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KEYS TO LEARNING

TELEVISION CHANGES THE WORLD!

OBJECTIVES• Studentswillwriteashortpaperonhowideas,

cultureandeconomiesoftheworldhavebeenimpactedbysatellitetelevision.

• Studentswillconductresearch.

• Studentswillwriteashortpaper.

MATERIALS• Computeraccess

• Paper/pencils

PROCEDURE1. Askstudentstothinkaboutthefirsttelevision

programstheycanrememberseeing.Makealistoftheseprogramsontheboard.Askstudentsif,aschildren,theyeverwantedtobelikethecharacterstheysawonthoseprograms,todosomeofthethingstheysawthosecharactersdoandiftheyeverwantedtoownmerchandiseassociatedwiththoseprograms?Askthemiftherewereplacestheywantedtovisitthatwerefeaturedinthoseprogramsorideas,fads,musicandbookstheywantedtoexplorebecausetheywereinsomewayconnectedtothoseprograms.

2. Askstudentsabouttheircurrenttelevisionviewinghabits.Askthemiftheyhaverecentlytraveledsomewhere,purchasedanitemorexploredsomethingnewthatcanbeassociateddirectlywithaprogramthattheywatchontelevision.Askstudentshow,apartfrompaidcommercialadvertising,programsthattheyseeontelevisioninfluencethewaytheyspendtheirtimeandmoney?Askifthereareideas,causesortrendsthattheycurrentlysupportorareexploringbecauseofsomethingtheysawontelevision.

3. AskstudentstoconsiderthedifferentwaysinwhichtelevisioncouldaffecttheoverallUnitedStateseconomy.

HIGH SCHOOL FIELD TRIP TO CNNpre-visit activity - 2 class periodsWORLD HISTORY

W. HISTORY STANDARDS

SSWH21 Thestudentwillanalyzeglobalizationinthecontemporaryworld.

a.Describetheculturalandintellectualintegrationofcountriesintotheworldeconomythroughthedevelopmentoftelevision,satellites,andcomputers.

LANG.ARTS STANDARDS

ELA10, 11, 12W1 Thestudentproduceswritingthatestablishesanappropriateorganizationalstructure,setsacontextandengagesthereader,maintainsacoherentfocusthroughout,andsignalsclosure.Thestudent:

a.Establishesaclear,distinctive,andcoherentthesisorperspectiveandmaintainsaconsistenttoneandfocusthroughout.

b.Selectsafocus,structure,andpointofviewrelevanttothepurpose,genreexpectations,audience,length,andformatrequirements.

c.Constructsarguabletopicsentences,whenapplicable,toguideunifiedparagraphs.

d.Usespreciselanguage,actionverbs,sensorydetails,appropriatemodifiers,andactiveratherthanpassivevoice.

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KEYS TO LEARNING

TELEVISION CHANGES THE WORLD!

4. Askstudentstothinkabouthowtelevisionimpactsthecultureandeconomiesofothercountriesandhowithasaffectedtheirintegrationintotheworldeconomy?Toencouragethoughtanddiscussion,askthemtoconsiderthefollowingsituationsandquestions:

5. AninvestigativenewsprogramreportsontheactionsandpoliciesofaU.S.companythatproducesaproductthathasrecentlybeenimplicatedinthedeathsofanumberofpeopleinalargeforeigncountryduetoanunresolvedsafetyissue.Howwouldthatreportimpactthatbusiness?Howmightitaffectforeigntrade?Newsprogramsoftenreportnewsaboutmergersandacquisitionsandotherdetailsrelatingtospecificbusinesses.Howcanthistypeofstoryinfluencestockpricesandbuying/sellingactivityforthosecompanies?

6. Imaginethatthemaincharacterofapopularprogramisanenvironmentalist/surferandtheprogram’sstorylinesarecenteredaroundvariousglobalenvironmentalconcerns.Howmightthisimpactinterestinenvironmentalandconservationeffortsincountrieswheretheprogramisaired?Howmightthisimpacttravelandtourismandthesalesofsurfinggearamongthepopulationofcountrieswheretheprogramiswidelyviewed?

