CLASSROOM DISCUSSION POINTS: IRAQ
1. IRAQI PEOPLE & SOCIETY:
GOALS: This series of questions is designed to elicit a student’s knowledge of
the Iraqi people, some cultural traditions in their society, and compare societal
norms with the American experience.
BACKGROUND INFORMATION FOR STUDENTS: Iraq is a country in the
Middle East bordering the Persian Gulf, between Iran and Kuwait. Its people are
mostly of Arab descent, except for a significant population of Kurds in the
northern region. 97% of Iraqis are Muslim – 2/3’s belonging to the Shia sect and
1/3 Sunni. The Iraq economy is dominated by the production and export of oil.
FILM CLIPS: Under FACTS, have students watch the following: (4:44)
* People: Culture & Dining
* People: Culture & Language
* Living Conditions
QUESTIONS FOR DISCUSSION:
- Outline the differences between a large family dinner in Iraq and one at
your house.
- How do you think men and women eating in separate rooms might impact
a large gathering of people? How might this change the dynamics of each
separate group?
- How does Iraq’s climate affect daily life?
- Assume you were visiting an Iraqi friend and were impressed by a short
story he/she had written. Imagine and describe what you would say to let
them know you really enjoyed reading it.
2. RECENT MILITARY HISTORY:
GOALS: This series of questions is designed to assess student understanding
and thought about recent and current events, particularly Operation Iraqi
Freedom.
BACKGROUND INFORMATION FOR STUDENTS: Strongman Saddam
Hussein’s refusal to abide by a United Nations’ mandate to scrap all weapons of
mass destruction and allow international verification inspections prompted a USled invasion in 2003. His regime was ousted and international forces battled
insurgencies, provided security, trained local forces and offered humanitarian
assistance and reconstruction over the next almost nine years. US military
operations there ended in 2011 and all forces were withdrawn.
FILM CLIPS: Under HISTORY, have students watch the following: (5:54)
* Iraq War: Shock and Awe (2003)
* Iraq War: (2004-05)
* The Iraq War (2006-2007)
* The Iraq War (2007-2011)
QUESTIONS FOR DISCUSSION:
- Describe the evolution/major phases of military operations during the Iraq
War from 2003 until 2011.
-
How did groups from outside Iraq contribute to the violence in the years
after the initial invasion and ouster of Saddam Hussein?
The surge of military forces helped regain security in Iraq. What other
events helped to normalize the country?
Although the war removed a brutal regime from power, no large-scale
weapons of mass destruction were discovered in Iraq. Given that, do you
feel Operation Iraqi Freedom was the right thing to do?
3. COUNTER-INSURGENCY & THE AWAKENING:
GOALS: This series of questions is designed to encourage students to explore
the implications of military strategies employed in Iraq.
BACKGROUND INFORMATION FOR STUDENTS: In 2006, a CounterInsurgency (COIN) strategy was employed in Iraq to ensure civilian security and
to advise and train local forces so they could defend themselves. It also involved
nation-building and humanitarian actions to develop the country’s political,
economic, and educational systems, and win the “hearts and minds” of civilians.
FILM CLIPS: Under HISTORY, have students watch the following: (4:22)
* The Surge/Counter-Insurgency/Nation-Building
* The Awakening (2006-2007)
QUESTIONS FOR DISCUSSION:
- What does Gen. Petraeus mean when he says it was “the surge of ideas”
that mattered most in Iraq?
- The COIN strategy required military forces to live, interact and develop
relationships with Iraqis in their own communities. Why do you think this
helped stabilize the country?
- Describe how the difficult tasks of COIN may have challenged American
troops and what their success says about their ability and dedication?
- What was the “Awakening Movement”?
4. THE FUTURE OF IRAQ:
GOALS: This series of questions is designed to promote analysis and critical
thinking skills in students.
BACKGROUND INFORMATION FOR STUDENTS: When an agreement for
future advisory and special in-country support could not be reached, all
international military forces withdrew from Iraq in 2011. Full responsibility for
security and governance is now in the hands of the Iraqis.
FILM CLIPS: Under HOT TOPICS, have students watch the following: (4:44)
* Threats to a Stable Iraq - Viewpoint 1
* Threats to a Stable Iraq - Viewpoint 2
* Threats to a Stable Iraq - Viewpoint 3
* Threats to a Stable Iraq – Viewpoint 4
QUESTIONS FOR DISCUSSION:
- Going forward, what are Iraq’s major internal challenges to stability?
- Describe some of the external pressures that threaten stability in Iraq.
- Does Iraq currently face any political and ethnic issues?
- Consider Ambassador Neumann’s thoughts on the future of democracy in
Iraq. Do they leave you with a sense of optimism or pessimism? Why?
-
Contrast your ideas about whether America’s substantial human and
financial investment in Iraq was worthwhile if democracy ultimately
succeeds? If it ultimately fails?
5. HUMAN & WOMEN’S RIGHTS:
GOAL: This series of questions is designed to explore the impact of and test
student knowledge about America’s past involvement in human and women’s
rights in Iraq.
BACKGROUND INFORMATION FOR STUDENTS: In 2003, the brutal Saddam
Hussein regime came to an end and was replaced with a parliamentary
democracy. US and international military forces worked to strengthen civil
institutions and both human and women’s rights.
FILM CLIPS: Under HISTORY & HOT TOPICS, have students watch the
following: (3:57)
* Saddam Hussein Torture of Civilians
* US Military Accomplishments
* Women’s Rights Accomplishments
QUESTIONS FOR DISCUSSION:
- Describe the human suffering and atrocities endured by Iraqis imprisoned
under Saddam Hussein.
- In the future, do you agree with Col. Fortier that Iraqis will appreciate
America’s efforts during the Iraq War? If so, how might that impact peace
and stability in the Middle East?
- Do you think US and coalition efforts to promote equality for Iraqi women
were admirable or important? Why?