The Ones They Didn’t Ask
Sarah Walker
On September 11, 2001, a Tuesday morning, two planes crashed into the Twin Towers in New York City. Within two hours, the buildings had completely collapsed.
Flight 77 was crashed into the Pentagon in Virginia on that Tuesday morning, along with another in a field in Pennsylvania, intended for Washington D.C.
According to the New York Times “9/11 by the Numbers” 2,819 people were killed from the attacks, 342 were firemen and paramedics. 19,858 body parts were found after the attacks, 1,717 of these families did not receive any remains. The number of days it took the United States to bomb Afghanistan: 26.
We saw the coverage of 9/11. Now Americans see the coverage of The War on Terror through television and other multi-media. We saw the actions and statements of Presidents Bush and Obama. We read the press—opinions, features and other coverage taking place in The Middle East. What about the youth who live in a time where there family, friends, and peers are enlisting in the military, or serving overseas. Are they, students specifically, who are living in the midst of a war, aware of the issues, are they discussed in classes, or acknowledge in everyday life? Are the students whose opinions are not spread across newspapers or seen reporting, as the older, political and critical scholars are, forgotten, or simply not heard for a reason?
Ten years after the Al-Qaedas attacked the United States, students remember that Tuesday morning vividly. Ashlyn White, now a Junior at Bridgewater State University, was in her fifth grade classroom when the planes crashed into the towers, “the announcements came on and all the teachers turned on the TVs .We just stood up and watched the crash, until everyone was dismissed.”
Ashlyn recalled what she knew about the attacks that morning, “nobody really said anything, just that it was terrorists.”
Now almost twenty-one years old, Ashlyn tries remembering what happened after 9/11. She guesses on when the war started, when the United States began placing troops in The Middle East, “I believe we invaded Afghanistan a few months after starting the war with Iraq,” she answered.
After the attacks, it seems like the reasons and reactions of the U.S have been lost somewhere along the way. Ashlyn remembered 9/11 perfectly. Now reflecting on why the troops were there, why they invaded she answers with uncertainty, “For the last ten years the U.S has been trying to stop the terrorists from ruining our country and showing them we can do just as much harm.” Ashlyn’s voice trailed off and she began to laugh nervously, shaking her head, “ I don’t know.”
When asked about the stance with the War on Terror now, the student’s answer seemed more clear, “I thought I heard it was coming to an end, not like completely over but I thought they were starting to pull troops out. At least hopefully.”
Ashlyn paused for a few moments then continued, “ I don’t know maybe that is wrong.” She made sure to add an apology.
Ashlyn did not aear interested in the war but felt uncomfortable answering questions she was not aware of. Although she was an older student, she was just one of many who were not asked. When Cody Mack, a sophomore at The University of Art of New Hampshire was questioned about the Middle East, he was not only knowledgeable with the issues, but interested, waiting anxiously for the next question.
First Cody reflected on the 911 attacks, “The faulty was trying to keep it quiet because of our age. As a kid you knew something was wrong. I am not sure if we got out of school early but when I got home I gained full understanding from a talk with my mom and the action on the television.”
Although his answers were lengthy, they were relaxed ,confident, and sought out with evidence. Cody thought about the aftermath of 9/11, when U.S troops had their revenge, “From my understanding I believe we had interaction with the Middle East before the attack. Soon after the attack, the president declared the War on Terror .”
Cody’s reply did not stop, his understanding of the War in Iraq was personal and processed as he continued with responses, “ For the past ten years the U.S has been one, making conclusions that makes it look like we should be there. Two, using propaganda to make it look like Afghanistan people are bad. Three, trying to make the country a democracy. Four, trying to stop the religious conflicts. Five, they are trying to keep the Middle East stable enough so the oil market keeps on going.”
When Jen Diogo, another student at BSU, sat down to be interviewed, she took her time answering what the country’s goal was in Iraq: “I think it is just to get everything in order. Hunt Iraqis down and terrorists, making sure 9/11 does not happen again.”