7. Whatwouldhappenifnewsprogramsreportedatlengthabouttheunethicalbehaviorofaparticularcompany?Whatimpactmightthathaveontheeconomyofthetown,stateorcountrywherethatcompanyislocated?

8. Askyourstudentstothinkaboutprogrammingsuchas“CNNHeroes”thatreportoncharitableeffortsofeverydaypeople.Howmightthistypeofprogrammingimpactthecultureandeconomyofacountry?

L.A. STANDARDS (CON'T)

ELA10, 11, 12W1 e.Writestextsofalengthappropriatetoaddressthetopicortellthestory.

f.Usestraditionalstructuresforconveyinginformation(i.e.,chronologicalorder,causeandeffect,similarityanddifference,andposingandansweringaquestion).

g.Supportsstatementsandclaimswithanecdotes,descriptions,factsandstatistics,andspecificexamples.

ELA10, 11, 12C2 Thestudentdemonstratesunderstandingofmanuscriptform,realizingthatdifferentformsofwritingrequiredifferentformats.Thestudent:

a.Produceswritingthatconformstoappropriatemanuscriptrequirements.

b.Produceslegibleworkthatshowsaccuratespellingandcorrectuseoftheconventionsofpunctuationandcapitalization.

c.Reflectsappropriateformatrequirements,includingpagination,spacing,andmargins,andintegrationofsourcematerialwithappropriatecitations(i.e.,in-textcitations,useofdirectquotations,paraphrase,andsummary,andweavingofsourceandsupportmaterialswithwriter’sownwords,etc.).

PROCEDURE (CON’T)

HIGH SCHOOL FIELD TRIP TO CNNpre-visit activity - 2 class periodsWORLD HISTORY

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KEYS TO LEARNING

TELEVISION CHANGES THE WORLD!

9. AskstudentstoconductresearchontheInternettodiscoveratleastfivewaystelevisionhasimpactedthecultureandeconomyofothercountries.

10.Askstudentstowriteashortpaperexplainingwhattheyhavelearnedabouttelevisionanditsimpactonculture,ideasandtheeconomyofworldnations.

CLOSINGAskstudentstothinkabouthownewsprogramminginparticularaffectspeoplethroughouttheworld.InwhatwaysdoesthenewsshapetheperceptionoftheUnitedStatesthroughouttheworld?

ASSESSMENT1. Informallyassessthediscussion.

2. Assesswrittenpaper.

GIFTED CONNECTIONAskgiftedstudentstocreateanimaginarycommunityinanothercountryinwhichideas,customsandtheeconomyhavebeenheavilyinfluencedbyoneparticulartelevisionprogramofthestudent’schoice.Askthestudentstowriteanewsreportabouttheinfluenceofthisparticularprogramonthecommunityinthatcountry.

PROCEDURE (CON’T)

HIGH SCHOOL FIELD TRIP TO CNNpre-visit activity - 2 class periodsWORLD HISTORY

L.A. STANDARDS (CON'T)

ELA9, 10, 11, 12 LSV1 Thestudentparticipatesinstudent-to-teacher,student-to-student,andgroupverbalinteractions.Thestudent:

a.Initiatesnewtopicsandrespondstoadult-initiatedtopics.

b.Asksrelevantquestions.

c.Respondstoquestionswithappropriateinformation.

e.Offersownopinionforcefullywithoutdomineering.

f.Volunteerscontributionsandrespondswhendirectlysolicitedbyteacherordiscussionleader.

g.Givesreasonsinsupportofopinionsexpressed.

h.Clarifies,illustrates,orexpandsonaresponsewhenaskedtodoso;asksclassmatesforsimilarexpansions.

W. HISTORY STANDARDS

SSWH20 Thestudentwillexaminechangeandcontinuityintheworldsincethe1960s.

c.Analyzeterrorismasaformofwarfareinthe20thcentury;includeShiningPath,RedBrigade,Hamas,andAlQaeda;andanalyzetheimpactofterrorismondailylife;includetravel,worldenergysupplies,andfinancialmarkets.

