Encountering History: Teaching 9/11 in Grades 3-6

Introduction everyone and welcome we're thrilled that you could join us for this webinar encountering history teaching 911 in grades three to six as we're getting started you can type your name in the chat and share where you're joining us from today oh boy oh i'm seeing i'm seeing teachers joining us from all over i'm seeing nebraska illinois ohio illinois again massachusetts new york this is i'm i'm so happy that you could all join us i know some of you have probably just finished up your your teaching day and some of you are probably just getting ready to start your classes after labor day i see minneapolis new hampshire northern indiana hello okay and i see oh karen from new york uh gene from lafayette indiana and carrie from ohio aaron from saratoga new york all right great oh i see we even have we have someone from quebec canada welcome all right again if you're just joining you can put your name in the chat and share where you're joining from we've got pennsylvania dayton ohio all right thank you everyone i'm rebecca leon editorial director of education for scholastic ela magazines and education editor of storyworks and i'm here today with my colleague karen kelleher senior education editor of scholastic news grades three to six scholastic magazines plus provide fresh high interest inclusive nonfiction and other genres and every single article is supported by a wealth of resources and activities designed to be ready to teach reflect the diversity of student experience and build knowledge and skills across the content areas we're honored to be joined today by our special guests jennifer legassi and rachel rhodes jen has been the assistant director of education programs at the 911 memorial and museum for seven years she overschools she oversees school teacher um youth and family programs including the upcoming anniversary in the school's webinar on september 10th and 11th and they will have a live chat from 9 a.m to 3 p.m that's something that your students could join with you and you'll be hearing more about that in a little bit rachel teaches fourth grade at acmatonia elementary school in springdale pennsylvania and she brings her experience of teaching about 911 in the elementary classroom for a number of years so welcome jen and rachel welcome everyone i'm karen kelleher uh i wanted to share that throughout this pd session you'll get insights and tips on Free Resources how to teach about 9 11 in the classroom why it's important and what you can expect we have lots of amazing free resources to share with you from both scholastic magazines plus our company as well as from the 911 memorial and museum that you'll be able to use with your students right away plus each attendee with us here today will receive a continuing education certificate of participation after the event so on top of all that we're truly delighted to be able to offer three lucky teachers Giveaway a chance to win a free subscription to any scholastic magazine of their choice plus an autographed copy of lauren tarshis's brand new graphic novel i survived the attacks of september 11 2001. so to enter for your chance to win all you need to do is answer a question for us in the chat that question is for you what is the biggest challenge in teaching about 9 11. so give that some thought and when you're ready enter your response in the chat box or the comment section and you'll automatically be entered to win and we will be reaching out to three lucky winners after our time together today and with that why don't we get started so i think it makes sense to begin with the Why why of all of this the reason that we're all here the reality is in many ways it would be easier not to talk about 9 11 with upper elementary students it's emotional it's difficult it might be easier not to go there but panelists i wonder if you can explain why you feel otherwise why do you think it is important to talk about 911 in the upper elementary grades jen would you like to start us off sure yeah it's a really good question i mean i don't think i have to tell educators of upper elementary students how perceptive their students are and i can say in our programs we see children from toddlerhood up that come to the museum and every child has a peace at least some sense of what happened on 9 11 you know even if it's just feeling the emotional heaviness and observing the emotions of the adults with them so the reality is is that they have this sense and there is a lot of bad information out there and bad potentially age inappropriate resources so the reality is the classroom is really the place to be having these discussions because if you can provide that solid factual foundation for them that's appropriate for their age it sets them up to really dig in and get a little more nuanced and complex as they age but they're getting the information from a trustworthy source where they can feel free to ask their questions and you know that you have the ability to answer them well that makes a lot of sense and rachel you teach about 9 11 with your fourth graders every year can you share a little bit about your reasons for doing that yeah absolutely i think jennifer's completely right and that our students may have bits and pieces of information they catch on the news or in conversations at home and sometimes even misinformation that they hear on social media and it's important to have that space where they can learn the facts of the day and what made it such an important day in our history i'm also a firm believer that sometimes those difficult conversations or tough topics are some of the most important conversations we can have in our classroom thank you well you've both shared compelling reasons for exploring 911 in the classroom so what do those lessons look like rachel for you what do you think is important for upper elementary students to understand about 9 11. i think lessons about 9 11 can be structured in a way to present factual information while also focusing on the hope and unification that really resulted from that tragedy students need to learn the facts of the day the who the what the where but as educators we can focus our attention on how our country persevered and became stronger last year i chose to focus my lesson on the story of the survivor tree Survivor Tree just a little background if you're unfamiliar it is a pear tree that