation logos on our website (link).

• For public conversations, make fliers and post them at local libraries, community centers, coffee houses, school

campuses, churches, veterans or union halls, and store bulletin boards. Be sure to get permission to leave or postfliers. Make every effort to draw a diverse audience to your program so that a variety of perspectives arerepresented in the discussion.

• If your conversation is for a closed group (staff, club, etc.), consider including the discussion at a time when you

already meet, such as at a staff meeting. You may consider including the conversation on the day of a planned

service project, either to start or conclude the project.

• Consider making fliers with the time, date, and location on one side and the text on the other.

• Be sure to choose a room with good acoustics so that everyone, including people who may be hard of hearing, can

hear each other. Choose a room that is free of other distractions.• Seat participants in a circle or semi-circle so everyone can make eye contact with each other.

• Create a welcome table with copies of the text near the entrance to the room. Provide nametags and ask

participants to use their first names. You may also want to include other literature or pamphlets from yourorganization related to the theme of the discussion.

• Make more than enough copies of the text so that everyone has a copy. Invite participants to take an extra copy

after the discussion and share it with a friend or family member. It’s a great way to keep the conversation going!

• Test any audiovisual equipment ahead of time to make sure that the volume is loud enough for everyone to hear.

Don’t play off of built-in computer speakers—it’s difficult to hear in large groups and people may feel uncomfortable

saying so.

• Provide light refreshments like juice, coffee or tea, and cookies. You can use the stipend to cover the cost of drinks

and snacks.

• Make sure the facilitator has a view of a clock or other time-keeping device. If you are not the facilitator, seat

yourself across from him or her so that you can easily make eye-contact.

• Decide whether you will ask participants to fill out an evaluation form. Have copies on hand to distribute after the

discussion has concluded. The Council has included a short evaluation form in this toolkit that you can use, or youcan design your own. Be sure to share participant feedback, formal and informal, on the host-site coordinator

evaluation form (provide link).

• Keep accurate attendance data for your own records to report back to the Council. The Council does not require you

to share names or contact information of attendees.

• If you are a featured site, complete the online evaluation for host-site coordinators within two weeks of the event. New York Council for the Humanities | T 212.233.1131 | www.nyhumanities.org



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• How can we keep the legacy of service on9/11 alive today?

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• Use first names.

• How would you describe your mood right now, inone word?

• Ask one fluent reader to read the entire text.

• Suggest participants underline or make notes aboutparts of the text that surprise or intrigue them.

• Did everyone understand the vocabulary?

• Are there any phrases that need further

clarification?

Focus on interpretive and evaluative questions:

• Interpretive: What does James mean when hesays X?

• Evaluative: Do you agree with James when hesays X? Why or why not?




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Name: ________________________________ Email: ________________________________

Definitely Not Not really Possibly Somewhat Definitely





Not at all valuable Not very valuable Somewhat valuable Valuable Very valuable

Not at all important Not very important Somewhat important Important Very important

No Possibly Yes

No Possibly Yes

Would you like to receive the Council’s e-newsletter? Yes No




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Explore more of what the Council has to offer!These grants and programs support conversation-based programming.

• Series of thematically linked texts over the course of four, five, or

six sessions.

• Themes include: Serving, Working, Making Sense of the Civil War,

and Lincoln on the Civil War.

• Healing, Muslim Journeys, and Growing & Aging coming in 2013.

• A forum for parents and their 9- to 11-year old children to come

together to talk about books and ideas.

• Six 90-minute sessions is co-facilitated by a librarian and a

humanities scholar from the local community.

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Explore key themes in American life such as courage, freedom,and being American.

• Organizations may design their own series of conversation-based

programming about important humanities ideas or texts.

• Grants of $300 – $10,000 may be awarded.

• Over 200 humanities-based lectures on a wide variety of topics.

• Bring a lecture on service to your organization or school:

- Violence on Film: 9/11 on Film

- How Cartoonists Responded to 9/11

-Learning About Islam and Reaching Across Faith Divides:Americans Respond to 9/11

• 90-minute discussion guided by a scholar-facilitator.

• Centered on a short text, focused on American identity.

• Talk more about service with some of these Conversations:

- What Is an American?

- Collaboration and Conflict: Robert Frost’s “Mending Wall” - The Art of Losing - American Dreamer: Immigration Politics of Hyphenation

Visit us at www.nyhumanities.org for all program information, guidelines, and application forms.Any not-for-profit organization in New York State is eligible to apply for Council grants and programs.

Discuss ideas based on a short text,led by a scholar-facilitator

www.nyhumanities.org/programs/cb

Read and talk about books andideas in a group setting

www.nyhumanities.org/adultrd

Family reading and discussionprogram for parents and kids

www.nyhumanities.org/together

Funding for projects using humanities to engage the public

www.nyhumanities.org/grants

Lectures on humanities topics

www.nyhumanities.org/speakers




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Executive Director, the Interfaith Center of New York

Assistant Professor of English, St. Francis College

Advisory Board, Families of September 11

Manager of School and Family Programs, National September 11 Memorial & Museum

Prepare New York Education Direction, the Interfaith Center of New York

Director, 4 Action Initiative and Advisory Board, Families of September 11

Author and editor-in-chief of “Does This Make Sense” (www.doesthismakesense.com)

Co-founder & Vice President, MyGoodDeed, and President, Winuk Communications, Inc.


community conversations 9/11 toolkit

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