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KEYS TO LEARNING

TELEVISION CHANGES THE WORLD! HIGH SCHOOL FIELD TRIP TO CNNpost-visit activity - 2 sessions / 60 – 90 minutes eachWORLD HISTORY

OBJECTIVES• Studentswillthinkaboutanddiscusshow

terrorismimpactstheirownlives.

• Studentswilldiscusstheimportanceofnewscoverageduringthetimeofwar.

• Studentswillresearchwhatajournalist’slifeislikeintimesofwar.

• Studentswillwritealetterfromtheviewpointofajournalistinacountryatwar.

MATERIALS• Havestudentsgoonlinetoread Gulf War

Technologyathttp://www.newseum.org/warstories/technology/flash.htm

• Printout Worksheet #1 The Price of Freedom: Americans at WarORhttp://americanhistory.si.edu/militaryhistory/printable/section.asp?id=13

• Accesstocomputers.

PROCEDURE1. Askstudentstorememberafewofthethings

theylearnedwhenyouviewedanddiscussedtheHumveeintheatriumofCNN.(ThevehiclewasusedinthewarinIraq,wasauctionedtobenefitFisherHouse,etc)

2. AskstudentstodiscussthereasonstheUnitedStatesbecameinvolvedinthewarsinIraqandAfghanistan.Dothereasonsweenteredeachwardiffer?

3. Askstudentstothinkaboutanddiscusshowterrorismhasaffectedtheirownlives.HowhasitimpactedtheUnitedStateseconomicallyandsocially?Howdoesitimpacttravel?

4. Askstudentstoconsiderhowwarimpactsthepeopledirectlyinvolved,particularlythesoldiers

W. H. STANDARDS (CON'T)

SSWH21 Thestudentwillanalyzeglobalizationinthecontemporaryworld.

a.Describetheculturalandintellectualintegrationofcountriesintotheworldeconomythroughthedevelopmentoftelevision,satellites,andcomputers.

LANG.ARTS STANDARDS

ELA 9,10,11,12W1 Thestudentproduceswritingthatestablishesanappropriateorganizationalstructure,setsacontextandengagesthereader,maintainsacoherentfocusthroughout,andsignalsclosure.Thestudent:

a.Establishesaclear,distinctive,andcoherentthesisorperspectiveandmaintainsaconsistenttoneandfocusthroughout.

b.Selectsafocus,structure,andpointofviewrelevanttothepurpose,genreexpectations,audience,length,andformatrequirements.

c.Constructsarguabletopicsentences,whenapplicable,toguideunifiedparagraphs.

d.Usespreciselanguage,actionverbs,sensorydetails,appropriatemodifiers,andactiveratherthanpassivevoice.

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KEYS TO LEARNING

INSIDE A WAR!

involvedintheconflictandjournalistswhoarereportingonit.Askstudentstoexplainwhyjournalistsputthemselvesinharm’swaytoreportwhatishappeningintimesofwar.Havestudentsgoonlineandread"Gulf War Technology"andpassoutWorksheet1"The Price of Freedom: Americans at War." Discuss.

5. Askstudentsifthenewsbroadcastworldwidebyreportersduringwartimehasanysocialoreconomicimpactoncountriesaroundtheworld.Whatwouldbedifferentaboutwarcoverageiftelevision,satellites,orcomputersdidnotexist?

6. Askstudentstoresearchwhatlifeislikeforsoldiersandjournalistsinacountryinwhichawarisbeingfought.Allowabout60minutesforcomputerresearchonacurrentconflict,oranotherconflictinthelast10years.

7. Usingtheinformationstudentshaveresearched,askstudentstowriteaneditorialintheviewpointofajournalistwhowasinvolvedinreportingonawareffort.Remindstudentsthateditorialletterstakeacertainpositionandgivefactstosupportthatposition.Remindstudentsthataneditorialletterislimitedinlength.Theirlettertodayshouldnotexceed1000words.

