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International Conflict and the Media: a Curriculum Guide. INSTITUTION American Forum for Global Education, New York, NY

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International Conflict and the Media: a Curriculum Guide. INSTITUTION American Forum for Global Education, New York, NY DOCUMENT RESUME ED 442 694 SO 031 554 AUTHOR Smith, Andrew F. TITLE International Conflict and the Media: A Curriculum Guide. INSTITUTION American Forum for Global Education, New York, NY. SPONS AGENCY Longview Foundation for Education in World Affairs and International Understanding, Accokeek, MD.; United States Inst. of Peace, Washington, DC. PUB DATE 2000-00-00 NOTE 168p. AVAILABLE FROM The American Forum for Global Education, 120 Wall Street, Suite 2600, New York, NY 10005. for full text: http://www.globaled.org/curriculum/. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Constitutional History; Constitutional Law; Current Events; Foreign Countries; Geography; *Mass Media; Mass Media Effects; *Mass Media Role; Secondary Education; Social Studies; *United States History; *War; World History IDENTIFIERS *Gulf War ABSTRACT This social studies curriculum guide broadly examines the relationships between the media and the military during wartime. It is divided into three units and includes 25 activities. The first unit, "Media and Conflict," begins with an examination of the historical context of the U.S. press and media and international conflicts. The second unit focuses on the Gulf War as a case study. The third unit examines the media in the Gulf War. Detailed student handouts and activity instructions are provided along with an extensive teacher's guide. (Contains 56 resources.) (RJC) Reproductions supplied by EDRS are the best that can be made from the original document. International Conflictand the Media by Andrew Smith The American Forum forGlobal Education 120 Wall Street, Suite2600 New York, NY 10005 http://www.globaled.org/curriculum/cm0.html 2000 PERMISSION TO REPRODUCEAND U,S. DEPARTMENT OF EDUCATION DISSEMINATE THIS MATERIAL HAS Office of Educational Research and Improvement BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) is document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. .41 1131 ST COPY. AVAILABLE INTERNATIONAL CONFLICT AND THE MEDIA A Curriculum Guide by Andrew F. Smith This guide was partially funded by the United States Institute for Peace and the Longview Foundation. All attempts have been made to seek copyright permission. If we have erred, please advise us. Contents INTRODUCTION UNIT A: Media and Conflict ACTIVITY 1: The Press and Media in America ACTIVITY 2: Democracy and a Free Press Reading 2: Democracy and a Free Press ACTIVITY 3: How News is Gathered and Reported Reading 3: How Newspapers Influence Public Opinion ACTIVITY 4: Propaganda Reading 4A: What is Propaganda? Reading 4B: Speeches on the Corona-Dingnab War Reading 4C: Brief List of Propaganda Techniques ACTIVITY 5: Freedom of the Press and National Security Reading 5: The Early Years ACTIVITY 6 The Press and the Military 3 Reading 6A: The Civil War Reading 6B: The Spanish-American War Reading 6C: World War I Reading 6D: World War II Reading 6E: The Korean Conflict Reading 6F: The Vietnam Conflict Reading 6G: American Intervention in Grenada Reading 6H: American Intervention in Panama ACTIVITY 7: Summing Up, The Press in Wartime UNIT B: The Gulf War ACTIVITY 8: Images of the Gulf War ACTIVITY 9: Geography of the Middle East Map 9A: Urban Population Centers Map 9B: Religions of the Middle East Map 9C: Proven Oil Reserves ACTIVITY 10: Historical Context Reading 10: Historical Background to the Middle East Map 10A: Pre-World War I Middle East Map 10B: The Middle East, 1926 Map 10C: Muslim Population, 1990 Map 10D: The Gulf Region, 1990 ACTIVITY 11: The Political Context Reading 11A: Problems in the Middle East 4 Reading 11B: Problems in the Persian Gulf Reading 11C: The Immediate Causes of the Gulf War ACTIVITY 12: The Gulf War, Operation Desert Shield Reading 12A: The Iraqi Invasion of Kuwait Reading 12B: Time Line Reading 12C: International Viewpoints on the Gulf War ACTIVITY 13: The Gulf War, Operation Desert Storm Reading 13A: The Coalition Attacks Reading 13B: Time Line Reading 13C: Results of the War ACTIVITY 14: Summing Up the Gulf War UNIT C: The Media and the Gulf War ACTIVITY 15: The Role of the Press during Wartime ACTIVITY 16: Communication Technology and Media Reading 16A: Communication Technology Reading 16B: The Importance of Television ACTIVITY 17: The Media in the Gulf War Reading 17A: The Early Months of the Gulf War Reading 17B: During the Conflict Reading 17C: Gulf War Cartoons Reading 17D: Statistics, Estimates or Lies? ACTIVITY 18: The Incubator Baby Incident Reading 18A: Incubator Baby Incident Reading 18B: Nayirah's Testimony Reading 18C: President Bush Reading 18D: The U.N. Security Council Reading 18E: Middle East Watch's Report Reading 18F: Amnesty International's Report Reading 18G: Additional Support Reading 18H: Incubator Story Disputed Reading 181: Sifting for the Truth on Both Sides Reading 18J: After the War ACTIVITY 