SAMPLE DIALOGUE SEVEN

Topic: Understanding September 11th

Goal or Objective: To use the commemoration of the terrorist attack on America to reflect on the context for the attacks

Day, Date, Time, Duration: (approximately 2 hours)

Location:

Format:

Participants:

Other invited guests/experts: None

Press/Public Relations:

Audio-Visual Needs: Copies of Statement: (click here to preview | click here for pdf for printing), Tape recorder or newsprint and easel

Refreshments:

Agenda:

I. The facilitator will read or pass out copies of the statement to have people read.

II. On 3 x 5 cards, quickly write down what you believe is (are) the reason(s) for the terrorist attacks on America. This card will not be collected but will be used for the discussion

III. The facilitator will lead a modified Quaker dialogue in which each participant in the group will briefly describe her or his understanding of the cause(s) of the attack. Each person’s comments will be followed by a brief time of silence so that everyone can think about what was said and jot down a word or two which summarizes the points on the back of their card. This is simply to hear different points of view and give everyone a chance to speak (or, as Loeb would say “voice their beliefs”). Discussion will be postponed.

IV. After everyone has finished speaking, the facilitator will open the dialogue up for open discussion. It is important for the group to be respectful of other positions and to seek middle ground. As Loeb would remind us, the person who wishes to be at one with the truth must remain “open to other points of view and letting new arguments, information, and perspectives” change his or her mind.

V. The facilitator and a recorder will attempt to capture the underlying themes, points of unresolved differences and questions that are raised during the course of the dialogue. Please remember that the difference between a dialogue and a debate is that the purpose of a dialogue is to seek understanding and the purpose of a debate is to win an argument. The first generates light, the second emits heat.

VI. The facilitator will summarize the session by underscoring areas of agreement, highlight critical areas of disagreement and review the questions that came up the answers of which might help increase the areas of understanding.

VII. On a second 3 x 5 card, participants will be asked to briefly revise their original statement.

VIII. Participants who indicated at the beginning of the dialogue that they had no idea of the causes will be asked to volunteer to respond to the question, “which positions that you have heard today sound most reasonable to you?” This will give them the last word and allow them an opportunity to use their voices.


Wrap-up/Action
In concluding, quickly review the different positions or causes that have been recorded and indicate to participants that the full story of September 11 will take years to reveal. As students, scholars and citizens, students have an obligation to try to understand this historic event to the best of their abilities.

As a follow-up project, students may want to engage in a media watch project in which they evaluate the media coverage of September 11 to see how well the media covers not only the emotion of the day but the context of the attack as part of a larger historic process.