8. Oncelettersarecompleted,getintogroupsoffiveorsixandreadtheletterswithinthesmallgroup.

CLOSING Askstudentstoconsideronceagaintheexperiencesofsoldiersandjournalistsinvolvedintimesofwar.Askstudentstodiscusstherolethenewsmediaplaysinkeepingcitizensinformedaboutcurrentconflicts.Tellstudentsthatitisoftensaidthat“journalismisthefirstdraftofhistory.”AskstudentstoconsiderallofthehistoriceventsthathavebeencoveredbyCNNthroughouttheyears.Askstudentstodiscusshowmass

L.A. STANDARDS (CON'T)

ELA 9,10,11,12W1 e.Writestextsofalengthappropriatetoaddressthetopicortellthestory.

f.Usestraditionalstructuresforconveyinginformation(i.e.,chronologicalorder,causeandeffect,similarityanddifference,andposingandansweringaquestion).

g.Supportsstatementsandclaimswithanecdotes,descriptions,factsandstatistics,andspecificexamples.

ELA 9, 10, 11, 12C2Thestudentdemonstratesunderstandingofmanuscriptform,realizingthatdifferentformsofwritingrequiredifferentformats.Thestudent:

a.Produceswritingthatconformstoappropriatemanuscriptrequirements.

b.Produceslegibleworkthatshowsaccuratespellingandcorrectuseoftheconventionsofpunctuationandcapitalization.

c.Reflectsappropriateformatrequirements,includingpagination,spacing,andmargins,andintegrationofsourcematerialwithappropriatecitations(i.e.,in-textcitations,useofdirectquotations,paraphrase,andsummary,andweavingofsourceandsupportmaterialswithwriter’sownwords,etc.).

PROCEDURE (CON’T)

HIGH SCHOOL FIELD TRIP TO CNNpost-visit activity - 2 sessions / 60 – 90 minutes eachWORLD HISTORY

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KEYS TO LEARNING

INSIDE A WAR!

mediaandglobalcommunicationimpactknowledgeandperceptionofthoseevents.

ASSESSMENT1. Informallyassessthediscussionwithstudents.

2. Assesstheletterwritteninstep4.

GIFTED CONNECTIONAskgiftedstudentstoconsiderwhyit’simportantforpeoplelivinginonepartoftheworldtobeinformedofconflictsinotherpartsoftheworld.Askstudentstodiscusstheconcernsandlimitationsjournalistsfaceinreportingfromwar-tornareas.Askstudentstoresearchmediacoverageofanotherwaranddebatewhetherornotreportingbythenewsmediainfluencedeventsinthecourseofthewar.

CLOSING (CON’T)

HIGH SCHOOL FIELD TRIP TO CNNpost-visit activity - 2 sessions / 60 – 90 minutes eachWORLD HISTORY

L.A. STANDARDS (CON'T)

ELA9, 10, 11, 12 LSV1 Thestudentparticipatesinstudent-to-teacher,student-to-student,andgroupverbalinteractions.Thestudent:

a.Initiatesnewtopicsandrespondstoadult-initiatedtopics.

b.Asksrelevantquestions.

c.Respondstoquestionswithappropriateinformation.

e.Offersownopinionforcefullywithoutdomineering.

f.Volunteerscontributionsandrespondswhendirectlysolicitedbyteacherordiscussionleader.

g.Givesreasonsinsupportofopinionsexpressed.

h.Clarifies,illustrates,orexpandsonaresponsewhenaskedtodoso;asksclassmatesforsimilarexpansions.

ELA9, 10,RC2 Thestudentparticipatesindiscussionsrelatedtocurricularlearninginallsubjectareas.Thestudent:

b.Respondstoavarietyoftextsinmultiplemodesofdiscourse.

c.Relatesmessagesandthemesfromonesubjectareatothoseinanotherarea.

f.Recognizesthefeaturesofdisciplinarytexts.

