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Unusual Training Ground for U.S. Troops; How Will Attacks of September 11, 2001 Affect Our Children, Generations to Come?

Aired September 10, 2004 - 13:36   ET

THIS IS A RUSH TRANSCRIPT. THIS COPY MAY NOT BE IN ITS FINAL FORM AND MAY BE UPDATED.

THIS IS A RUSH TRANSCRIPT. THIS COPY MAY NOT BE IN ITS FINAL FORM AND MAY BE UPDATED.


FREDRICKA WHITFIELD, CNN ANCHOR: Back in the battleground state of Ohio, President Bush in Portsmith, Ohio, talking to folks there, conscience of the fact that no Republican president has been able to win without winning Ohio first.
President Bush is getting to know Ohio pretty well. He's back on the campaign trail, and he is going to be touring the Buckeye State. This is his fifth bus tour there this year, and right now, he's at that rally, as you just saw, the event is being called ask President Bush.

President Bush is the subject, in fact, of celebrity biographer Kitty Kelly's newest book. It's not officially on bookstands for purchase until Monday, but the White House is already calling it garbage. The book is titled "The Family: The Real Story of the Bush Dynasty," and it contains some explosive allegations about the president, including charges about past drug use, and Kelly used named and unnamed sources for the book.

Among the sources she named, Sharon Bush, the ex-wife of the president's brother, Neal, but she's already denying what Kelly attributes to her.

And we'll focus more on the new Kitty Kelly book in the next hour of LIVE FROM. Howard Kurtz, host of CNN's "RELIABLE SOURCES," will be our guest one hour from now, at 2:30 Eastern Time.

For American servicemen and women, each day in Iraq can bring a life or death situation, so before they're sent into harm's way, they go through rigorous training.

CNN's special contributor Ron Young traveled to an unusual training ground for U.S. troops.

(BEGIN VIDEOTAPE)

RON YOUNG, CNN CONTRIBUTOR (voice-over): In the heat of conflict, tempers quickly flare.

This Iraqi woman says a soldier beat her daughter. The clash escalates. Soldiers take an Iraqi man into custody. They say he's causing trouble.

Then, as quickly as possible, the soldiers march out of town. But a group of civilians makes it almost impossible.

Up the road, anxiety at a checkpoint.

UNIDENTIFIED MALE: No, no, no, no, no. He's not allowed in the car.

YOUNG: The situation is tense. It's supposed to be. In this village, the line between fact and fiction is blurred. Intentionally.

UNIDENTIFIED MALE: My name, Hamid bin al-Jalsin (ph). Iraq, south Iraq Muslim.

UNIDENTIFIED FEMALE: My name's Nicole Chisilia (ph), and I'm from Pentle (ph), Mississippi.

UNIDENTIFIED MALE: Basra, Nasiriyah.

UNIDENTIFIED FEMALE: Baghdad.

UNIDENTIFIED MALE: Baghdad. Nasiriyah. Baghdad and Nasiriyah right here.

YOUNG: This is Iraq in the middle of Dixie, Camp Shelby, Mississippi.

A few months into the war, the military realized it needed to change the way it trained National Guard troops, so the Army hired people known in the military as COBs, or civilians on the battlefield. Many are Iraqis who fled after the first Gulf War.

UNIDENTIFIED MALE: I've seen, you know, the riots in the streets. Of course, I've been over to Iraq...

OUIJA MILLER, PORTRAYING CIVILIAN: Here, it's just like there. We're doing our best to make them feel the things and, you know, do the mission as we are supposed to do.

YOUNG: The instructors are tough, for good reason.

UNIDENTIFIED MALE: Did they tell you what to do? What are you doing? You aren't listening. You can't take over this place (ph).

YOUNG: Sergeant Ira Mack recently returned from Iraq. The only difference from what the actual COBs in the training are doing and actually going over there, is they've got real bullets.

YOUNG: When we visit the village of Trabille (ph), Guardsmen from Tennessee and New Jersey are going through the drill. The soldiers' experience level varies widely.

SGT. LARRY HENDERSON, NATIONAL GUARD SOLDIER: Came back from Vietnam. That was my first war. Didn't realize this -- I'm going to retire before I get back from Iraq. So it will be my second war.

UNIDENTIFIED FEMALE: This is brand new to me.

YOUNG: Specialist Melinda Cobain and her unit are learning about checkpoint surges. Here, Cobain is essentially a 911 operator on the battlefield. It's the first time her unit, made up mostly of college students from New Jersey, has run through the exercise.

