Lower Manhattan high school principal who spearheaded student evacuation while fearing for her sister, employed by Cantor Fitzgerald on the North Tower's 105th floor.
2023 Digital Learning Experience Video - Ada Dolch (Audio Description)
Find tailored questions below for teaching this story.
As you listen to Ada’s story, consider the following questions
What did Ada do when she arrived at school that morning? What made her realize something was wrong?
How did the students and teachers get home that day? How did their actions demonstrate cooperation?
How did people show care and support for Ada and her students after 9/11? How can you show support and care to people in your own community in times of crisis?
As you listen to Ada’s story, consider the following questions:
Describe Ada’s morning—what did she do when she arrived at school? What made her decide that it was time to evacuate the building?
Describe her journey from the World Trade Center to Brooklyn. What steps did Ada take to ensure that her students and teachers made it home safely?
What do you think Ada means when she says it was important for her students after the attacks to realize that they were now part of a history that had to be told? Why is it important to continue telling the story of 9/11?
As you listen to Ada’s story, consider the following questions:
Describe Ada’s morning when she arrived at her school building. What information was she able to gather about what occurred at the World Trade Center?
What ultimately made her decide that it was time to evacuate the building? How did she and the other teachers coordinate their movements?
What steps did Ada take to ensure that everyone made it home safely?
What do you think Ada means when she says it was important for her students after the attacks to realize that they were now part of a history that had to be told? Why is it important to continue telling the story of 9/11?
Additional Resources
To view the walkie-talkie Ada used on 9/11, visit Inside the Collection. You can also learn about her sister, Wendy Alice Rosario Wakeford, who was killed on 9/11, by visiting the Memorial Guide. To hear more first-person accounts from those directly impacted by 9/11, return to the DLE Archive.
Lower Manhattan high school principal who spearheaded student evacuation while fearing for her sister, employed by Cantor Fitzgerald on the North Tower's 105th floor.
2023 Digital Learning Experience Video - Ada Dolch (ASL)
Find tailored questions below for teaching this story.
As you listen to Ada’s story, consider the following questions
What did Ada do when she arrived at school that morning? What made her realize something was wrong?
How did the students and teachers get home that day? How did their actions demonstrate cooperation?
How did people show care and support for Ada and her students after 9/11? How can you show support and care to people in your own community in times of crisis?
As you listen to Ada’s story, consider the following questions:
Describe Ada’s morning—what did she do when she arrived at school? What made her decide that it was time to evacuate the building?
Describe her journey from the World Trade Center to Brooklyn. What steps did Ada take to ensure that her students and teachers made it home safely?
What do you think Ada means when she says it was important for her students after the attacks to realize that they were now part of a history that had to be told? Why is it important to continue telling the story of 9/11?
As you listen to Ada’s story, consider the following questions:
Describe Ada’s morning when she arrived at her school building. What information was she able to gather about what occurred at the World Trade Center?
What ultimately made her decide that it was time to evacuate the building? How did she and the other teachers coordinate their movements?
What steps did Ada take to ensure that everyone made it home safely?
What do you think Ada means when she says it was important for her students after the attacks to realize that they were now part of a history that had to be told? Why is it important to continue telling the story of 9/11?
Additional Resources
To view the walkie-talkie Ada used on 9/11, visit Inside the Collection. You can also learn about her sister, Wendy Alice Rosario Wakeford, who was killed on 9/11, by visiting the Memorial Guide. To hear more first-person accounts from those directly impacted by 9/11, return to the DLE Archive.
Lower Manhattan high school principal who spearheaded student evacuation while fearing for her sister, employed by Cantor Fitzgerald on the North Tower's 105th floor.
2023 Digital Learning Experience Video - Ada Dolch
Find tailored questions below for teaching this story.
As you listen to Ada’s story, consider the following questions
What did Ada do when she arrived at school that morning? What made her realize something was wrong?
How did the students and teachers get home that day? How did their actions demonstrate cooperation?
How did people show care and support for Ada and her students after 9/11? How can you show support and care to people in your own community in times of crisis?
As you listen to Ada’s story, consider the following questions:
Describe Ada’s morning—what did she do when she arrived at school? What made her decide that it was time to evacuate the building?
Describe her journey from the World Trade Center to Brooklyn. What steps did Ada take to ensure that her students and teachers made it home safely?
What do you think Ada means when she says it was important for her students after the attacks to realize that they were now part of a history that had to be told? Why is it important to continue telling the story of 9/11?
As you listen to Ada’s story, consider the following questions:
Describe Ada’s morning when she arrived at her school building. What information was she able to gather about what occurred at the World Trade Center?
What ultimately made her decide that it was time to evacuate the building? How did she and the other teachers coordinate their movements?
What steps did Ada take to ensure that everyone made it home safely?
What do you think Ada means when she says it was important for her students after the attacks to realize that they were now part of a history that had to be told? Why is it important to continue telling the story of 9/11?
