Georgia Educational Standards met by the National Infantry Museum 3rd-­5th Grade Standards SS3E1 Grade: 3 Description: SS3E1 The student will describe the four types of productive resources: Natural (land), Human (labor), Capital (capital goods), and Entrepreneurship (used to create goods and services) Exhibit: Fort Benning/Columbus Gallery • The progression of the Camp Benning into Fort Benning used the natural resources from the forest (lumber), and human labor to build barracks and buildings. • The growth of this area brought in capital goods through surrounding business such as restaurants, entertainment, and support organizations. • Displays show the USO, Goo-­‐Goo Burgers, and the YMCA. • Fort Benning became the location for the 1996 Olympic Softball Games and many other events, bringing in Entrepreneurship. • During Prohibition, Coca-­‐Cola was first produced and bottled in Columbus. Exhibit: Entering the International Stage: WWI Gallery • Natural land resources provided food for the soldiers going overseas, including the building of watercraft, barges, and cargo. • The land resources were used to create fortifications, including the trenches the soldiers dug. Wood was used to create additional barriers. • Entrepreneurship boomed in the form of newspaper media, leading to yellow journalism and the war between Pulitzer and Hurst. This contributed greatly to the nation’s desire to go to war with Spain after the destruction of the USS Maine. • WWI necessitated the use of War Bonds and Liberty Bonds to help with government funds. Exhibit: A World Power: WWII Gallery • All resources suffered from the Great Depression, with the lack of food production. The CCC, TVA, and other groups created by the New Deal redistributed labor and resources. • The need for food production shifted efforts to the front. As the men left, the factory production needed staff, bringing women into the workforce. • Footage of the factory production and the public service announcements that encouraged the public to contribute metal, grow Victory Gardens, and contribute personal resources. • In the aftermath of WWII, the United States contributed greatly to the rebuilding of Germany, Japan, and other locations damaged by war. This used all resources for business. • A video explaining the G.I. Bill and the industry growth after the war is at the end of the gallery. SS4CG4 Grade: 4 Description: SS4CG4 The student will explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic. a. Explain the necessity of respecting the rights of others and promoting the common good. b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, and communicating with public officials). Exhibit: International Stage: Spanish-­American War-­ WWI • Prior to the Spanish-­‐American War, yellow journalists attracted public attention to Cuba, which was under Spanish control. Stories of the cruel government and the lack of rights created outrage, which heightened with the destruction of the USS Maine. • As the United States considered spreading the empire, the papers also encouraged Americans to further embrace Democracy and to enlist. • One slogan of the day was, “Cuba Must Be Free!” Americans believed in freeing Cuba from Spanish dominion to allow democracy to take root. • During the Philippine insurgencies, Americans fought for the freedom of the Philippines, but also built schools and infrastructure to help create a country that could thrive. Exhibit: A World Power: WWII Gallery • During WWII, the United States ideology directly opposed that of the Axis powers. Democratic governments believe citizens should be informed and through voting, elect officials that will represent their opinions and desires. • The economic downturn brought attention to world leaders that espoused forms of governments that would focus on one powerful leader and his elite group. • Hitler was elected into his Chancellor position democratically-­‐ by one vote. The importance of civic awareness and accountability is crucial. • Oral histories account for the need to obey and follow orders explicitly to protect themselves and their fellow brothers in arms. Exhibit: Cold War Gallery • During Vietnam the media began to show war conditions on television, which caused outrage and divided the nation. The media had played a part in war support since the Spanish-­‐American War, but on this scale dissent and frustration had not been capitalized upon to this extent, leading to the mistreatment of soldiers. • By staying informed on world events and knowing what the government leaders policies are, Americans can be a part of liberation worldwide. • Exhibits on the ideological differences between democracy and Communism are displayed, along with large pictures of world leaders and audio of their speeches. The impact of nuclear threat and nuclear warfare is considered. • A display for the fall of Communism and the disbanding of the U.S.S.R. is featured, including pieces of the Berlin Wall and audio of President Reagan’s “Tear Down This Wall” speech. • These galleries outline the ideological differences between democracy and fascism, dictatorships and Communism. The civic actions highlighted are through military service and supporting those aspects of the government. 