Towers Falling

Fiction | Novel | Middle Grade | Published in 2016

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Summary

Chapter Summaries & Analyses

Chapters 1-6

Chapters 7-13

Chapters 14-18

Chapters 19-23

Chapters 24-28

Character Analysis

Themes

Symbols & Motifs

Important Quotes

Vocabulary

Essay Topics

Quiz

Themes

The Value of Interconnecting Stories

One of the central images used in Dèja’s class is concentric circles containing social groups that get larger and larger as they progress from the innermost circle outward. For Dèja, the first circle is herself, and the second level has two circles, one for her family and the other for friends. Then, a larger circle goes around that one because both groups are a part of New York City. Around that circle is New York state, and then the country. The lesson at school is that connecting home and the relationships contained there with the bigger picture helps students understand the sense of nationwide tragedy that was felt both on September 11th and afterward. Part of this understanding comes from recognizing that, in these many layers, “it’s not the differences that matter—it’s what unites us, holds together our society” (125). Dèja begins to see a throughline in American history that shows how shared American values bring people together.

This theme pervades the book, as Dèja comes to understand what happened on 9/11 and as she realizes how interconnected it is to her own family. While she initially didn’t feel like it was important to study 9/11, she realizes that “America is my history. My story” (128). She sees this in action when she listens to Pop talk about his 9/11 experience 15 years earlier. When he tells Dèja that he feels like he couldn’t protect his family, she pushes him to remember the effect of his decision to help Mrs. Able. She says, “How much family do you think Mrs. Able has? How many folks did you make happy? Children? Grandchildren? Sisters? Uncles? Without you, there wouldn’t be our family. Ma would’ve married someone different, and it wouldn’t be the same” (217). She draws this directly from a lesson in class in which the students considered the many connections between social units, and it starts to convince Pop that he was a hero. In addition, it shows how his story had a direct impact on Dèja’s life. Without him, their family wouldn’t exist, so it is important that he survived the attacks.

At the book’s end, as Dèja reflects on her experiences at her new school, she writes that “I think maybe the terrorists hate us because we believe in freedom. For everybody. Freedom to be who you are and have different religions. Isn’t that why folks immigrate? That’s what makes our society family. America, home. Even though we’re all different, we’re the same. Americans” (218). She can move from the smallest level of her family and friends to a much larger picture of America as home by understanding the interconnectedness of people’s lives, including her own.

Making Assumptions about Other People’s Lives and Experiences

Another major theme in Towers Falling concerns making assumption about others’ lives and experiences. Dèja, from the start, is worried about the assumptions other students will make about her because of her experience of homelessness. She remembers how “even my best friend, Keisha, stopped speaking to me when my family became homeless. Like it was my fault. Like I was going to give her germs or something. Like my family and me were just trash” (3). As a result, she enters school defensively, feeling like she needs to be on her guard because of her past experiences.

Additionally, this theme runs through Dèja’s relationship with her father. The author drops subtle hints about what might be behind Pop’s illness, but Dèja, as a child, does not necessarily pick up on the symptoms of trauma he exhibits. Instead, she resents him, feeling like he should be contributing more to his family. She’s even reticent when he’s in a good mood because she doesn’t “want him to think it’s okay that we’re living in Avalon” (43). However, by the book’s end, when she’s come to understand more about what happened on September 11th and the fact that her father was there, she thinks, “I never should’ve been angry at Pop” (218). She learns that she might not always know what struggles a person has gone through and how that might impact their daily life.

This theme is also evident in smaller ways throughout Towers Falling. Both Ben and Sabeen struggle with different issues. For Ben, it’s his father’s absence while, for Sabeen, it’s the discrimination faced by Muslims who are often blamed for the events of 9/11. She comes to realize that Ben “isn’t poor, but I still feel sad for him. I’m not used to feeling sad for folks who have stuff” (83). This realization is important because she becomes a better friend for being willing to listen to Ben’s story and provide support for him. Additionally, as Dèja realizes that those who perpetrated the attacks were Muslim, she wonders, “Was Sabeen crying because she thought me and Ben would think less of her? Being Muslim doesn’t make her less than. Sabeen’s the nicest girl I’ve ever met” (108). Despite Sabeen’s kindness, she too has struggles. In both instances, Dèja’s empathy grows, and she learns not to make assumptions about people based on what they do have.

Living History and Its Importance

The phrase “history is alive” appears throughout Towers Falling, and it is a central theme that Dèja comes to learn more about as the book progresses. Additionally, it presents itself as an opportunity for characters to work through some of their struggles, which is apparent in Miss Garcia’s background and in Pop’s experience as a parent and a survivor of the attacks. As the class learns more about the tragedy, Dèja says “I wasn’t even born. I’m sorry they’re dead. Honest. But why should I care?” (73). She doesn’t yet know how connected her family is to the events of that day, but she is told that she should care because many of those who died were Americans and she is an American. They share a country and are connected.

As she comes to know more about 9/11, it becomes more alive for her. While at Ben’s house, she sees the video of the planes hitting the first tower, and this moment helps her realize that “[h]istory is alive. Especially if there’s video” (101). The shock of this revelation forefronts the fact that 9/11 happened right near her, and she starts to feel the event’s ripple effects.

From this climax, Dèja begins to understand how September 11th shaped America, and this knowledge becomes more viscerally intertwined with her life when she realizes that her father was in one of the towers when it happened. It animates the history even more, and he brings his story to life for her at the novel’s end. She sees firsthand its consequences in the way that Pop must live with the physical and mental ramifications it had for him and his life.

At the close of the novel, Dèja also links the idea of history being alive with the sense of what it means to be an American. She writes, “Though it’s horrible, I’m glad I know about 9/11. It’s history, just like the past—past history going all the way back to America’s birthday—July 4, 1776. America has changed and not changed. American values are part of my present, of Pop’s. Of Sabeen’s. Of everyone’s” (221-222). Learning about 9/11 helped her see the importance of studying history because it remains alive and in everyone’s present.