Additional Resources
To view the walkie-talkie Ada used on 9/11, visit Inside the Collection. You can also learn about her sister, Wendy Alice Rosario Wakeford, who was killed on 9/11, by visiting the Memorial Guide. To hear more first-person accounts from those directly impacted by 9/11, return to the DLE Archive.
Lower Manhattan high school principal who spearheaded student evacuation while fearing for her sister, employed by Cantor Fitzgerald on the North Tower's 105th floor.
2023 Digital Learning Experience Video - Ada Dolch (Spanish Subtitles)
Find tailored questions below for teaching this story.
As you listen to Ada’s story, consider the following questions
What did Ada do when she arrived at school that morning? What made her realize something was wrong?
How did the students and teachers get home that day? How did their actions demonstrate cooperation?
How did people show care and support for Ada and her students after 9/11? How can you show support and care to people in your own community in times of crisis?
As you listen to Ada’s story, consider the following questions:
Describe Ada’s morning—what did she do when she arrived at school? What made her decide that it was time to evacuate the building?
Describe her journey from the World Trade Center to Brooklyn. What steps did Ada take to ensure that her students and teachers made it home safely?
What do you think Ada means when she says it was important for her students after the attacks to realize that they were now part of a history that had to be told? Why is it important to continue telling the story of 9/11?
As you listen to Ada’s story, consider the following questions:
Describe Ada’s morning when she arrived at her school building. What information was she able to gather about what occurred at the World Trade Center?
What ultimately made her decide that it was time to evacuate the building? How did she and the other teachers coordinate their movements?
What steps did Ada take to ensure that everyone made it home safely?
What do you think Ada means when she says it was important for her students after the attacks to realize that they were now part of a history that had to be told? Why is it important to continue telling the story of 9/11?
Additional Resources
To view the walkie-talkie Ada used on 9/11, visit Inside the Collection. You can also learn about her sister, Wendy Alice Rosario Wakeford, who was killed on 9/11, by visiting the Memorial Guide. To hear more first-person accounts from those directly impacted by 9/11, return to the DLE Archive.
Graduate of the 9/11 Museum Ambassador program and Museum volunteer.
2021 Webinar Video - John Spade
2021 Webinar John Spade Spanish
This story was filmed as part of our Anniversary in the Schools program, which introduces students to first-person accounts of the 9/11 attacks. Participate in this year’s free program by completing this registration form.
Teaching Guides
We recommend screening Bill Spade’s webinar story before viewing John’s. Bill is John’s father.
As you listen to John’s story, think about the following questions:
How did John first learn about his father’s 9/11 story?
John said he would always remember when people came up to him after his father’s tours and say, “your dad is a hero.” Who are heroes in your own community? How do they go out of their way to help others
What can you do to show gratitude or appreciation to a hero in your own community?
John said he would always remember when people came up to him after his father’s tours and say, “your dad is a hero.” Who in your life or community would you consider a hero? What sacrifices do they make to help others?
John mentioned that as he got older, he began to understand that his father’s story played into a much larger historical narrative. What effect did this have on John?
How does hearing from John, a young person with no memory of 9/11, help highlight the importance of commemorating the attacks?
How did John’s understanding of what happened on 9/11 change as he got older? What effect did this have on his life?
How does hearing from John, a young person with no memory of 9/11 who still has a very direct connection to the event, impact the way in which you understand the events of that day? How does John's story highlight the importance of commemoration?
Additional Resources
To learn more about John’s work as a Museum Ambassador, read his blog post. If you are interested in hearing other stories from 9/11 family members, visit our Webinar Stories Archive.
Graduate of the 9/11 Museum Ambassador program and Museum volunteer.
2021 Webinar Video - John Spade
2021 Webinar John Spade ASL
This story was filmed as part of our Anniversary in the Schools program, which introduces students to first-person accounts of the 9/11 attacks. Participate in this year’s free program by completing this registration form.
Teaching Guides
We recommend screening Bill Spade’s webinar story before viewing John’s. Bill is John’s father.
As you listen to John’s story, think about the following questions:
How did John first learn about his father’s 9/11 story?
John said he would always remember when people came up to him after his father’s tours and say, “your dad is a hero.” Who are heroes in your own community? How do they go out of their way to help others?
What can you do to show gratitude or appreciation to a hero in your own community?
John said he would always remember when people came up to him after his father’s tours and say, “your dad is a hero.” Who in your life or community would you consider a hero? What sacrifices do they make to help others?
John mentioned that as he got older, he began to understand that his father’s story played into a much larger historical narrative. What effect did this have on John?
How does hearing from John, a young person with no memory of 9/11, help highlight the importance of commemorating the attacks?
How did John’s understanding of what happened on 9/11 change as he got older? What effect did this have on his life?
How does hearing from John, a young person with no memory of 9/11 who still has a very direct connection to the event, impact the way in which you understand the events of that day? How does John's story highlight the importance of commemoration?
Additional Resources
To learn more about John’s work as a Museum Ambassador, read his blog post. If you are interested in hearing other stories from 9/11 family members, visit our Webinar Stories Archive.