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Today, our government is involved in helping other countries spread democracy and remove dictators from their positions as leaders when they oppress their people. Displays on the efforts in the Balkans, Haiti, Somalia, and Panama are listed, including Operation Just Cause. A wall explaining the War on Terror with pictures and descriptions of attacks worldwide are featured, particularly highlighting September 11, 2001. Two large displays feature Iraq and Afghanistan, with artifacts from those regions, beginning with the Gulf War and Desert Wars. A display for the National Guard shows the importance of civil contributions during times of disaster and emergency. SS4CG5 Grade: 4 Description: SS4CG5 The student will name positive character traits of key historic figures and government leaders (honesty, patriotism, courage, trustworthiness). Exhibit: Fort Benning Gallery • The Infantry Values of Duty, Respect, Selfless Service, Honor, Integrity, and Personal Courage. • In the heart of the Gallery is a large, circular exhibit with a column for each value. Below is a plaque for such examples of Infantrymen that exemplify these values, including Ulysses Grant, Omar Bradley, Pat Tillman, George Washington, George Marshal, and Audie Murphy. Exhibit: A World Power, WWII Gallery, Cold War Gallery, Family Gallery • In the WWII and Cold War Galleries, children can hear speeches and read about events involving our presidents as they made important political decisions. • The Family Gallery has excerpts from historical figures and servicemen about how they fight to embody the American Spirit and patriotic values while teaching their children their legacy. Exhibit: Infantry Theater: • The Infantry Theater features a 12 minute video that demonstrates the core values of the infantry throughout the various U.S. wars. ELA4LSV2 Grade: 4 Description: ELA4LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. Critical Component: When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student: a. Demonstrates an awareness of the presence of the media in the daily lives of most people. b. Evaluates the role of the media in focusing attention and in forming an opinion. c. Judges the extent to which the media provides a source of entertainment as well as a source of information. Exhibit: Entering the International Stage, Spanish-­American War-­ WWI •
Yellow journalism greatly influenced the American public about foreign matters, particularly in encouraging ill-­‐will toward Spain •
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After the destruction of the USS Maine, the newspapers declared Spain was the culprit and had attacked. During the Spanish American War the newspapers then turned public opinion against the military due to the death and disease. The “propaganda wall” displays visual media from the day that encouraged war support and enlistment without text so that students can study without bias. Exhibit: A World Power, WWII •
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The movie ‘shorts’ of the day are compiled into a black and white compilation that shows how media influenced the public through emotional pressure to donate materials and to sacrifice during wartime. The addition of women to the workforce was also encouraged by the media, which is clearly displayed. The Combat Locator uses computer software to store information about Unit and Conflict. Exhibit: Cold War Gallery •
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A large audio-­‐visual display demonstrates the ability to compile presentations in an interesting way while maintaining interest and using primary and secondary sources. When describing nuclear war, pictures of the movies Godzilla and Dr. Srangelove are included. Examples of audio.-­‐visual presentations and compilations are continuous throughout the gallery to serve as examples and learning aids of the conditions soldiers served in and how their treatment was often cruel and difficult both in combat and at home. The final display shows the media’s impact on the public opinion of Vietnam and the treatment of the veterans. The influence of President Reagan’s “Tear Down This Wall!” speech was felt by the people and eventually by the Communist governments. This contributed greatly to the fall of the Berlin Wall and the eventual fall of Communism. The Combat Locator uses computer software to store information about Unit and Conflict. SS5H4 Grade: 5 Description: The student will describe U.S. involvement in World War I and post-­‐ World War I America. a. Explain how German attacks on U.S. shipping during the war in Europe (1914-­‐1917) ultimately led the U.S. to join the fight against Germany; include the sinking of the Lusitania and concerns over safety of U.S. ships. Exhibit: “The International Stage” Gallery Exhibit Panels-­‐ • On May 7, 1915, a German submarine sank the British passenger ship, the Lusitania, killing 1,128 civilians including 128 Americans. Though Germany eventually apologized for the attack, the incident contributed to American perceptions of a