Iraq

**Instructor:** Ms. Perkins **Subject:** 7th grade Social Studies **Class Period:** 50 minutes **Location:** Republic of Iraq, Asia (Middle East)
 * Lesson Title:** Iraq – Beyond the war

**Objectives**
 * **1.01** Create maps, charts, graphs, databases, and models as tools to illustrate information about different people, places and regions in Africa, Asia, and Australia.
 * **11.01** Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they can link and separate societies.

**Goals** Students will be able to:
 * Locate Iraq on a map
 * Understand basic background knowledge about Iraq
 * Use research strategies to gather relevant information about Iraq
 * Work collaboratively with others in a group setting
 * Describe Iraq’s geography, government, economy, culture and people

**Materials**
 * Individual writing journal / pencil
 * Blank map of the Middle East
 * SmartBoard
 * Glogster presentation (on-line)
 * 1:1 computer access
 * Poster board
 * Markers, crayons, colored pencils, etc.

**Procedures**

//1.// //Warm-Up/Introduction// (10 minutes)
 * Students will complete an entry in their journals, free writing everything that they know about Iraq.
 * Students will be encouraged to share what they wrote about in their journal and the class will complete a KWL chart on the board. The KWL chart will be revisited the following day, so that the "L" section can be filled in.

2. //Lesson// (10 minutes)
 * As an introduction to Iraq, a blank map of the Middle East will be shown on the SmartBoard and students will be asked which country is Iraq. Iraq will be located on the map, if students are unable to do so.
 * Then a short Glogster presentation will be shown to the class. The Glog will give a very brief overview of Iraq, explaining basic background information. The presentation will include facts such as:
 * Iraq was originally known as"Mesopotamia"
 * It was striped by Mongols in 13th century
 * Iraq was the object of Turkish and Persian competition during 16th-18th centuries
 * Under direct Turkish rule in 1831
 * The British took control in 1922
 * Iraq gained its complete independence in 1932.

3. //Small Groups// (30 minutes)
 * The class will be broken into five heterogeneous groups, which will be pre-determined by the teacher.
 * Each group will be given a specific topic to research, and the topics include: geography, government, economy, culture and people.
 * Students will use the internet and their textbooks to investigate their given topic. Each group will have a list of questions that should be answered, but students will be encouraged to investigate any other areas of interest.
 * Each group will also be required to make a visual representation about their topic (poster, Glog, PowerPoint, etc)

//4.// //Closure// (5 minutes)
 * The class will debrief by explaining that if needed, students can have 15 minutes to complete their presentation the following day. Then, each group will give a 5-7 minute presentation on their given topic.
 * Students will also complete an exit-slip, writing down one interesting fact that they learned while completing their research.


 * Assessment - ** I will assess students by reading their journal entries, observing during group work time, and reading their exit slips. With journal entries, I will look for completion only, not accuracy of information. While in small groups, I will look for students to stay on-topic, engage their research, and to contribute the presentation. The following day, students will also be evaluated on their visual and presentation to the class. The presentation will be graded on organization, accuracy, and thoroughness.

__**Lesson Narrative:**__

There are so many wonderful places in the world, so I thought I would have a difficult time deciding what area I wanted to focus a lesson plan on. I knew that I wanted to pick an area that I didn’t know very much about, but would still be interesting to students. The Middle East immediately came to my mind, and I decided on Iraq. Many people either believe they know enough about the country, or have no interest in learning about it because of preconceived notions. Because there are so many prejudices and stereotypes associated with Iraq and its people, it’s hard to tell what’s true and what’s not true. After my lesson, I hope that students will be able to look past the war in Iraq and come to realize that Iraq is a country, and not just a war-zone.

For this lesson, I want students to examine aspects of Iraq that aren’t always talked about. I didn’t want to focus on the war, the terrorism or the violence, and I want students to realize that there’s more to this country than such things. Iraq is a country with amazing art, talented musicians and dancers, and interesting cuisine. To order to address some of the stereotypes, I will start off by having students complete a short free-write in their journals about what they know about Iraq. If students have trouble with the free-write, I will encourage them to think about what they have heard on television, read in a magazine or maybe even overheard in a conversation. The class will also complete a KWL chart after writing in their journals. I will encourage students to share some of the things that they wrote about, in order to see how much previous knowledge students have about Iraq – even if it is not all correct. The KWL chart will also allow me to see what students are interested in learning about, so that their questions can hopefully be addressed later.

Next, I will pull up a blank map of the Middle East and ask students where Iraq is located. Students will be able to come up to the Smart Board and put a star on the country they believe is Iraq. After a few moments, Iraq will be pointed out on the map, if students are unable to do such. Then, a short presentation will be shown to the class, in the form of a Glog, which is an interactive multi-media poster. The Glog will give students a very brief overview of Iraq and explain basic background information. I will share with students that Iraq was originally known as Mesopotamia, which means “land between the rivers.” A quick history will be given, starting with the Mongol invasions in the 13th century and moving into to the Turkish and Persian conflict over the area during the 16th, 17th, and 18th centuries. Iraq was eventually under Turkish rule in 1831, and then the British took control in 1922. Finally, Iraq was able to gain its complete independence in 1932. I know there are many “gaps,” in terms of the history, but I tried to cover the main points.

Students will then be split into five heterogeneous groups. Each group will be given a different topic to research for the remainder of the period. The topics include: geography, government, economy, culture and people. Each group will have questions to guide their research (see below) but I will encourage students to explore other areas of their topic that interest them. Students will be allowed to use their textbooks or the internet to research. I will also have students create a visual to go along with their research. Students can create a poster, a PowerPoint, Glog, etc, they will not be limited. There will be materials available in class for them to use.While students are in their small groups, I will walk around the classroom and make sure that students are staying on-task and on-topic during their research. I will also answer any questions that students have and make suggestions for areas of research.

At the end of the period, we will debrief as a class. If students do not finish their visuals today, I will give them 15 additional minutes the following day. Then, each group will give a 5-7 minute presentation to the class on their given topic. Before students leave class, I will have them complete an exit-slip and write down one interesting or surprising fact that they learned while completing their research. Exit slips will be collected and read, as well as journal entries.

In terms of assessment, students will only be given a grade (A, B, C, D or F) for their presentation and visual. I will grade their presentation for organization, accuracy, thoroughness and creativity. Completion grades will be given for their journal entries, exit slips, and time spent in groups. Students will be given a check-plus, check or check-minus for these assignments.

**Geography:** What are the geographic coordinates? What countries make up its border? What is the area? (in square kilometers) What is the climate like? What is the terrain like? Name any major rivers, mountain ranges, etc. Are there any environmental issues that affect it? Are there any natural resources?

**Government:** What type of government does this country have? How is government structured or organized? What is the capital? What does the flag look like? Include a picture, if possible. What is the national holiday? Does this country have a constitution? If so, describe it. Name any prominent political leaders or groups.

**Economy:** What is the overall economy like? What is the unemployment rate? What percentage of the population is below the poverty line? What industries do its people work in? What are the many sources of revenue? How much debt does this country have?

**Culture:** What is the music or art like? What sports do people play here? What foods do they eat? What do people do for fun in this country? What religions are practiced? What is school like?

**People:** What is the population? What is the birth and death rate? What is the life expectancy? Describe the age structure. What language do people speak? What ethnic groups live here?