Joe Logan Gives Annual Presentation on 9/11 at Central

Central High School teacher Joe Logan gave his annual presentation once again on Wednesday, September 11 to his students on the events of 9/11 which changed the course of American history.

He led a discussion with his 12th grade students from his Principles of Democracy and psychology classes, following the 38-minute PowerPoint presentation.

Logan has been doing this since 2011, the 10th anniversary of 9/11, to offer students both a historical and personal look at the day.

This presentation is part of a two-week unit he conducts at the start of each school year.

His students explore a wide array of topics: the construction and design of the World Trade Center, the rise of the Taliban and the four attacks that occurred that day.

They also learn about the heroic actions of individuals like Rick Rescorla and the passengers of Flight 93, while gaining a deeper understanding of the economic impact of 9/11, changes in national security, and the ongoing health effects for those who worked at Ground Zero.

“It’s getting harder to get a prior or background understanding of 9/11 from the students,” Logan said. “For many, it’s just another event in American history since they don’t have that direct connection.”

He has curated a collection of resources to bring the events of 9/11 to life.

Logan’s students watch documentaries such as “In Memoriam”, “The Miracle of Stairwell B”, and the ESPN feature “The Man in the Red Bandana”.

“I also try to impart the personal experience that my wife and I had through discussion and photos from a visit we took in November of 2001 to Ground Zero,” he said. “When you can put a personal, emotional story out front, it makes an impact.”

Logan said that during the presentation the students are often shocked by the staggering statistics he shares, such as the removal of three billion pounds of rubble from Ground Zero or the number of people who remain unidentified.

“They are amazed when those numbers are presented,” he said. “And when they have questions, we just talk about it.”

The discussions range from how the terrorists gained access to the cockpits to the ongoing identification of remains at Ground Zero.

Logan encourages an open environment where students can explore all facets of 9/11, even addressing conspiracy theories.

“The majority of my students are graduating this year, so we have honest conversations,” he said. “I’ve had discussions with students who have watched all the conspiracy videos on 9/11, so I present the best evidence that counters what they’ve seen.”

While students today are familiar with the concept of terrorism, Logan said that many don’t understand the events of the 1970s and 1980s that laid the foundation for groups like Al-Qaeda. He strives to present multiple sides of history without taking a political stance, letting the students form their own conclusions.

“The long-term effects, like increased security and health issues, are a big discussion,” Logan said. “The fact that more people have died from 9/11-related illnesses than the events of 9/11 is staggering and will continue to rise.”

For him, the events of 9/11 are deeply personal.

The attacks occurred just three weeks into Logan’s first year of teaching at Central High School and he recalls the conversations he had with students the day after the tragedy.

Over the years, his presentations have grown longer and more focused, evolving with new facts, statistics, and stories.

“In prior years, students were in elementary or middle school and remember that day,” Logan said. “Now, I’m sharing information and timelines that they don’t have a personal relation to, so it’s mostly unknown to them.”

Logan sees this as both a challenge and an opportunity. Without a personal connection to the events, students approach the material with fresh eyes, eager to learn.

“The historical facts and emotional impact have to be discussed together,” he said. “When you attach emotion to people or events, the memory becomes more solid and the historical facts more easily recalled.”

Logan’s father was a professional firefighter in Williamsport, so FDNY is a key part of his discussions.

He also draws on personal experiences, recalling the vivid memories of his visit to Ground Zero in November 2001, and the stories of friends and colleagues who were directly affected by the tragedy.

“I can recall the smells, sights, sounds, tastes, the feel of the dust, like it was yesterday,” Logan said. “Knowing people who had loved ones in the towers and sharing their stories makes it all the more real.”

He also invites guest speakers, such as state troopers who worked in Shanksville, to share their experiences with his students.

Logan has even taken students to visit firehouses in New York City, where they’ve spoken with firefighters who lived through the aftermath of the attacks.

When it comes to discussing the violent and graphic events of 9/11, he is careful to maintain a balance, ensuring that students grasp the gravity of the situation without overwhelming them.

“These were exceptionally violent events, and the aftermath was very graphic,” Logan said. “You have to balance the historical aspect with what needs to be understood for post-9/11 historical information.”

He assesses his students’ understanding through discussions and reflections, aiming to foster empathy and a deeper comprehension of the events. Logan encourages his students to consider the emotional and human side of the tragedy, even though many have never experienced anything similar in their own lives.

“I can’t ask them to step into anyone’s shoes on 9/11 because many of them haven’t been in a situation like that or experienced those specific emotions,” he said. “But if they can at least understand empathy and the events of 9/11, that’s success.”

For Logan, the most rewarding part of teaching about 9/11 is hearing from former students who express how much the unit affected them.

“I’m lucky enough to know that this unit has had an impact because my students and former students will tell me how much they learned, appreciated, or remembered it,” Logan said.

As the years pass and 9/11 becomes a more distant historical event for younger generations, Logan remains committed to ensuring that his students not only learn the facts but also understand the emotional and human toll of that day. For him, it’s about creating a lasting memory that will stay with his students long after they leave his classroom.