UNIDENTIFIED MALE: She thought it was easy. First she say that's all I'm going to be doing?

YOUNG: Sergeant Felix Carrion is in charge of checkpoint training.

(on camera) How prepared do you feel like they're going to be once they get over to Iraq?

SGT. FELIX CARRION, TRAINER: The training that we give them is tough training. But they're going to be better prepared than when they came here. And that's the whole purpose.

SGT. MELISSA COBAIN, NATIONAL GUARD SOLDIER: I definitely am worried. I want to go there and come back and just hopefully come back alive. But with this training, I think it's going to help us.

YOUNG (voice-over): Meanwhile, down the road...

HENDERSON: We have a situation.

YOUNG: Sergeant Larry Henderson and his unit are caught up in house-to-house searches.

UNIDENTIFIED MALE: You'll be more secure at the back of the house right now with my security detail watching over you and your family.

YOUNG: And learning the delicate nature of dealing with Iraqi civilians, especially women.

CARRION: Iraqi people, they don't like being separated from their wives.

YOUNG: Sometimes, the scenarios get a little too real.

ROA MAEM, PORTRAYING CIVILIAN: Yes, like when they make you mad, when they push you, you just want to push them back.

HENDERSON: We had an incident where one of the COBs bit one of the soldiers. But the reason the COB bit the soldier is the soldier was choking him.

So we had -- you know, we wanted as much contact as possible to add to the realism, but we had to downgrade a little bit.

YOUNG (on camera): Starting to get too real?

HENDERSON: Right.

YOUNG (voice-over): As I learned from my own experience in Iraq, preparing for combat is serious business, as serious as life and death.

SGT. IRA MACK, TRAINER: Some will come back either in a body bag or come back with a limb lost if they don't take this training seriously. And that's just the way I see it and that's just how it is.

(END VIDEOTAPE)

PHILLIPS: Well, as you know, Ron Young is a former POW of the Iraq war.

Well, it's a course that teaches what teachers wish they didn't have to teach.

Coming up next, explaining the tragedy of 9/11 to the youngest among us.

(COMMERCIAL BREAK)

PHILLIPS: So how will the attacks of September 11, 2001 affect our children and generations to come? Well, one Wisconsin teacher is not just teaching kids about the terrorist attacks, he's showing them how they shouldn't grow up living in fear either. Bob Peterson, and teachers working with him across the globe, have created a curricula that's helping students from elementary to college how to explore the roots of terrorism. He joins us live from Milwaukee.

Great to have you, Bob.

BOB PETERSON, TEACHER: Thank you. I appreciate it.

PHILLIPS: Well, tell me how it all begins. I love the headline, you take a bag of cookies, and a map of the world, and you go to work. Tell me what it's like as you start the course.

PETERSON: Well, I teach fifth grade at a public school in Milwaukee, so I teach all subject areas, and the lesson that you're referring to is a math and social studies lesson, where I try to get kids to understand about global injustice. And what we do is first have kids estimate where the population of the world is, and they get little chips, just plastic chips. And each one, 25, they get 25, and each one is worth 240 million people, and they place it around, and they finally figure out that actually only one of those chips is in the United States, and 15 of them are in Asia, and then we do the same with the GNP, or resources and wealth, and we do this all the in the class, and then we go out to the playground, and we have a big map on our school playground. And I have a bucket that says "chance of birth," and kids pull out a piece of paper based on a percentage basis of a class of 25, 15 of them pull out Asia, one pulls out North America, three pulls out Africa, and so they go to their various continents. That's the distribution of the world's population.

Then we do the same for resources, and I use chocolate chip cookes, actually home-baked chocolate chip cookies usually, and then I, OK, this is how the resources are distributed. The three kids in Africa get half a cookie. The three kids in Europe get nine cookies. The one kid in North America gets seven, whereas the kids in Asia get six, and then we have kids negotiate. There's a negotiator for each of the continents, and sometimes it ends up with a virtual war, and sometimes it's really, the people in North America and Europe are very benevolent, and it works out.

But the bottom line is, kids are becoming aware of the unequal distribution of wealth in the world. Eventually, I give every kid a chocolate chip cookie. We talk about it. We write about it, and we ask the hard question of, why? They ask the question, why does North America and Europe so affluent? Why is the world so unfair? And in a little way -- certainly this is just a small way. In a little way, this helps kids get a better understanding of some of the real issues going on in the world today.