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KEYS TO LEARNING

INSIDE A WAR! HIGH SCHOOL FIELD TRIP TO CNNpost-visit activity - 2 sessions / 60 – 90 minutes eachWORLD HISTORY

L.A. STANDARDS (CON'T)

ELA9, 10RC3 Thestudentacquiresnewvocabularyineachcontentareaandusesitcorrectly.Thestudent:

a.Demonstratesanunderstandingofcontextualvocabularyinvarioussubjects.

b.Usescontentvocabularyinwritingandspeaking.

c.Exploresunderstandingofnewwordsfoundinsubjectareatexts.

ELA9, 10RC4 Thestudentestablishesacontextforinformationacquiredbyreadingacrosssubjectareas.Thestudent:

a. Exploreslifeexperiencesrelatedtosubjectareacontent.

NOTE TO TEACHERS:

ADDITIONAL LESSON PLANS AND RESOURCES ARE AVAILABLE FROM CNN STUDENT NEWS AT:

HTTP://WWW.CNN.COM/US/STUDENTNEWS/DISCUSSION/ARCHIVE/

NEW AMERICAN ROLES

ith the collapse of the Soviet Union and the end ofthe cold war in 1989, the United States stood alone as

a military superpower. Americans struggled to define theroles they should play in the community of nations andfought to defend their interests against threats at home aswell as abroad.

Facts / Statistics

Dates: 1989-presentTroops: Over 3,000,000Deaths: Over 750 (as of December 31,2003)

Gulf War, 1991

n 1991, the United States became the world’s only superpower and began redefining its globalrole.

When Iraq invaded neighboring Kuwait in 1990, President George H. W. Bush, with support fromthe United Nations, assembled a coalition of international allies. More than thirty countries,including Great Britain, France, Germany, Saudi Arabia, Syria, and Egypt, provided troops, in-kindsupport, and help to pay the $61 billion cost of the war.

America’s military leaders were determined that Iraq would not be another Vietnam. Joint Chiefs ofStaff chairman General Colin Powell ensured that the coalition used what he called “overwhelmingforce.” He also granted the coalition’s commander, General Norman Schwarzkopf, wide latitude todirect operations from the field. In 1991, the American-led forces went to war to liberate oil-richKuwait from Iraqi occupation. Military leaders amassed troops and material, constructed bases, andtargeted Iraqi military command centers and critical infrastructures. After massive air assaults,ground troops joined the attack. By January 17, 1991, in little more than 100 hours, the combinedair-ground campaign freed Kuwait, expelling Saddam Hussein’s armies. An American decision to letHussein stay in power in Iraq quickly became controversial.

A half-million American men and women were deployed in the Gulf War; 148 died in combat. Thespeedy victory boosted public opinion of U.S. military prowess and public appreciation for thenation's all-volunteer armed forces. Troops returned home to flag-waving crowds and an outpouringof goodwill.

Exhibition Graphics

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I

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THE PRICE OF FREEDOM:AMERICANS AT WARWORLD HISTORY FIELD TRIP TO CNNworksheet 1 (PAGE 1 OF 4)

NEW AMERICAN ROLES

ith the collapse of the Soviet Union and the end ofthe cold war in 1989, the United States stood alone as

a military superpower. Americans struggled to define theroles they should play in the community of nations andfought to defend their interests against threats at home aswell as abroad.

Facts / Statistics

Dates: 1989-presentTroops: Over 3,000,000Deaths: Over 750 (as of December 31,2003)

Gulf War, 1991

n 1991, the United States became the world’s only superpower and began redefining its globalrole.

When Iraq invaded neighboring Kuwait in 1990, President George H. W. Bush, with support fromthe United Nations, assembled a coalition of international allies. More than thirty countries,including Great Britain, France, Germany, Saudi Arabia, Syria, and Egypt, provided troops, in-kindsupport, and help to pay the $61 billion cost of the war.