was discovered amongst the debris of the twin towers burned and broken seemingly a lost cause and we discussed in class how it was removed from the rebel and rehabilitated by the new york city department of parks and recreation and eventually a return to the plaza where it still stands today as you can see in this photo i explained that this tree can serve as a symbol for our country and despite the fact that we as people as a country have scars from the events of 9 11 we have also healed and continued to grow just as the tree has and we pair that with discussions about big important words like perseverance and resilience and how those words can be so important in our lives anytime we face a challenge or a difficult situation that sounds so important rachel thank you so much and and as you said that um that resilience and healing part is so relevant today um and and jen for you what do you think are the key components of a lesson on 911 so in the museum all of the work that we do is structured around an inquiry model and especially for a different difficult topic like 911 inquiry works wonderfully well because students have so many questions and they are so curious about this topic Making Connections and so when they get the chance to ask you anything they truly will um so we tend to structure around you can structure around an object an image or even a book that works very well give them something to anchor to that they can explore and ask questions about it you know what do they notice help them make connections um we also try to help students make connections to self you know um this is something that this connection to the idea of personal stories and this idea that history is something that happens to real people who aren't that different from themselves is something that's so useful whether you're talking about george washington or you're talking about 9 11 right because then and i see some of the the teachers in the comment section talking about how do i make this real and relevant hearing that first person voice this becomes something that happened to real people instead of just this large event um and then i also make sure to not just stop at what happened on 9 11 but again and rachel mentioned this going beyond to talk about how people chose to respond both in the immediate and long-term aftermath this can be really empowering for students because it allows them to feel agency you know something that we say a lot in the museum that i've heard is you can't control what happens but you can't control how you respond so how did how did people make good decisions in the aftermath of this event and respond and then you always need time for an art activity or a reflection activity because it can be really illuminating to see you see visually from their responses the parts of the story that really stuck with the kids so we always try to make sure that we never cut out that processing activity at the end ah thank you jen can you describe a little bit about what that kind of art activity looks like at the museum yeah sure so uh there's a few examples a simple one is we have an activity called Activities dear hero postcards that we launched as a part of our activities at home program during the pandemic these are simple short art activities that require only materials that you can find at home so they're great for parents and they're great for remote learners and in that activity you talk about the concept of what a hero is and what does it mean to be heroic and it allows students to then connect to somebody they feel as a hero in their own life we do this with students they might say you know emts doctors and some of them will say the school safety officer at the front desk of my school because she keeps me safe and it allows them to then create a postcard to a hero in their own life to make that connection and to allow them to take carry it forward and thank somebody in their own life jen i have a follow-up question as well based on some of the comments that i'm seeing in the chat how much geopolitical detail do you suggest that teachers in the upper elementary grades get into how do you make that call that's an excellent question so i will say for this age group a word that i hear a lot students saying and sometimes teachers too related to 9 11 is the word accident because it's almost really hard to even just wrap your idea around the fact that this actually was not an accident it was an intentional choice so really rather than focusing on geopolitics at the upper elementary level we focus we use sort of relational relationship language that is to say that when they ask us who did this and why we we focus on what a terrorist is and that the goal of terrorism is to change the behavior of groups of people or governments using fear right fear is the tool that you're using to create change and when we talk about well why would somebody do this we say that the terrorists who attacked on 911 wanted the united states to stop um communicating with or being in several countries a lot of them are majority muslim countries in the middle east we don't dig in much deeper than that it's just enough to know the idea they didn't want the united states to be present or influencing these areas so they thought if they launched a large and shocking attack that would cause the united states to move away to stop being in these countries to stop talking to the governments of these countries and just that foundation the idea of thinking about relationships between countries friendship versus non-communication that sets them up as they age and start to learn more about the complex geopolitical environment they have a framing that i think makes sense for a nine-year-old they can certainly understand that concept really well and then you get to build and elaborate but i would say like just as a base level understanding that this was intentional and not an accident can be enough that is enough uh that's enough to process for for this age group for one lesson i think i hear you uh well thank thank you both very much the lessons that you're both describing sound truly compelling i know to us and i'm sure to our audience as well i i wonder when teachers are navigating these really important lessons about 9 11 what kinds of questions can they expect from upper elementary kiddos and how should they respond what are your insights on this jen if you'd like to if