ruthless Germany. • January 31, 1917, Germany informs all neutral nations that beginning the next day they will fire upon all foreign vessels, Allied and neutral alike, without warning. • American patience with the Germans was pushed beyond the limit when, on March 1st, 1917, an intercepted German message was published in the newspapers. It proposed an alliance between Mexico, Japan, and Germany. • On April 2, 1917, Wilson asked Congress for and received a declaration of war to “make the world safe for democracy.” Include original uniforms, weapons, equipment, patches, flags, and personal items from both the Allies and the Central Powers. SS5H6 Grade 5 Description The student will explain the reasons for America’s involvement in World War II. a. Describe Germany’s aggression in Europe and Japanese aggression in Asia. b. Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-­‐Day, VE and VJ Days, and the Holocaust. d. Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler. Exhibit: A World Power: WWII Gallery (1920-­1947) • The World at War Theater is a standing experience, featuring an inset, globe-­‐like projection surface (approx. 13’ diameter), with a railing surrounding it. • Five large graphic panels feature the faces of Infantrymen and line the circular walls of the space. •The film uses graphic maps and archival footage to summarize the events of WWII, emphasizing the role of the Infantry. • Overview of World War II, giving students a geographical and chronological grounding in the framework of the war, beginning before U.S. involvement, but emphasizing the contribution of the U.S. Infantry and going through the end of the war. • World War II, the largest and most violent armed conflict in the history of mankind, was waged on land, sea, and in the air over several diverse theaters of operation for approximately six years. • Video: Liberation. This video a stream of photos and newsreels, showing U.S Army Infantry Soldiers liberating American and Pacific locales and scenes of celebration of the War’s end. Exhibit Panels-­‐ • On December 7, 1941, Japanese planes struck Pearl Harbor, Hawaii, taking American lives, destroying a large percentage of U.S. airplanes, and bringing the U.S. into the war. • Soon after Congress approved the United States’ entry into the war against Japan, Germany and Italy declared war on the U.S. bringing us into a global war. • By equipping its allies, the United States would not be required to have so many soldiers of its own. • Once the United States joined the war, American Infantrymen fought alongside soldiers from Allied nations, including the United Kingdom and Canada. • Codenamed Operation Overlord, the Normandy invasion remains the largest sea-­‐borne invasion in history, involving almost 3,000,000 troops crossing the English Channel from England to Normandy in occupied France. The Normandy invasion began with overnight paratrooper and glider landings, massive air and naval bombardments, and an early morning amphibious assault on June 6, 1944, “D-­‐Day.” The battle for Normandy continued for more than two months with campaigns to establish, expand, and eventually break out of the allied beachheads. • Normandy, France (July 3-­18, 1944, French Hedgerows)–The difficult advance from the beaches of Normandy through the Normandy hedgerows cost the Allies time and Soldiers – the First Army suffered some 40,000 casualties in two weeks. • American Infantrymen were among the first people to encounter what had happened to many of Hitler’s Holocaust victims, finding a tragic reality behind what had been only rumors of death camps. • Infantrymen were able to experience firsthand the joy and gratitude of many of the people whose liberation they helped secure. • Victory in Europe (V-­‐E Day) was May 8, 1945, the date when the Allies formally celebrated the defeat of Nazi Germany. • V-­‐J Day was marked on August 15, 1945. Include original uniforms, weapons, equipment, patches, flags, and personal items from both the Allies and the Axis Powers. Also included are an original Jeep and an original parachute. SS5H7 Grade: 5 Description: The student will discuss the origins and consequences of the Cold War. a. Explain the origin and meaning of the term “Iron Curtain.” b. Explain how the United States sought to stop the spread of communism through the Berlin airlift, the Korean War, and the North Atlantic Treaty Organization. • Light Show with Audio: Cold War. A multilayered show that introduces students to the concept of the Cold War and the Infantry’s role in “hot” conflicts during that time. Audio including quotes from major political figures addresses the beginning of the Cold War here and the end of the Cold War as students pass the other side of this case as they exit this gallery. • An introductory quote on the wall sets the stage for the Cold War Passageway, a light show with audio which takes place behind a glass wall. Lighting changes reveal objects within as well as light boxes with images of Infantry Soldiers fighting around the world. • Upon exiting, students find a painted wall with concluding quote(s) and a lighting effect. • Throughout this gallery, Cold War Signposts