Whereas Cody’s reply uncovered controversial issues of The United States and their placement in The Middle East, Jen paused for a few more moments before finally giving a complete opposite response, “ And honoring our country.”
Jen remembered she was in fifth grade when she first found out about the attacks in New York City. Her principle had come into the classroom and told them about the terrorist. When asked the amount of time it took for America to invade Afghanistan Jen replied, “ A month after,” she glanced up, “ is that right?”
Now, Jen thinks the War on Terror is a success in some ways, “there were not any attacks after 9/11, but there is worry for the soldiers out there.”
Cody’s response regarding the U.S mission being a success was again the opposite from Jen’s above comments. He disagreed with the other students on many levels, “The attack on the US was just what we wanted. It’s like when the cops want to get in a house for some reason. The police need a warrant. I think the reason for being overseas has been stretched and it has taken the people of the U.S until now to see this. We have been successful in capturing military leaders but in the end it hasn’t been a success because we are still over there.”
Cody’s responses differed tremendously from the young women, part of the reason being that he was interested. His young life was not revolved around political issues, but he enraged himself daily to make sure he was aware of the country’s involvement.
Whereas
Diago and White seem to hold the same ersective of the War, Macks responses
regarding the War on Terror would parallel with BSU student, Manny Perez.
Almost twenty-two years of age, Manny is finishing up his third year as a Political
Science major. He makes it known right away that he follows and is interested
in the War on Terror, “I do follow military activity in Iraq as well as the
rest of the Middle East. As a political science major, I try to stay current on
international relations and military engagement and I am aware of the current
state of affairs in Iraq.”
Manny, like the many others,
was not always aware and involved, being only in sixth grade when these issues
occurred. He was very confused during 9/11, “I was in 6th grade on the bus,
heading home after school. One of the older kids was talking about how someone
flew a plane into a building in NYC. I didn’t really give any thought into it,
being so young.”
Manny gave credit to his 6th Grade English teacher, Ms. Jakel, who explained the whole situation to him and the rest of the English class. Looking back he realizes, “She was sort of intense about it, and kept a folder with a big picture of Osama Bin Laden in it. Looking back on it, she was really nationalistic, and pretty racist.”
Pushing the opinions and racist views of his middle school teacher aside, Manny had made his own mind up about the war, “Besides the assassination of Osama Bin Laden, and the incredibly gradual removal of troops, I don’t consider many of the actions taken in regards to military activity in Afghanistan as accomplishments.”
Wiser and more aware now that he is twice the age of when the attacks were first made Manny feels the response was ineffective, “ I think our response to the 9/11 attacks was sloppy, unorganized, misdirected, and not worth the massive human sacrifice.”
When the students were asked their last questions about the war their interest showed. Ashlyn mentioned where her knowledge and opinions came from, “From watching the television and talking to my teachers.” When asked if the Iraq war is discussed in her classes she answers, “ no.”
Even though talk of current issues are limited for Ashlyn, she is content with what she already knows, admitting, “ I don’t have much interest in it.”
Mack says he knows most of these things because it’s common knowledge, “It’s our history. I am interested in these things because I can see what is happing to the U.S.”
Cody adds that he has watched the media on the War in Iraq previously, but he had learned the most during college years, “ I watch and learn from activist and documentaries. These people may not be right but I use them as a source. I don't get much at my home. I also discuss this with my peers and speak my voice online.”
Jen Diago says she learns the most from watching television, “they are constantly letting us know what’s going on because discussing them in class never really happens. I think it may be because certain students would have a problem or be offended if it's talked about. ”
Manny says he reads the newspaper more that he watches television about the War on terror, “ Like I said before, I follow our foreign affairs and read the paper almost every day.” Manny ended his interview admitting that in his Political Science classes, the War on Terror was not really discussed, only sometimes.
Each students responses varied. However, some had common ground. Like every other politician or political figure, the students have opinions. Yes, some are not interested and seem naive and unknowledgeable to current affairs. The reason may be that it is not discussed or recognized in their everyday life, finding time on their own is a must, but rare. Others however, as seen above, are passionate and interested, making sure their countries actions are being watched, even if their label is just: student.