you'd like to start sure i think the the biggest category across the board are who questions they they do want to know who did this and why they also want to know a lot about the victims um over time i've got increasing questions about um well where were you you know how old were you what did you think what did you feel they they're really interested in the people um and also when they're thinking about why it happened they do ask who did this and why and they also will ask things like but okay but why are the twin towers they might want to understand why why the pentagon that one's a little clearer to them usually once you explain that it's the headquarters of our military but um a lot of they're really interested in people i find more than anything that makes sense and rachel what questions do you get from your fourth graders are they similar yes definitely um very similar the question of why is inevitably a point of discussion they want to try to understand as we all did and still do why something like that would happen another question that i get more frequently now is could it happen again and am i safe again they may hear bits and pieces on the news or conversations at home of things in the world today and i think it makes those fears a little more fresh and we we could ease those fears by talking about some of the safety protocols that have gone into place since 9 11 and things that have changed ways that our world has adapted to try to ensure our safety do you also get students asking you about your own personal experience where you were what you remember and do you feel comfortable answering that it's interesting um i saw a lot of teachers in the chat mentioning that you know their their students weren't even born when this happened they don't have that sense of this being a more recent event despite the fact that it was now 20 years ago so i don't often get the question but i do present that information occasionally they'll they'll mention a family member who had an experience or was alive during the time and where they were um so that gives me the chance to tell my story and i do i tell them that i was a seventh grader woke up on a beautiful september morning and went to school and how i will never forget you know sitting in band class and my friend chelsea came in and whispered to me that a plane had crashed into a building and i remember feeling really sad when i heard that news and thought wow such a tragedy how could that happen but of course like many others didn't understand what was truly going on in our world until much much later but i don't i don't hesitate to share that with them or to share those feelings um i think it's really powerful for our students our kids to hear us talk about our feelings we can't possibly ask them to process heavy emotions in life without letting them know that they're normal human emotions to feel and they're not alone in experiencing those things and that there are ways to cope and i think that goes back to really setting the foundation from the very start of the year to build that community and have that safe space in your classroom to allow those discussions to happen thank you yeah thank you that that sounds very powerful rachel um so of course you both have a wealth of experience in speaking to children about 9 11. what are some of this in line with what rachel was talking about students have all the distance of history this is long long ago to them right but the big challenge is that it tends to be very visceral and emotional for educators and now you're in that gulf between history and memory um you know for example field trips to the site are often more challenging for the chaperones than for the students we we did a lot of thinking about uh monitoring the emotional needs of our students before we welcomed them into the museum they tend to be okay it's actually the emotional needs of the adults that we found we needed to support right however now all of our students have actually navigated a national crisis that has radically altered their sense of safety and their sense of community and i i am finding when we're talking with students now that they have a deeper and slightly more emotional connection to events like 911 and are really that's where i think the interest when i'm starting to see more students ask me about my experience it might even just sort of be a reflection of well i know that you went through this hard thing i am going through this very difficult thing right now how did you get through it you know that sort of processing step um and it can be really hard because you you really want to help resolve discomfort for your students but the reality is is that when you're talking about 9 11 you have to really help them process without attempting to erase some of that discomfort it is uncomfortable right it is sad and tragic no matter what um but the reason that we focus on the response piece is not to just gloss over that discomfort but to help students orient themselves again towards agency and reminding them that they are allowed to make choices as well and to take comfort in the choices that people made after 9 11 that were super pro-social and positive to their communities all right thank you jen and rachel what do you have to add yeah like jennifer mentioned i think that social emotional piece of choice making and understanding that every choice we make has positive or negative consequences can be really eye-opening for students and it is certainly an emotional thing for teachers and adults who have that experience last year teaching virtually i had a mom sitting next to her son in tears during the lesson as we talked about the survivor tree and it's okay to experience those emotions and to understand the gravity of the day but we can also encourage our our children just like jennifer said to remember that they have the agency they can choose kindness in all circumstances they can be the hero in a tragedy or in a time of difficulty and i think you know it's really important as teachers to give them that space and give them that time i know time can often be a challenge that teachers face but i think if you're planning to discuss 911 you you need to have that time available for formal and informal conversations as well as some type of art extension or some activities to get those feelings out i think that's really excellent advice uh excellent thinking uh both