19: The Baby Milk Factory Reading 19A: Destroyers of a Baby Milk Factory Reading 19B: Live from the Baby Milk Factory Reading 19C: The White House Response Reading 19D: Heavy-handed Propaganda Reading 19E: Arnett's Response Reading 19F: Baghdad Gasbag Reading 19G: Bombing Baghdad Reading 19H: Baby Milk or Germ Weapons? ACTIVITY 20: The Bombed Out Bomb Shelter Reading 20A: The Bomb Shelter? Reading 20B: US Bombs Hit Crowded Shelter Reading 20C: Baghdad Gasbag 6 Reading 20D: Not-So-Strategic Targets Hit Reading 20E: Civilians Killed Reading 20F: Bunker Was Legitimate Target Reading 20G: The White House Response Reading 20H: Reports from Manilla Reading 201: Pentagon Remarks Reading 20J: Shelter Raid Blasted Reading 20K: Anger in Amiriya Reading 20L: Emotions at the Funeral Reading 20M: World Reaction Reading 20N: Ripping the Hi-tech Veil Reading 200: Allied Raid Kills 700 Reading 20P: "Hundreds Killed" in Bunker Reading 20Q: Bush Quandary ACTIVITY 21: The Media's Performance Reading 21A: The First Casualty Reading 21B: How Was the Coverage of the War? ACTIVITY 22: What is the Role of Reporters in War? Reading 22A: Role Play Reading 22B: What is the Role of Reporters in Wartime? ACTIVITY 23: Peter Arnett in Baghdad Reading 23A: Blaming the Carrier Reading 23B: Balanced Views? Reading 23C: Why I Stayed Behind Reading 23D: Arnett Reading 23E: Opinion Polls Reading 23F: Sympathizers Reading 23G: The Case against CNN and Peter Arnett ACTIVITY 24: Implications for the Future Reading 24A: The Real Issues Reading 24B: Looking to the Future Reading 24C: Television as an International Actor ACTIVITY 25: Summing Up BIBLIOGRAPHY 8 International Conflict and the Media INTRODUCTION Implementing curriculum mandates in global and international education has created problems for many teachers. Most global studies programs focus either on the study of geographical areas or on global issues that transcend national boundaries. Unfortunately, most social studies teachers were trained to teach U.S. History or Western Civilization. Many teachers have little background in these new areas and issues that they are required to teach. Even if academic preparation included study of the non-western world or the study of global themes, the world that teachers studied in college no longer exists. As one observer said, "The world isn't what it use to be any more." As teachers have little time to conduct the research and write lesson plans under the strain of full teaching loads, teachers have come to rely on textbooks for their primary classroom information about the world. Yet, few social studies textbooks adequately cover international issues or conflicts. Due to the manner in which textbooks are written, they are generally outdated even before they are published. Recent international conflicts are simply not in the textbooks. Studies have shown that most Americans do not always understand international conflicts. We have little understanding of the places where they occur, what the real issues are, or what importance these conflicts may hold for America. Studies have also demonstrated that Americans in general, and students in particular, acquire most of their knowledge about the world and international conflicts from the mass media. Unfortunately, television, radio, newspapers, and news magazines often present skewed images of international conflicts. For instance, electronic media have just a few minutes of air time to present complex issues and topics. At times reporters may have only limited access to information. Inadequate presentations can be due to the lack of clarity in the international conflict itself. Day-by-day coverage of complex events often misses the broader context simply because of the limits of the press and media. The placement of stories and visuals associated with the conflict is known to influence readers' and viewers' opinions. One-sided coverage of a particular conflict, often necessitated due to time or circumstances, can shade, alter or misrepresent. Aware of the importance of mass media and the press, participants in international conflicts often attempt to manipulate news coverage. Unseen forces and factors shape student's and citizen's knowledge and understanding of particular international conflicts. Most Americans do not realize that the mass media and the press affect our opinions and knowledge about the world. Nor do Americans know and understand the interrelationships--both positive and negative--that media and the press have with international conflicts. Understanding the interactions between mass media and international conflicts is crucial for America's future. Wise foreign policy choices must rest upon the bedrock of citizen knowledge of complex and often intractable conflicts. There is no possible way the nation's formal education system can prepare our youth to understand every international conflict which the nation or the world may face in the future. As today's students will likely learn about international conflicts through the press and media, schools need to expose students to the strengths and weaknesses of different media.
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