America’s military leaders were determined that Iraq would not be another Vietnam. Joint Chiefs ofStaff chairman General Colin Powell ensured that the coalition used what he called “overwhelmingforce.” He also granted the coalition’s commander, General Norman Schwarzkopf, wide latitude todirect operations from the field. In 1991, the American-led forces went to war to liberate oil-richKuwait from Iraqi occupation. Military leaders amassed troops and material, constructed bases, andtargeted Iraqi military command centers and critical infrastructures. After massive air assaults,ground troops joined the attack. By January 17, 1991, in little more than 100 hours, the combinedair-ground campaign freed Kuwait, expelling Saddam Hussein’s armies. An American decision to letHussein stay in power in Iraq quickly became controversial.

A half-million American men and women were deployed in the Gulf War; 148 died in combat. Thespeedy victory boosted public opinion of U.S. military prowess and public appreciation for thenation's all-volunteer armed forces. Troops returned home to flag-waving crowds and an outpouringof goodwill.

Exhibition Graphics

W

I

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KEYS TO LEARNING

Antiaircraft fire directed atcoalition bombers in the skiesover Baghdad

An F-117 refueling at night

Generals Colin Powell (left) andNorman Schwarzkopf

The UN Security Councilresolved to liberate Kuwaitusing “all necessary means,”1990

Bystanders at victory parade inWashington, D.C., 1991

Related Artifacts

September 11, 2001

tunning attacks in the United States by al Qaeda, an international Islamist terrorist group, killednearly 3,000 people and launched an American-led war on terrorism.

At 8:46 a.m. on September 11, 2001, terrorists hijacked and crashed a passenger jet into the northtower of New York City’s World Trade Center. Fire and rescue crews rushed to the scene. As livetelevision coverage began, Americans watched in horror as a second plane slammed into the southtower at 9:03 a.m. Thirty-five minutes later, a third airliner dove into the Pentagon right outside thecapital. A fourth jet, bound for Washington, D.C., crashed in Pennsylvania, its hijackers thwarted bypassengers. The nation reeled, but resolved to fight back. For more information visithttp://americanhistory.si.edu/september11.

Exhibition Graphics

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THE PRICE OF FREEDOM:AMERICANS AT WARWORLD HISTORY FIELD TRIP TO CNNworksheet 1 (PAGE 2 OF 4)

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KEYS TO LEARNING

South tower of the World Trade Center inflames after being hit by hijacked UnitedAirlines Flight 175

Crash site of hijackedUnited Airlines Flight 93near Shanksville,Pennsylvania

Aftermath of the attack on the Pentagon byhijacked American Airlines Flight 77

Related Artifacts

War in Afghanistan, 2001

he United States invaded Afghanistan and overthrew the ruling Taliban, a fundamentalistIslamic militia, that was harboring al Qaeda and its leader, Osama bin Laden.

The United States launched its war against terrorism in Afghanistan, “Operation Enduring Freedom,”using diplomacy, intelligence gathering and analysis, law enforcement, monetary curbs, and militaryforce. Several hundred Central Intelligence Agency and Special Forces operatives, armed withbundles of cash, recruited anti-Taliban forces and joined them in ground fighting. In October 2001,allied forces unleashed a torrent of precision-guided bombs and sea-launched cruise missiles againsttargets in Afghanistan, directing air support with lasers and Global Positioning System devices.

Remote-controlled, unmanned aerial vehicles (UAVs) were widely used in Afghanistan. They carriedcameras and sensors that provided real-time intelligence to field commanders around the globe.Armed with Hellfire-C laser-guided missiles, the drones attacked mobile targets. The United Statesmilitary forces experimented for the first time with various remote-controlled robots for groundreconnaissance. “PackBots” carried cameras that enabled ground troops to explore compounds andcaves from a safe distance

Relying on this precision weaponry and several hundred ground troops, the United States toppled theTaliban and al Qaeda in Afghanistan. While Taliban and al Qaeda strongholds were quicklydestroyed, Osama bin Laden and other highly sought leaders escaped.