PHILLIPS: So basically, they start to understand inequality, and that creates hatred, and you sort of build from there, is that right?

PETERSON: Well, I wouldn't say inequality creates hatred. I would use the word resentment. One of the feelings that -- I asked the kids, how did you feel? And the kids who don't have very much, say I want to be able to feed myself. I want to feed my family as they pretend they're in the role that they are.

You know, granted, this is only a simulation. It describes something. It doesn't explain why there's this inequality. That would require, and it does, a full year of looking at colonialism, and looking at debt, and looking at various lack of water, lack of resources, but this does help -- it alerts kids to this inequality that I don't think many adults even realize the severity. I mean, the fact that there is a billion people in this world, who don't have water within a 15-minute walk of their homes, that's mind-boggling.

PHILLIPS: I know, and even as journalists, even when 9/11 happened, we learned a lot about foreign policy, and a lot about other countries, that we didn't know a lot about either.

But how do you explain to these children, fifth-graders, about an Osama Bin Laden, or an Al Qaeda training camp? Or, you know, do you get into the religious aspects? When it comes down to September 11th and what we'll remember and those pictures, and those airplanes and the methods of terrorism, how do you explain that to your students?

PETERSON: That's a good question, because you know, the fifth graders I have today -- I just left them a few minutes ago; it's my lunch hour -- were second-graders three years ago. So when I talk to them, what do they remember? Well, they remember those same vivid images that are burned in my and your, and every person in the world's who had access to a television, mind, and some of the kids said,well, the plane just kept on hitting into the tower, because they probably saw the image so much.

Other kids said, yes, it's those Iraqis, and that's why we're at war, which is an indication of some issues with you and the media, and trying to educate the general public, I think, about, you know, who was responsible.

I make no bones, obviously we're opposed to terrorism, we're opposed to this kind of behavior, and just looking at inequality doesn't seek to rationalize it. I think, though, it helps understand, helps kids understand that if people become so angry, sometimes they do things irrational, they could follow a leader that's irrational, and the kids I deal with are family with kids who are angry. And many of them, when it comes to 9/11, what they think about -- they don't have relatives directly; we're 900 miles away from New York -- they think of their family members who might have been killed, a cousin who was shot in the street, whatever, so we have to create an environment in my classroom -- a safe environment, that allows students to share their feelings and emotions. We do through this through journal writing and drawing, and so we can share these thing, trying to get kids to be more empathetic about people around the world.

But then obviously, one of the big things is to say, there's a big problem here, whether it's a problem in our classroom or problem in the world global system, how do we resolve that? I promote nonviolent means, mediation in our school, negotiation, discussion, and we look at what the results are when people resort to violent means. It means whether it's death from a smart bomb or a terrorist act, it means a lot of innocent people die. And that's something that kids can relate to, because it's happening in their communities, and, you know, children...

PHILLIPS: Bob, real quickly, I just want to -- you can find the curricula online at www.teaching9-11.org. And we got to wrap up. I could talk to you all day about this.

PETERSON: Sure.

PHILLIPS: But as we look at this Web site, I know other teachers can log on to this. They can actually teach what you put together. I'm just curious, what is the one question that fifth-graders -- it seems to be a repetitive question, what do they always ask you about 9/11?

PETERSON: Why? Why would anybody do something like that? And that's something that many of us still ponder, I think.

PHILLIPS: Yes, well, your Web site is fantastic. What you're doing is just incredible.

Bob Peterson, thank you so much, fifth-grade teacher out of Milwaukee, Wisconsin, great part of the country.

Thanks, Bob.

PETERSON: Thank you very much.

PHILLIPS: All right.

PETERSON: Bye-bye.

PHILLIPS: Well, coming up in the next hour, we want to hear from you. Does 9-11 still have an impact on your daily life. Send us your e-mails at livefrom@CNN.com. We're going to need a number number of your responses in the next hour, and a number of observances will also mark the 9/11 anniversary. In New York, there's going to be a moment of silence at exactly 8:46 a.m., the time when American Airlines flight 11 crashed into the north tower of the World Trade Center. Then they'll be another moment of silence at 9:03. You'll remember that time. The United Airlines flight 175 slammed into the South Tower. And there will be a tribute in light at sundown. A remembrance 9:45 service will begin at 9:45 a.m. in Shanksville, Pennsylvania, to honor those killed aboard United Flight 93.

