DEBATING IRAQ: Discussion Questions, Role Plays, and Vocabulary Development
By Laura Greenwald, The Paul H. Nitze School of Advanced International Studies (SAIS) of The Johns Hopkins University in Washington, DC

Overview:
This lesson plan is most appropriate for U.S. History/Government or World History classes. It not only focuses on the current debate on Iraq, but it also encourages students to examine America's new security strategy in the post-Cold War era.

Through analysis of President Bush's U.N. speech and discussion of the NewsHour report: The Iraq Debate, students will enhance their critical thinking skills and ability to understand the key points of the debate on Iraq, compare and contrast attitudes, and formulate their own opinions on the topic. Students will also have the opportunity to develop their vocabulary and writing skills.

Correlations to National Standards

This lesson consists of four parts, which can be used separately or together:

· America's National Security Strategy: Students will become familiar with the topic by reviewing pre-listening discussion questions. Students will express their views on containment, deterrence, and preemption. Teachers should encourage background research on the subject.
· Understanding Main Themes: After listening to the video, students will analyze the main themes of President Bush's U.N. speech and express opinions on key issues of the debate. Students will then compare and contrast attitudes of interviewees during the NewsHour roundtable discussion.
· Role-Plays: After choosing a country, students will write a reaction statement to President Bush's U.N. speech. Students should conduct background research on their countries of choice before writing their statements. Next, students will work in small teams, acting as members of President Bush's National Security Council. They will write policy recommendations, advising President Bush on America's national security priorities.
· Vocabulary Practice: Students will complete three exercises for review of vocabulary.

America's National Security Strategy Procedure:
Place students in small groups of three or four before the class joins together in a larger discussion. Each student should receive a handout with the pre-listening discussion questions. Students should have access to a transcript of President Bush's U.N. speech. Ask students to write short answers to the pre-listening discussion questions based on their small group interaction. Join the class together for a larger discussion and sharing of ideas. (These questions may also serve as essay questions for homework).

Understanding Main Themes, Viewing Activities for The Iraq Debate:
Procedure: Join the class for viewing of the background report and NewsHour round-table discussion. Each student should receive a handout with the discussion questions. First, place students in small discussion groups so they can share ideas about the main themes, compare and contrast attitudes, and express opinions on key issues. Students should write short answers to the discussion questions based on the small group interaction. Then, moderate a larger discussion.

Role Plays:
Procedures: For the first role-play, ask students to choose a country to represent at the U.N. Students will write a statement in reaction to President Bush's U.N. speech and will present their statements to the class. Encourage students to conduct background research on their countries so they can accurately present their countries' position on Iraq. In the second role-play, students will work in small teams, acting as National Security Advisors to President Bush. Students should write at least four policy recommendations entitled, "U.S. National Security Priorities for the 21st Century." At least one recommendation should address U.S. policy towards Iraq.

Role Play # 1
(U.N. Representative) Imagine that you are a representative to the U.N. from a country of your choice (e.g., United Kingdom, France, Russia, Turkey, or China). Prepare a short statement expressing your reaction to President Bush's U.N. speech. Include your views on what you think the U.N.'s role should be in resolving tension over Iraq. Discuss your ideas on the best strategy for dealing with the Iraqi regime.

Role Play # 2
(National Security Council) Imagine that you are members of President Bush's National Security Council. Write at least four policy recommendations on U.S. national security priorities in the 21st Century. Then, debate the pros and cons of military action in Iraq. What recommendations would you make regarding U.S. policy towards Iraq? The White House Web site is a useful source: http://www.whitehouse.gov/nsc/

Vocabulary Practice
Procedure: The vocabulary activities may precede or follow the viewing of the NewsHour report: The Iraq Debate. Pass out the vocab handout. In the first exercise, ask students to read the excerpts from report; excerpts are provided so students may study new vocabulary in context. For each excerpt, students should write synonyms for the underlined vocabulary words or expressions. In the other two exercises, students will match vocabulary words with definitions and write their own sentences. Encourage students to study vocabulary in context; i.e., focus attention on how the vocabulary words are used in the NewsHour report.

Vocabulary Exercise 1 - Choosing Synonyms

Read the following excerpts from the NewsHour report. Based on the context of the sentences, write synonyms for the underlined vocabulary words.

1. SEC. KOFI ANNAN: "I urge Iraq to comply with its obligations - for the sake of its own people, and for the sake of world order. If Iraq's defiance continues, the Security Council must face its responsibilities."

2. SEC. KOFI ANNAN: "Individual states may defend themselves, by striking back at terrorist groups and the countries that harbor or support them. But only concerted vigilance and cooperation among all states, with constant, systematic exchange of information, offers any real hope of denying terrorists their opportunities."

3. PRESIDENT BUSH: "And our greatest fear is that terrorists will find a shortcut to their mad ambitions when an outlaw regime supplies them with the technologies to kill on a massive scale."

4. PRESIDENT BUSH: "Last year, the U.N. Commission on Human Rights found that Iraq continues to commit extremely grave violations of human rights and that the regime's repression is all-pervasive."

5. JIM LEHRER: "Secretary Brown, how you would describe the bottom-line message of what the president was saying today?"

6. DONALD McHENRY: "I think the president did a very good job of telling us what we know. And that is, that Saddam Hussein is a pretty unsavory character, has been in the past, is now -- likely to be in the future."

Vocabulary Exercise 2 - Matching
Match the following vocabulary words or expressions with definitions below.
1. vigilance _____
2. to comply (compliance) _____
3. to defy (defiance) _____
4. to harbor _____
5. pervasive _____
6. indispensable _____
7. sake _____
8. outlaw _____
9. "paper tiger" _____
10. grave _____
11. reckless _____
12. prelude _____
13. bottom line _____
14. to invoke _____
15. unsavory _____
16. to grapple with _____
Definitions
A. to call for with earnest desire
B. absolutely necessary
C. criminal
D. to protect or shelter
E. to adhere to; to observe
F. spreading through every part of; all-encompassing
G. a person or object that appears threatening and powerful but is neither (translation from Chinese tsuh lao fu)
H. watchfulness; alertness
I. benefit
J. unpleasant; distasteful
K. to renounce faith in; to refuse boldly
L. to wrestle with
M. the essential point or end result
N. introduction; groundwork
O. solemn; serious
P. negligent

Vocabulary Exercise 3 - Write your own sentences

Procedure: Ask students to write their own sentences using the vocabulary words/expressions.

Correlations to National Standards:
National Council for the Social Studies Global Connections IX:

b.Explain conditions and motivations that contribute to conflict, cooperation and interdependence among groups, societies and nations;

e.Analyze the relationships and tensions between national sovereignty and global interests, in matters such as territory, economic development, nuclear and other weapons, use of natural resources, and human rights concerns;

f. Analyze or formulate policy statements demonstrating an understanding of concerns, standards, issues and conflicts related to universal human rights;

g. Describe and evaluate the role of international and multinational organizations in the global arena.

Author Laura Greenwald teaches English for International Relations at The Paul H. Nitze School of Advanced International Studies (SAIS) of The Johns Hopkins University in Washington, DC. She has a Master's Degree in Teaching English to Speakers of Other Languages from the Monterey Institute of International Studies and a Master's Degree in International Relations from Johns Hopkins University SAIS. She has a B.A. in International Relations from Johns Hopkins University.

To find out more about opportunities to contribute to this site, contact Leah Clapman at extra@newshour.org