panelists i think a lot of people are curious about the resources that you use or or recommend um rachel you mentioned one if you would like to elaborate on that a little bit but what other kinds of teaching materials do you find effective for teaching about 9 11. sure well certainly scholastic has so many great resources that present the information factually clear concise without being overly frightening sometimes doing a search for resources can be a little scary when you're working especially with the younger elementary students but i also love to pair the articles that i find in storyworks or scholastic news with picture books and other visual media so this year with the story works article that's coming out the amazing boat race of september 11th i plan to utilize a picture book titled fire boat Story Works it's the heroic adventure of the john j harvey and last year with my lesson of the survivor tree i shared a picture book titled the survivor tree inspired by a true story that's written by cheryl summers aubin and this picture book walks through the entire year of the rehabilitation of the tree and its perspective of what it was seeing and what it reminded the tree of in the twin towers plaza the 911 memorial website also has a beautiful video of a poem titled the survivor tree it's one of my favorites um the last line of the poem gives me goosebumps every single year it says with the power of hope there's just one way to sum it there's nothing so bad that we can't overcome it what a powerful statement to make to our students about a tree about themselves about their own lives often becomes a little mantra that we repeat to each other on difficult days throughout the school year and then in addition to the books or videos like we talked about before some type of extension activity to represent what they've learned or what they're feeling about our discussion of 9 11. so i have used the seesaw post that you can see on the screen it's creating a collage to represent a big theme of the lesson whether it be courage or perseverance and i love this activity i think it's great it's easily adaptable for many different age levels ability levels and could easily be done in a print or digital version that that is really powerful thank you jen what are some of the amazing resources that teachers might find on the memorial website i know you've been very busy yes but as rachel actually pointed out yeah there are a number of wonderful picture books that provide a great foundation we have used the survivor tree and fire boat in our programs um with those art activities from activities at home fireboat is excellent with dear hero postcards and we actually do have a activity inspired by the survivor tree where after watching that video um and learning the story of the survivor tree students have a chance to create their very own survivor tree leaf which then classes tend to assemble on tree templates so they make their own resilient survivor tree uh survivor trees um and we have encouraged them to do things like hang them in the hallways in their schools so that as other classes go by it becomes a teaching aid for peer-to-peer learning about 9 11. but far and away our biggest program is our anniversary in the schools webinar which will be available on demand starting in the very early hours of september 10th so what this is is a free on-demand program that was created with students in mind that features 911 survivors first responders and family members telling their personal 911 stories near artifacts that connect to their experiences that day so what this does is it takes the pressure off of educators to be that first person voice right we have all of these amazing speakers who are sharing their experiences and what we've also done is we have created interactive viewing guides with questions and suggestions i'm excited to say that the full program is available for educators to preview starting tomorrow because we want you to see the whole program before you share it with your students for this age group most narratives will be appropriate but you might find that some of them are maybe a little intense and the great thing about the on-demand format is that you can fast-forward pause rewind you can use the resource however you would like to do it and along with that on the 10th and the 11th uh i and 16 of my colleagues are going to be on live chat all day long when you watch the webinar you click a little blue chat bubble and you connect directly to us so that if students have challenging questions we're there to support you and we're there to answer them and i will say something unique about this anniversary in the school's webinar is that three of our speakers were themselves 10 years old on 9 11. so now we have students hearing adults who are speaking about their experiences as students um and then the other the other half of this slide is if you'd like to build that webinar out into a deeper lesson or exploration we also have a whole slate of multimedia lesson plans that are organized by theme and grade and those are available on our website as well they can make excellent preparation activities or also post program activities karen i think you're muted sorry about that i can attest that your resources are super strong because when i was researching the materials uh and teaching materials for scholastic news i spent a lot of time on your website it was it was truly an amazing experience um so i i want to thank both of you for taking the time to chat with us about this important topic and just say that we are all looking very forward to the anniversary in the school's webinar on the 10th and the 11th all of our attendees please be sure to check out the link in the comment section to learn more about that anniversary program and of course to rsvp if you are interested which i think that you you will be okay and we also want to share this free resource hub from scholastic magazines plus which has free articles about Resources about september 11th from scholastic news in storyworks magazines on levels from grade three to six from storyworks you'll get the amazing boat rescue of september 11th which rachel mentioned earlier and it is truly a powerful narrative nonfiction article from scholastic news you get three articles highlighting the heroism of first responders on september 11th and along with the articles you'll find videos lesson plans