graphic panels or pylons punctuate the stories of “hot” conflicts. The first two are in this area: • Cold War Signposts: Stalin Defines the Confrontation – 2/46, Berlin Blockade – 6/48 • Combat Locator: Korea. An interactive exhibit based on a computer touch screen allows students to learn more about the battles that were fought during the Korean War. A large, graphic map supplements the information on-­‐screen. • A replicated jungle environment is encased in 30x40’ glass cube with quotes from Infantry soldiers etched on the exterior. The jungle is represented by replicated foliage, tree trunks, and vines set against jungle photography. The floor looks like packed earth. Punji sticks are embedded in the floor under glass. The temperature may be warmer than in the surrounding gallery. Jungle odors may permeate the space. • Combat Locator: Vietnam. An interactive exhibit based on a computer touch screen allows students to learn more about the operations that took place during the Vietnam War. A large, graphic map supplements the information on-­‐screen. Exhibit Panels-­‐ • Quotes to include Winston Churchill’s coining of the term “Iron Curtain,” President Kennedy’s speech to the people of Berlin. • Korea was divided into North and South as a result of the Soviet Union’s entry into the war against Japan during the last few days of the Second World War. Moscow and Washington decided on the 38th Parallel as the division line between the Soviet and American occupation zones. • Attempts to unite the two Koreas failed and the relationship between a communist government in the north and the anti-­‐communist state in the south became increasingly hostile. • When North Korea invaded South Korea in June 1950, the United States was both surprised and unprepared to adequately respond. Nevertheless, President Truman authorized the use of force in an effort to defeat the oncoming North Korean attack on June 27, 1950 and sought and received United Nations condemnation of the invasion as well—the world body’s first approval of the use of force. Quickly, Soldiers, mostly Infantrymen from fifteen nations, were sent to South Korea to fight under General MacArthur’s leadership. SS5H8 Grade 5 Description: The student will describe the importance of key people, events, and developments between 1950-­‐1975. a. Discuss the importance of the Cuban Missile Crisis and the Vietnam War. Exhibit: “The Cold War” Gallery (1947-­1989) Multimedia Displays-­‐ • Light Show with Audio: Cold War: A multilayered show that introduces students to the concept of the Cold War and the Infantry’s role in “hot” conflicts during that time. Audio including quotes from major political figures addresses the beginning of the Cold War here and the end of the Cold War as students pass the other side of this case as they exit this gallery. • An introductory quote on the wall sets the stage for the Cold War Passageway, a light show with audio which takes place behind a glass wall. Lighting changes reveal objects within as well as light boxes with images of Infantry Soldiers fighting around the world. • Upon exiting, students find a painted wall with concluding quote(s) and a lighting effect. • Throughout this gallery, Cold War Signposts graphic panels or pylons punctuate the stories of “hot” conflicts. The first two are in this area: • Cold War Signposts: Stalin Defines the Confrontation – 2/46, Berlin Blockade – 6/48 • Combat Locator: Korea. An interactive exhibit based on a computer touch screen allows students to learn more about the battles that were fought during the Korean War. A large, graphic map supplements the information on-­‐screen. • A replicated jungle environment is encased in 30x40’ glass cube with quotes from Infantry soldiers etched on the exterior. The jungle is represented by replicated foliage, tree trunks, and vines set against jungle photography. The floor looks like packed earth. Punji sticks are embedded in the floor under glass. The temperature may be warmer than in the surrounding gallery. Jungle odors may permeate the space. • Combat Locator: Vietnam. An interactive exhibit based on a computer touch screen allows students to learn more about the operations that took place during the Vietnam War. A large, graphic map supplements the information on-­‐screen. • Quotes to include Winston Churchill’s coining of the term “Iron Curtain,” President Kennedy’s speech to the people of Berlin. • Korea was divided into North and South as a result of the Soviet Union’s entry into the war against Japan during the last few days of the Second World War. Moscow and Washington decided on the 38th Parallel as the division line between the Soviet and American occupation zones. • Attempts to unite the two Koreas failed and the relationship between a communist government in the north and the anti-­‐communist state in the south became increasingly hostile. • When North Korea invaded South Korea in June 1950, the United States was both surprised and unprepared to adequately respond. Nevertheless, President Truman authorized the use of force in an effort to defeat the oncoming North Korean attack on June 27, 1950 and sought and received United Nations