(COMMERCIAL BREAK)

(STOCK MARKET REPORT)

TO ORDER A VIDEO OF THIS TRANSCRIPT, PLEASE CALL 800-CNN-NEWS OR USE OUR SECURE ONLINE ORDER FORM LOCATED AT www.fdch.com


Aired September 10, 2004 - 13:36   ET
THIS IS A RUSH TRANSCRIPT. THIS COPY MAY NOT BE IN ITS FINAL FORM AND MAY BE UPDATED.
FREDRICKA WHITFIELD, CNN ANCHOR: Back in the battleground state of Ohio, President Bush in Portsmith, Ohio, talking to folks there, conscience of the fact that no Republican president has been able to win without winning Ohio first.
President Bush is getting to know Ohio pretty well. He's back on the campaign trail, and he is going to be touring the Buckeye State. This is his fifth bus tour there this year, and right now, he's at that rally, as you just saw, the event is being called ask President Bush.

President Bush is the subject, in fact, of celebrity biographer Kitty Kelly's newest book. It's not officially on bookstands for purchase until Monday, but the White House is already calling it garbage. The book is titled "The Family: The Real Story of the Bush Dynasty," and it contains some explosive allegations about the president, including charges about past drug use, and Kelly used named and unnamed sources for the book.

Among the sources she named, Sharon Bush, the ex-wife of the president's brother, Neal, but she's already denying what Kelly attributes to her.

And we'll focus more on the new Kitty Kelly book in the next hour of LIVE FROM. Howard Kurtz, host of CNN's "RELIABLE SOURCES," will be our guest one hour from now, at 2:30 Eastern Time.

For American servicemen and women, each day in Iraq can bring a life or death situation, so before they're sent into harm's way, they go through rigorous training.

CNN's special contributor Ron Young traveled to an unusual training ground for U.S. troops.

(BEGIN VIDEOTAPE)

RON YOUNG, CNN CONTRIBUTOR (voice-over): In the heat of conflict, tempers quickly flare.

This Iraqi woman says a soldier beat her daughter. The clash escalates. Soldiers take an Iraqi man into custody. They say he's causing trouble.

Then, as quickly as possible, the soldiers march out of town. But a group of civilians makes it almost impossible.

Up the road, anxiety at a checkpoint.

UNIDENTIFIED MALE: No, no, no, no, no. He's not allowed in the car.

YOUNG: The situation is tense. It's supposed to be. In this village, the line between fact and fiction is blurred. Intentionally.

UNIDENTIFIED MALE: My name, Hamid bin al-Jalsin (ph). Iraq, south Iraq Muslim.

UNIDENTIFIED FEMALE: My name's Nicole Chisilia (ph), and I'm from Pentle (ph), Mississippi.

UNIDENTIFIED MALE: Basra, Nasiriyah.

UNIDENTIFIED FEMALE: Baghdad.

UNIDENTIFIED MALE: Baghdad. Nasiriyah. Baghdad and Nasiriyah right here.

YOUNG: This is Iraq in the middle of Dixie, Camp Shelby, Mississippi.

A few months into the war, the military realized it needed to change the way it trained National Guard troops, so the Army hired people known in the military as COBs, or civilians on the battlefield. Many are Iraqis who fled after the first Gulf War.

UNIDENTIFIED MALE: I've seen, you know, the riots in the streets. Of course, I've been over to Iraq...

OUIJA MILLER, PORTRAYING CIVILIAN: Here, it's just like there. We're doing our best to make them feel the things and, you know, do the mission as we are supposed to do.

YOUNG: The instructors are tough, for good reason.

UNIDENTIFIED MALE: Did they tell you what to do? What are you doing? You aren't listening. You can't take over this place (ph).

YOUNG: Sergeant Ira Mack recently returned from Iraq. The only difference from what the actual COBs in the training are doing and actually going over there, is they've got real bullets.

YOUNG: When we visit the village of Trabille (ph), Guardsmen from Tennessee and New Jersey are going through the drill. The soldiers' experience level varies widely.

SGT. LARRY HENDERSON, NATIONAL GUARD SOLDIER: Came back from Vietnam. That was my first war. Didn't realize this -- I'm going to retire before I get back from Iraq. So it will be my second war.

UNIDENTIFIED FEMALE: This is brand new to me.

YOUNG: Specialist Melinda Cobain and her unit are learning about checkpoint surges. Here, Cobain is essentially a 911 operator on the battlefield. It's the first time her unit, made up mostly of college students from New Jersey, has run through the exercise.

UNIDENTIFIED MALE: She thought it was easy. First she say that's all I'm going to be doing?