and interactive slide decks again you can check out the link in the comments section to learn more about this great resource and don't forget to rsvp for scholastics facebook live on september 9th featuring scholastic kid reporter cyrus pasdar as he goes live at the memorial with jennifer this is an event that you can share with your students so now let's take some questions from our audience please type in any questions you have in Audience Questions the q a box and if we don't get to them in today's presentation one of us will follow up with you afterwards so i know that i see that the chat has been very very active so um so you can now go ahead and put those questions in the q a um jen i wonder uh the first question that came up is actually how to sign up for the anniversary in the school's webinar do you want to give a quick statement about that sure so the the shorthand url for it is 911 memorial.org webinar if you type that in it'll take you to our anniversary in the schools page um and you just click you fill out a short web form because our it team is really trying to get a sense of how many people are going to log on they're bracing because we already have more people registered this year to participate than last year but once you register that means that you'll get reminders when resources go live but all you have to do is go to 911 memorial.org webinar okay and will teachers be able to get a transcript um oh from this one yes i thought i thought you were the teacher was referring to the anniversary one but there will definitely be definitely be a transcript and recording of this webinar it looks like we have another question uh from lisa um lisa asks what emotions do you notice students having around 9 11 and if lisa doesn't mind me piggybacking on her question a little uh we'd also love to hear how do you help students manage those emotions we all we all know that social and emotional learning is uh very important rachel do you want to take the lead on that one yeah sure um i think year to year it varies of course you see a wide range of emotions definitely sadness um some start the lesson maybe seeming a little indifferent and then by the end once they have some more knowledge they they grasp the understanding of what happened that day and the feelings surrounding that and i think it's just important to know your students you know them best and you know how to support or who might need some additional support or have some strong reactions to the lesson and i just reinforce with them again that those feelings are valid and appropriate when talking about a event of such gravity um and try to focus them towards those those positive outlooks of resilience and perseverance and heroes and doing the right thing that makes a lot of sense it truly does we have a question from john also john is curious to hear how instruction might change students get a little older say middle school jennifer i know um you see and work with students from three through twelve in your work how do you see that trajectory yeah i mean i think actually sort of as you transitioned into middle school we're sort of talking about when do you get into geopolitics Geopolitics um they will start to raise more direct questions right about because we talk in general about terrorism and what the goal is but they will start to raise specific questions about al-qaeda right and about you know who did this so being armed with the vocabulary it is so the specificity of your language when teaching about that is so important for us we are very clear and ready to define sort of what an islamist extremist is you know the the founding idea of that an islamist extremist terrorist has such a narrow and fundamentalist interpretation of islam coupled with the willingness to hurt others right to do harm so not even just cause fear but to an extremist to do actual harm because you want to be very specific because a question that i get a lot from middle schoolers is why did they do this so being able to unpack that they and being very clear with who you are speaking about and how uh disproportionately the disproportionate amount of attention put on islamist extremist terrorists versus how many there actually are in the world right um is really important in understanding so being being ready and comfortable to explain that belief system is something that definitely comes up in middle school this is also when you i don't get um most of students all the way through 12th grade i don't necessarily get somebody who's coming in very solidified in what might be a misinformed or conspiratorial belief but this is when you start to get students who kind of come up to you and they're like well jen like so i saw this thing on youtube or i heard this thing and you just have to be sort of prepared a little more prepared to engage and it's the same thing the the best approach for me has always been here's all my cards on the table here's here's what happened that morning here's my evidence here are all my sources that i'm pulling from um and sort of be like here's here's why you can trust me and why i'm what i'm saying is trustworthy but that is the age at which you start to get the uh the like yeah so the voice drops a little they get a little close they're like so like i saw this on youtube that starts to come up in middle school definitely thank you i think you answered john's question and also there was a question in the q a about addressing um any conspiracy components that students might be coming to the classroom with thank you for sort of tackling two and one for us okay and uh and we have a question from ahmed um how do parents respond to a curriculum about 9 11. rachel maybe you can talk a little bit about um connections that you make with families and let us let us know how you handle that yeah i in any time you're talking about Be Proactive a difficult subject or one that might be hit a nerve i think it's a good idea to be proactive and provide families with some prior notice of the lesson i generally send a preview of the main talking points that we'll discuss if i'm able to send resources to share what we'll be reading or reviewing i can i do that as well generally i've gotten pretty positive feedback from parents especially when they know that the information is being paired with that social emotional um discussion of hope and perseverance so that that generally gets a positive