condemnation of the invasion as well—the world body’s first approval of the use of force. Quickly, Soldiers, mostly Infantrymen from fifteen nations, were sent to South Korea to fight under General MacArthur’s leadership. • Four days before the landing at Inchon, President Truman authorized U.S. forces to enter North Korea, up to, but not beyond the Soviet and Chinese borders with the object of unifying North and South Korea through UN-­‐supervised elections. This action was taken under a faulty CIA estimate that Communist Chinese intervention in the war “…was not probable in 1950.” • In the last week of October, large masses of Chinese troops surprised and defeated American, British and South Korean Infantry units. • Suddenly, winter arrived in North Korea with a vengeance. The temperature had often dropped below freezing in late October, but on November 10, it went below zero. Both the communist and UN troops suffered greatly and many became frostbitten casualties, incapable of delivering a sound battlefield performance. • With mounting losses and great sacrifice, the Allies retreated south of the 38th Parallel. • In October 1951, the Army took the historic step of desegregating the entire Army. • The many activities undertaken by the Infantry during the Active Combat Phase of the Vietnam War include: • Search & Destroy (soldiers undertake a mission from a fortified position to find and destroy the enemy) • Security (base camp, fire base, convoy, night defensive position) • Reconnaissance (Ranger specialty -­‐ gathering information about the enemy) • Civic Action (Infantry units providing security around a village while Infantrymen were building or repairing village schools, roads, or bridges. Infantry units would also have their medical personal provide medical treatment to those villagers with ailments. Infantrymen would also distribute school supplies, medical, and food items to the villagers). • Air Assault (also known as air mobile, performed via helicopter by regular Infantry as well as airborne and air assault Infantry) • Urban Fighting (includes the Tet Counteroffensive) • The combat experience differed for Soldiers depending on their rank, which Corps area they were fighting in, and at what moment they were in the course of the war. • The Paris Peace Agreements of 1973 allowed the U.S. to leave Vietnam without resolving the issue of the country’s political future. The last ground combat unit (the 3rd Battalion of the 21st Infantry) withdrew from Vietnam on August 23, 1972. Without U.S. air and ground support, South Vietnam’s military defenses steadily deteriorated. Saigon fell to PAVN forces on April 30, 1975. Artifacts-­‐ Include original uniforms, weapons, equipment, patches, flags, and personal items from US forces, UN forces, North Korean, Chinese, and Vietnamese forces. Also included is an original Huey Helicopter. SS5H9 Grade: 5 Description: The student will trace important developments in America since 1975. a. Describe U. S. involvement in world events; include efforts to bring peace to the Middle East, the collapse of the Soviet Union, Persian Gulf War, and the War on Terrorism in response to September 11, 2001. Exhibit: Sole Superpower, Modern Gallery (1989-­present) • Video Projection: Relief Battle Map with projected media show and countdown clock that tells the story of the ground war in Operation Desert Storm. • Combat Locator: Modern Conflicts. An interactive exhibit based on a computer touch screen allows students to learn more about the specific conflicts in this gallery. This interactive is updateable, to reflect ongoing events in this gallery. • Computer Interactive: Tour of Duty. This computer interactive allows students to choose from a selection of video interviews with Infantry Soldiers reflecting on their experiences in Iraq, speaking openly about the achievements, challenges, and the situations they’ve encountered. • Coordinated logistics and strategy and a crucial role filled by the Infantry brought Operation Desert Storm to a swift and successful conclusion, defeating the fourth-­‐largest army in the world. • U.S. units were part of a 700,000 person multi-­‐national force that was deployed along a 300-­‐mile front to crush the Iraqi Army and return the nation of Kuwait to its rightful leaders. • Following weeks of strategic air attacks, the ground war in The Gulf War was waged and won in a short but intense 100 hours. • A series of saw-­‐tooth graphic walls introduces students to the sequence of events and the players in the worldwide War on Terrorism. The graphics are displayed along a curved wall, which leads students towards the next section, on the search for Al Qaeda and the role of the Infantry in Afghanistan. • On 9/11/01, two hijacked airliners crashed into the twin towers of the World Trade Center. Soon thereafter, a third hijacked plane struck the Pentagon. A fourth plane, suspected to be bound for a high-­‐profile target in Washington, crashed into a field in southern Pennsylvania. Over 3,000 civilians were killed. Credit for orchestrating the attacks was eventually taken by the terrorist leader of Al Qaeda, Osama Bin Laden. • After 9/11/2001 and the Afghan