YOUNG: Sergeant Felix Carrion is in charge of checkpoint training.

(on camera) How prepared do you feel like they're going to be once they get over to Iraq?

SGT. FELIX CARRION, TRAINER: The training that we give them is tough training. But they're going to be better prepared than when they came here. And that's the whole purpose.

SGT. MELISSA COBAIN, NATIONAL GUARD SOLDIER: I definitely am worried. I want to go there and come back and just hopefully come back alive. But with this training, I think it's going to help us.

YOUNG (voice-over): Meanwhile, down the road...

HENDERSON: We have a situation.

YOUNG: Sergeant Larry Henderson and his unit are caught up in house-to-house searches.

UNIDENTIFIED MALE: You'll be more secure at the back of the house right now with my security detail watching over you and your family.

YOUNG: And learning the delicate nature of dealing with Iraqi civilians, especially women.

CARRION: Iraqi people, they don't like being separated from their wives.

YOUNG: Sometimes, the scenarios get a little too real.

ROA MAEM, PORTRAYING CIVILIAN: Yes, like when they make you mad, when they push you, you just want to push them back.

HENDERSON: We had an incident where one of the COBs bit one of the soldiers. But the reason the COB bit the soldier is the soldier was choking him.

So we had -- you know, we wanted as much contact as possible to add to the realism, but we had to downgrade a little bit.

YOUNG (on camera): Starting to get too real?

HENDERSON: Right.

YOUNG (voice-over): As I learned from my own experience in Iraq, preparing for combat is serious business, as serious as life and death.

SGT. IRA MACK, TRAINER: Some will come back either in a body bag or come back with a limb lost if they don't take this training seriously. And that's just the way I see it and that's just how it is.

(END VIDEOTAPE)

PHILLIPS: Well, as you know, Ron Young is a former POW of the Iraq war.

Well, it's a course that teaches what teachers wish they didn't have to teach.

Coming up next, explaining the tragedy of 9/11 to the youngest among us.

(COMMERCIAL BREAK)

PHILLIPS: So how will the attacks of September 11, 2001 affect our children and generations to come? Well, one Wisconsin teacher is not just teaching kids about the terrorist attacks, he's showing them how they shouldn't grow up living in fear either. Bob Peterson, and teachers working with him across the globe, have created a curricula that's helping students from elementary to college how to explore the roots of terrorism. He joins us live from Milwaukee.

Great to have you, Bob.

BOB PETERSON, TEACHER: Thank you. I appreciate it.

PHILLIPS: Well, tell me how it all begins. I love the headline, you take a bag of cookies, and a map of the world, and you go to work. Tell me what it's like as you start the course.

PETERSON: Well, I teach fifth grade at a public school in Milwaukee, so I teach all subject areas, and the lesson that you're referring to is a math and social studies lesson, where I try to get kids to understand about global injustice. And what we do is first have kids estimate where the population of the world is, and they get little chips, just plastic chips. And each one, 25, they get 25, and each one is worth 240 million people, and they place it around, and they finally figure out that actually only one of those chips is in the United States, and 15 of them are in Asia, and then we do the same with the GNP, or resources and wealth, and we do this all the in the class, and then we go out to the playground, and we have a big map on our school playground. And I have a bucket that says "chance of birth," and kids pull out a piece of paper based on a percentage basis of a class of 25, 15 of them pull out Asia, one pulls out North America, three pulls out Africa, and so they go to their various continents. That's the distribution of the world's population.

Then we do the same for resources, and I use chocolate chip cookes, actually home-baked chocolate chip cookies usually, and then I, OK, this is how the resources are distributed. The three kids in Africa get half a cookie. The three kids in Europe get nine cookies. The one kid in North America gets seven, whereas the kids in Asia get six, and then we have kids negotiate. There's a negotiator for each of the continents, and sometimes it ends up with a virtual war, and sometimes it's really, the people in North America and Europe are very benevolent, and it works out.

But the bottom line is, kids are becoming aware of the unequal distribution of wealth in the world. Eventually, I give every kid a chocolate chip cookie. We talk about it. We write about it, and we ask the hard question of, why? They ask the question, why does North America and Europe so affluent? Why is the world so unfair? And in a little way -- certainly this is just a small way. In a little way, this helps kids get a better understanding of some of the real issues going on in the world today.

PHILLIPS: So basically, they start to understand inequality, and that creates hatred, and you sort of build from there, is that right?