feedback if there are students who may be overly upset by the conversation you could always provide them with some scaffolding or have a private discussion with them ahead of time to even cover some of the information and i think it's a good thing to help encourage those conversations to happen at home too it's good to for students to hear their teachers talk about feelings and their emotions and experiences but it can be really powerful to help those conversations to happen at home too yes absolutely thank you and uh and we have a question from katie and this is one that i i saw a lot of teachers wrote about in the chat um uh i know i personally still get emotional on and around 9 11. do you have advice for teachers on handling their own feelings as the embark on lessons and um so uh rachel how do you handle the emotions of the Handling Emotions day yeah again i think it's just an element of honesty i don't want my students to not connect with me as a person i you know when they see me in the grocery store i want them to not be surprised that i eat food as a teacher we are people and we have feelings and we have emotions and it is difficult to talk about those things especially when they hit so close to home for us right as teachers who were alive during that time and had that experience but i think this is a time when it's okay to open up about those feelings and and have those conversations um with your students in the q a michael asks just as a follow-up to what you just said does the emotion just serve to strengthen the lesson so if you're emotional as a teacher do you find that that makes it more impactful absolutely yeah i think it helps to i saw a few comments in the chat as well saying that generally their students don't feel that connection or don't understand the seriousness of it and i think maybe just seeing our faces when we discuss these topics and and hearing the emotion in our voice is not a bad thing i think it can be really powerful thank you yes we have a question from melanie in the q a melanie is asking does the 911 memorial museum have online information that students in grades 6 through 8 so slightly older students can access during lessons or are all of the materials solely for educators absolutely so those lesson plans that we talked about a little earlier that are multimedia and divided by creative theme we have lessons that are specifically targeted for sixth through eighth graders um and in terms of also the anniversary in the school's webinar we have question guides specifically targeted to that age group as well so absolutely i would also say that at that age it's slightly more appropriate i wouldn't necessarily recommend for example our 9 11 we have a comprehensive multimedia timeline of the events of 9 11. that includes all sorts of images and news clips oral histories that to me is not as relevant for third through sixth graders it's a little overwhelming but as children age into middle school using some of the resources on that interactive 911 timeline which i'm happy to through the magic of the internet i will go and grab the link and drop it in the chat using those resources with middle school students allowing them to do their own research um actually we have a lesson about the events of 911 where they use a kwl chart to figure out what they already know what they think and what they'd like to know they can use that timeline to then go do their own research and see if they can answer some of their questions about what happened that morning that makes a lot of sense and there's plenty that older students i think can navigate on their own on the website without a teacher's help yeah all right thank you and we have a question from um from melissa how do you respond to children who express fear that similar attacks could happen rachel you touched on that a little bit earlier jen what are your thoughts on that Concrete Changes what's really helpful here is that there are demonstrable concrete and specific things that we can point to that show concretely that we are safer you know than we were before 9 11. so you can start with something super simple of course the first entry point is just airport security and the idea that the way that we're screened and processed is completely different so that's an immediate response but there's also um for example uh there's uh a great deal of changes in the way that buildings are built right the new world trade center that has been completely rebuilt is so much safer there's a great resource about one world trade center that talks about the fact it's also known as the freedom tower that there's for example a dedicated stairwell just for first responders so if they ever need to get in the building to help people they have immediate access the columns are reinforced with concrete the building is so much stronger than those original towers were also um the fact that you can see out in the open intelligence and law enforcement agencies collaborating with each other you know maybe students don't know what a joint task force is but just the idea that intelligence agencies realized that each of them had a little bit of information leading up to 911 but because they weren't collaborating nobody got that full picture that was something that was realized and has changed radically after 9 11. agencies now they talk to each other they cooperate with each other because they realize that keeping people safe is a team mission it can't be done by one person so you're one agency so even just some of those simple examples hopefully help them understand that there have been so many active changes made in order to try to make a safer building safer in a lot of different ways thanks john thank you very much well it looks like we are just about out of time for today that went extremely quickly i'd like to thank all of you for joining us and assure you that we will be following up with the giveaway winners after the event so keep an eye out for a message from scholastic and about that ce certificate um you can check out the link that we've just dropped or posted in the chat that's an easy way to get it or you can check out the facebook event page if you're watching on facebook or if you're tuning in on zoom you will get a link to the certificate in an email coming your way tomorrow again thank you all again on behalf of scholastic magazines plus and our panelists have a terrific day you