Taliban Government’s refusal to hand over Osama Bin Laden, U.S. forces along with the Northern Alliance toppled the Taliban in 49 days. However, Taliban remnants and Al Qaeda terrorists fled to the mountains and escaped at Tora Bora in December 2001. • A decision was made in Washington to send in U.S. Army Infantry units to complete the job in early 2002. Units of the 101st Airborne and 10th Mountain Division participated in Operation Anaconda, which captured or killed 517 Al Qaeda and Taliban fighters, but once again some managed to slip away. • Additional light Infantry forces were rotated in to serve while an Afghan army was organized, equipped, and trained and the country was prepared for national elections, which were conducted in October, 2004. • The story of the current conflict in Iraq begins with three graphic rails, which summarize the action in Iraq to date. • A large case with a background mural contains artifacts and provides a home for the Tour of Duty media interactive at its center. • A personal story display wall, includes stories of leadership and the role of modern technology in the fight in Iraq. Artifacts-­ Include original uniforms, weapons, equipment, patches, flags, and personal items from US, Coalition, Afghan, and Iraqi forces. ELA5W3 Grade: 5 Description: ELA5W3 The student uses research and technology to support writing. The student: c. Uses various reference materials (i.e., dictionary, thesaurus, encyclopedia, electronic information, almanac, atlas, magazines, newspapers) as aids to writing. d. Uses the features of texts (e.g., index, table of contents, guide words, alphabetical/numerical order) to obtain and organize information and thoughts. Exhibit: Entering the International Stage: Spanish-­American War-­ WWI Gallery •
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Yellow Journalism, integrity in reporting, visual advertisement, and language style has developed greatly over time. The subject matter and catalyst for improvement was often war. Many displays describe the situations and actions of soldiers in combat and training. These descriptions discuss daily life, attack, camaraderie, death, illness, homesickness, etc. The Public’s association with daily ideas and language was used to create familiarity and incite emotion. Artifacts: Plaques and cartoons describing Pulitzer, Hurst, and the propaganda defaming Spain are on display. Primary documents of letters, posters, and articles from American soldiers Army field messages and description of the Armistice Oral History of Sgt. York and his attack with the Germans Exhibit: A World Power: WWII Gallery • The Great Depression, Stock Market Crash of 1929, The New Deal, Fireside Chats, women entering the workforce, mass production, and the restructuring of the middle class were interwoven with the war. • Music, literature, advertisement, and political speeches were altered under this context. Award-­‐ winning songs such as “In the Fuehrer’s Face” and “The Siegfried Line” could not be understood without the war context. Artifacts Audio recordings of world leaders’ political and ideological positions during the early 1940s accompany large pictures of the world leaders Pictures and personal belongings of Hirohito, Mussolini, and Hitler Youth are in displays next to the political leader’s ideologies. “Voices of the Infantry” is a room of oral histories from notable soldiers about their combat experiences. Also included are telegrams informing family of Prisoner of War status, V-­‐Mail, and cartoons. Quotes from soldiers and leaders are added throughout the galleries. Next to artifacts are the stories of soldiers that made the donations in primary document form. Exhibit: Cold War Gallery •
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Portions of primary documents are positioned throughout the galleries, in the form of written quotes, oral histories and artifacts. Pictures, quotes, and a recorded light show explains the context for nuclear threat of the Cold War. The “In Country Experience” is a recreation of warfare in the jungles of Vietnam. Based on personal experiences, this exhibit includes recordings and movie footage of soldiers describing combat and daily life. This includes the sights and sounds typical of the warfare. The introduction of new terms into the American vocabulary came largely from political issues of the era. “McCarthyism”, “The Red Scare”, “Nuclear Holocaust”, “Iron Curtain”, “Policy of Containment”, “DMZ”, etc. pertained to the conflicts with the Soviet Union, North Korea, and North Vietnam. Exhibit: Modern War Gallery •
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The “Tour of Duty” database contains recordings of soldiers answering common questions about what life is like overseas. New technology on the internet has created new forums for political commentary, music, and literature. The nation is concerned with a new enemy that attacks abroad; “Homeland Security”, “Patriot Act”, “Twin Towers”, “Insurgents”, “Enemy combatants”, “Al-­‐Qaeda”, and “Hamas” became a part of daily life and vocabulary. Advertisements, political speeches, and policies are now affected by the War of Terror