PETERSON: Well, I wouldn't say inequality creates hatred. I would use the word resentment. One of the feelings that -- I asked the kids, how did you feel? And the kids who don't have very much, say I want to be able to feed myself. I want to feed my family as they pretend they're in the role that they are.

You know, granted, this is only a simulation. It describes something. It doesn't explain why there's this inequality. That would require, and it does, a full year of looking at colonialism, and looking at debt, and looking at various lack of water, lack of resources, but this does help -- it alerts kids to this inequality that I don't think many adults even realize the severity. I mean, the fact that there is a billion people in this world, who don't have water within a 15-minute walk of their homes, that's mind-boggling.

PHILLIPS: I know, and even as journalists, even when 9/11 happened, we learned a lot about foreign policy, and a lot about other countries, that we didn't know a lot about either.

But how do you explain to these children, fifth-graders, about an Osama Bin Laden, or an Al Qaeda training camp? Or, you know, do you get into the religious aspects? When it comes down to September 11th and what we'll remember and those pictures, and those airplanes and the methods of terrorism, how do you explain that to your students?

PETERSON: That's a good question, because you know, the fifth graders I have today -- I just left them a few minutes ago; it's my lunch hour -- were second-graders three years ago. So when I talk to them, what do they remember? Well, they remember those same vivid images that are burned in my and your, and every person in the world's who had access to a television, mind, and some of the kids said,well, the plane just kept on hitting into the tower, because they probably saw the image so much.

Other kids said, yes, it's those Iraqis, and that's why we're at war, which is an indication of some issues with you and the media, and trying to educate the general public, I think, about, you know, who was responsible.

I make no bones, obviously we're opposed to terrorism, we're opposed to this kind of behavior, and just looking at inequality doesn't seek to rationalize it. I think, though, it helps understand, helps kids understand that if people become so angry, sometimes they do things irrational, they could follow a leader that's irrational, and the kids I deal with are family with kids who are angry. And many of them, when it comes to 9/11, what they think about -- they don't have relatives directly; we're 900 miles away from New York -- they think of their family members who might have been killed, a cousin who was shot in the street, whatever, so we have to create an environment in my classroom -- a safe environment, that allows students to share their feelings and emotions. We do through this through journal writing and drawing, and so we can share these thing, trying to get kids to be more empathetic about people around the world.

But then obviously, one of the big things is to say, there's a big problem here, whether it's a problem in our classroom or problem in the world global system, how do we resolve that? I promote nonviolent means, mediation in our school, negotiation, discussion, and we look at what the results are when people resort to violent means. It means whether it's death from a smart bomb or a terrorist act, it means a lot of innocent people die. And that's something that kids can relate to, because it's happening in their communities, and, you know, children...

PHILLIPS: Bob, real quickly, I just want to -- you can find the curricula online at www.teaching9-11.org. And we got to wrap up. I could talk to you all day about this.

PETERSON: Sure.

PHILLIPS: But as we look at this Web site, I know other teachers can log on to this. They can actually teach what you put together. I'm just curious, what is the one question that fifth-graders -- it seems to be a repetitive question, what do they always ask you about 9/11?

PETERSON: Why? Why would anybody do something like that? And that's something that many of us still ponder, I think.

PHILLIPS: Yes, well, your Web site is fantastic. What you're doing is just incredible.

Bob Peterson, thank you so much, fifth-grade teacher out of Milwaukee, Wisconsin, great part of the country.

Thanks, Bob.

PETERSON: Thank you very much.

PHILLIPS: All right.

PETERSON: Bye-bye.

PHILLIPS: Well, coming up in the next hour, we want to hear from you. Does 9-11 still have an impact on your daily life. Send us your e-mails at livefrom@CNN.com. We're going to need a number number of your responses in the next hour, and a number of observances will also mark the 9/11 anniversary. In New York, there's going to be a moment of silence at exactly 8:46 a.m., the time when American Airlines flight 11 crashed into the north tower of the World Trade Center. Then they'll be another moment of silence at 9:03. You'll remember that time. The United Airlines flight 175 slammed into the South Tower. And there will be a tribute in light at sundown. A remembrance 9:45 service will begin at 9:45 a.m. in Shanksville, Pennsylvania, to honor those killed aboard United Flight 93.

(COMMERCIAL BREAK)

(STOCK MARKET REPORT)

TO ORDER A VIDEO OF THIS TRANSCRIPT, PLEASE CALL 800-CNN-NEWS OR USE OUR SECURE ONLINE ORDER FORM LOCATED AT www.fdch.com