9/11 Discussion Questions And Answers

September 11, 2001 was not just any ordinary day for the citizens of the United States and the city of New York, but a devastating attack that has put us all in shock and fear. As all of you know, the Tuesday that this country was ambushed and attacked destructively by terrorists, was one of the saddest days America has ever seen. Not only did it affect the people that were in the World Trade Center Towers and the loved ones who unfortunately passed away, but it affected our country as a whole. Scared, devastated, astonished, and surprised are just a few words that begin to describe September 11th. As separate states and people, I can confidently say that America has never been closer together as one than on that

For this paper, the three people I interviewed were my sister Nicki, my mother Dawn, and my grandfather Bill. For my grandfather, I asked about the Great Depression, World War II, and the 1969 Moon landing. The questions I asked my mother included the Moon landing, Secretariat winning the triple crown, and the September 11 attacks. The last person I interviewed was my sister. For Nicki, my questions were about the Columbine High School Shootings, the September 11 attacks, and the start of the War in Afghanistan. The events I asked about have visibly shown their effects on the U.S., and because of this, I wondered how these events had personally affected them. To start off, we’ll look at what my grandfather had to say and work forward to my

The blue-eyed members are subjected to pseudo-scientific explanations of their inferiority, culturally biased IQ tests and blatant discrimination. When the inevitable resistance by a blue-eyes surfaces, Elliot cites the outburst as an example of

On the first day of the experiment, the blue-eyed children, or the in-group, were told they were superior to the brown eyed children, the out-group. On top of being told they were better and smarter than the brown-eyed children, the out-group was not allowed to drink from the same fountain, play together at recess, or go back for seconds at lunch-time. The brown eyed children received less recess time, had to wait to go to lunch, and wore collars for easy recognition.

On September 11, 2001 terrorists apprehended 4 airplanes and committed the most heinous act in American history. They flew two planes into the world trade center, one into the Pentagon, and one crashed in a field in Pennsylvania crash killing more than three thousand American citizens. Since 9 /11many things have changed in America in relation to our national security.

From here, we witness some of superior blue eyed kids began to act arrogant and bossy to the inferior brown eyed kids. Blue eyed Russell was taunting John at recess, calling him ‘brown eyes’ and John retaliated by hitting him. After the two boys fought at recess the teacher asked if responding with violence made him feel better, he replied no. His answer goes to show that responding with violence is ineffective and a waste of time and energy. They compared it to someone calling a black man the N-word.

On the first day she told the children that those with blue eyes were better than those with brown eyes. She said that blue eyed individuals were smarter and better than brown eyed people and they were given extra privileges. For example, the blue eyed students were allowed to leave for lunch first and could get seconds, but the brown eyed students were not. The superior group was given five extra minutes at recess and was allowed to play on the playground equipment. Just like the blacks were forced to use segregated restrooms and water fountains, the brown eyed children could not use the water fountains instead they were given cups. The brown eyed students were also required to wear a collar around their necks so they could easily be told apart from the blue eyed

Question 1: For those of you, who were not old enough to realize what was going on; consider how life has changed in the U.S. from a security point of view from the terrorist attacks.

1.) This man who was suspected of a burglary, was a victim of institutionalized oppression from the police officers questioning him. Although the officer confirmed that the call was for a different neighborhood, this man was automatically assumed to be the burglar because he was black, and that in itself was deemed suspicious by the police due to the stereotype of black crime. These officers, who were also black, have internalized oppression about black criminals, which means that they harbor the oppressive thoughts about their own minority group. This leads to the fact that this man was also facing horizontal hostility. Despite the fact that the officers were the same race as the ‘suspect’ they still jumped to conclusions about his actions instead of approaching this man without judgment.

Using the concepts of security, terrorism and risk learnt in this unit, critically evaluate the record of global counter-terrorism measures since the 9/11 attacks.

Starting off, this will show a comparison between white and black crimes, based on facts from the website for the Federal Bureau of Investigations. All statistics throughout this research paper, are from 2012, and have been collected from the Federal Bureau of Investigations, Department of Justice, and multiple news organizations. The data collected from these different agencies has been analyzed and put into it’s best format to fit what is being asked in this topic. All sources have been checked out, and found that they are not biased toward any of the races discussed in the article. Some crimes are committed by whites at a higher rate than other races, although these results that have been gathered to complete this paper could show that African

“A Class Divided”: When asked the question, “do you think you know how it feels to be judged by the color of your skin”, a few felt that they did. Initially the children were excited to participate in the blue-eyed/brown-eyed experiment, until they realized they would be the people being judged. Once the teacher announced that the blue-eyed people are the “better people” than the brown-eyed children, immediately voiced their disagreement. One blue-eyed boy stated, “My dad has brown eyes and he’s not stupid.”

One thing I do know in my community there is a Sikh temple not too far from where I live and with the other attacks on the other temples I believe our community should have people get together and come up with ideas to protect them from an attack happening to them. Maybe setting up a city meeting or getting a patrol officer to do more rounds around the temple or having their church do service someplace else for the time being I have seen others of their religion do it out of their home so they could do it that way also. As for other crimes in my community I believe that the city and police department have a pretty good method in place already by using the neighborhood watch program and using the media to have the residents of Lodi come together and always report any suspicious activity, and how they have certain patrol men for each area of the city and they even have a site called next door where all the people of the town report stuff and get to know their

From my story your going to learn when you take someone else things to turn it in to them or if its a bad thing to give it to the police.

She pointed out flaws of the brown-eyed group and seemingly better traits of the blue-eyed group that made her statement seem correct leading to a generalized prejudice. Elliot then made rules for the groups, including that of recess time, drinking fountain privileges, lunch privileges, and segregation on the playground, giving advantages to the superior blue-eyed group and disadvantages to the inferior brown-eyed group which is a small-scale simulation of societal and governmental oppression of minorities. The kids laughed at the “other 's” misfortune, two kids of each group got into a fight, and hateful things were said by the “good” group while a look and feel of disappointment, shame, and exclusion was shown by the “bad” group. The roles were effectively reversed on the second day by using the same methods. The brown-eyed group were more than happy to give their collars to the blue-eyed group. The situated identities of the children were changed by Jane Elliot, an authority figure, by declaring that people of one eye color were better than people of another. She pointed out flaws and supposed shortcomings that made the one group seem inferior and the other group adopted this generalized view. This turned into discriminatory rules and acts in the class and on the playground.