International Conflict and the Media

ACTIVITY 18: The Incubator Baby Incident



Introduction

During most international conflicts, stories are printed in the press or broadcast by the news mediathat influence public opinion and eventually sway public policy. Often these stories are true andaccurate; sometimes stories are planted by one of the parties engaged in the conflict and othertimes the stories are propaganda.

This activity examines media accounts that were published and broadcast during the Gulf Warregarding the removal of baby incubators by Iraqi soldiers after their occupation of Kuwait inAugust 1990. This story was reported in most newspapers and electronic media throughout theUnited States. As noted in the Readings, these accounts were mentioned by many politicians andcitizens as they attempted to decide what the best course for America was during the conflict.Please note that Iraq committed many atrocities during its occupation of Kuwait. This incident,however, is most likely a case of pro-Kuwaiti propaganda than is reminiscent of stories told aboutthe Germans in Belgium during World War I *** (See Reading 6C).

Student Objectives

Time

1 class period

Materials

Copies of Readings 18A-J for each student

Recommended Procedures

It is advisable that the students read each selection individually. There are two options for theteacher:

Option 1 -- Reproduce all Readings and distribute them to the students one selection at a time.This will allow ample time to digest the material and respond.

Option 2 -- Another method would be to reproduce the Readings for an overhead projector. Theteacher could uncover each selection individually, leading a class discussion as the studentsrespond.

  1. Distribute Readings 18A-G, one at a time, to each student. When all students have completedreading the individual account, ask their opinions on these questions:

    2. How do they feel about these reports as presented?

    Based upon the information presented in these accounts, what do they think about theincident?

    What influence do they think the publication of these accounts might have had uponpeople reading them?

    Might these accounts have influenced the President of the United States, Congress or theAmerican public? How?

  2. Distribute Readings 18H-J, one at a time, to each student. When all students have completedreading the individual account, ask students their opinions on these questions:

    3. What do they now believe really happened?

    Why did American citizens and politicians believe the incident occurred?

    Why would this story have been promoted in the first place? Why was this story repeatedregularly?

    Should newspapers have published the article or the electronic media covered the story?

    How should responsible journalists and correspondents have responded to this story?

    Should politicians have used this story as justification for their position on America'sinvolvement in the war?

    How does the "Baby Incubator Incident" help them to understand the function of the pressduring international conflicts? Explain and give examples to prove the case.



Extending the Lesson

  1. Now that the students have examined the first series of selections and the second series ofselections, ask each student to write an article about the incident as they would liked to haveseen it reported by the press at the time.
  2. The students should share their articles and compile an alternate series of selections.
  3. Now that the teacher has been able to model how the media influenced/interpreted eventsduring the Gulf War, have the students research other international conflicts, examining therole of the media. Excellent examples would be: Bosnia, Ethiopia, Chechnya, Somalia, Kashmir, Uganda, The Congo.

Return to the Contents page for International Conflict and the Media.

Go to Activity 19.

Go to the Bibliography.