T

THE PRICE OF FREEDOM:AMERICANS AT WARWORLD HISTORY FIELD TRIP TO CNNworksheet 1 (PAGE 3 OF 4)

As the United States launched its attacks in Afghanistan, it began a massive humanitarian reliefoperation. Millions of rations and explanatory fliers were air-dropped. Tons of supplies, frombuilding materials to radios, were distributed on the ground. Troops were deployed to help Afghansbuild and rebuild schools and housing.

Exhibition Graphics

Air Force Combat Controller inAfghanistan

General Atomics RQ-1A Predator UAV inflight

Wanted poster issued by the FederalBureau of Investigation, 2001

U.S. Army soldierssending a robot aheadto sweep for landmines

British Royal Marines distributingfood packages to Afghan children,2003

Related Artifacts

War in Iraq, 2003

n 2003, America’s role as sole superpower was once again tested—in Iraq, the heart of the MiddleEast. Called “Operation Iraqi Freedom” an invasion was launched in March 2003. The United

States, Great Britain, and other coalition forces attacked and overthrew Saddam Hussein’s brutalregime in Iraq.

In the war against the Iraqi regime, U.S. and coalition forces simultaneously employed air strikes of

I

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KEYS TO LEARNING

As the United States launched its attacks in Afghanistan, it began a massive humanitarian reliefoperation. Millions of rations and explanatory fliers were air-dropped. Tons of supplies, frombuilding materials to radios, were distributed on the ground. Troops were deployed to help Afghansbuild and rebuild schools and housing.

Exhibition Graphics

Air Force Combat Controller inAfghanistan

General Atomics RQ-1A Predator UAV inflight

Wanted poster issued by the FederalBureau of Investigation, 2001

U.S. Army soldierssending a robot aheadto sweep for landmines

British Royal Marines distributingfood packages to Afghan children,2003

Related Artifacts

War in Iraq, 2003

n 2003, America’s role as sole superpower was once again tested—in Iraq, the heart of the MiddleEast. Called “Operation Iraqi Freedom” an invasion was launched in March 2003. The United

States, Great Britain, and other coalition forces attacked and overthrew Saddam Hussein’s brutalregime in Iraq.

In the war against the Iraqi regime, U.S. and coalition forces simultaneously employed air strikes of

I

THE PRICE OF FREEDOM:AMERICANS AT WARWORLD HISTORY FIELD TRIP TO CNNworksheet 1 (PAGE 4 OF 4)

In the war against the Iraqi regime, U.S. and coalition forces simultaneously employed air strikes ofunprecedented precision and ground attacks that were fewer, faster, and more flexible than those ofthe 1991 Gulf War. Troops deployed through Kuwait raced 300 miles to Baghdad, while SpecialForces operatives were inserted deep into northern and western Iraq. When Turkey refused to allow amajor coalition offensive to cross its border, small numbers of U.S. Special Operations Forces wereinserted into northern Iraq, where they mobilized peshmerga, local Kurdish militia units. A long-oppressed ethnic minority, Kurds were willing allies in the fight against Hussein.

The Defense Department controlled media coverage of the war. In response to criticism thatjournalists had been excluded from on-the-scene coverage of the Gulf War, U.S. military officialsembedded selected journalists with fighting units. These embedded journalists broadcast live reportsto a global audience.

Major combat operations took less than two months, but coalition units remained entangled in acontroversial effort to establish an Iraqi democracy. U.S. forces suffered 139 combat-related deathsbefore “major combat operations” in Iraq ended on 1 May 2003. As American and Iraqi authoritiesstruggled to establish an interim government, U.S. and coalition forces faced civil unrest and an anti-occupation insurgency. Hundreds more U.S. troops were killed and wounded.

Exhibition Graphics

Iraqis in Baghdad, assisted by U.S. Marines,topple a statue of Saddam Hussein, 2003

Peshmergafighters

Twenty-seven-year-old U.S. Army Ranger captainRussell Rippetoe (left), killed on April 3, 2003,was the first casualty of the Iraqi war buried atArlington National Cemetery.

Related Artifacts