December 15, 2003

THE CAPTIVE'S AUDIENCE:
Analyzing the Capture of Deposed Iraqi Leader Saddam Hussein

Grades:  6-8, 9-12

Subjects:  Civics, Current Events, Global History

Related New York Times Article
"Ex-Leader, Found Hiding in Hole, Is Detained Without a Fight, By SUSAN SACHS and KIRK SEMPLE", December 15, 2003

Overview of Lesson Plan:: In this lesson, students investigate the context in which former Iraqi dictator, Saddam Hussein, was captured. After researching the history of Hussein's leadership, Iraqi support for and resistance to Hussein, and the United States' goals and strategies for military occupation of Iraq, students formulate questions and answers on the potential consequences of Hussein's capture to present in the form of a news panel discussion.

SUGGESTED TIME ALLOWANCE:
1 hour

OBJECTIVES:
Students will:

  1. Consider the possible impact of the capture of deposed Iraqi leader, Saddam Hussein.
  2. Investigate the circumstances under which Hussein was captured, by reading and discussing "Ex-Leader, Found Hiding in Hole, Is Detained Without a Fight."
  3. In groups, examine the context of Saddam Hussein's capture by researching relevant topics; create questions an "average person" might have regarding these topics as they relate Hussein's capture.
  4. Entertain these questions and provide answers in the form of a news panel discussion program, moderated by teacher in a future class.

RESOURCES / MATERIALS:

ACTIVITIES / PROCEDURES:

  1. WARM-UP/DO-NOW: Ask students to respond to the following prompt, written on the board prior to class: "What, if any, impact do you think the capture of Saddam Hussein will have on:"
    1. the American-led occupation of Iraq?
    2. Iraq, as a country?
    3. U.S. foreign and domestic politics?
    4. the 'War on Terrorism'?
    After a few minutes, allow students to share their responses.
  2. As a class, read and discuss "Ex-Leader, Found Hiding in Hole, Is Detained Without a Fight," using the following questions:
    1. Where was Saddam Hussein captured?
    2. Who discovered him?
    3. To what animal does Major General Odierno liken Hussein when describing his capture?
    4. How were officials able to confirm Hussein's identity, according to the article?
    5. How did military officials learn about Mr. Hussein's whereabouts?
    6. What are the occupying forces in Iraq encouraging Hussein's supporters to do now that he has been captured, according to the article?
    7. Under what conditions was Saddam Hussein hiding?
    8. Under what circumstances and in what manner did he surrender?
    9. How did the people of Baghdad respond to news of the capture, according to the article?
    10. What were some of the other attempts by the American forces to capture or kill Saddam Hussein?
    11. Which other members of the Hussein family are mentioned in the article?
    12. How did the failure capture Saddam Hussein help fuel the resistance movement against U.S. troops, according to Paul Bremer, the head of the occupation authority?
  3. Explain to students that they will be researching the context, or interrelated conditions, in which former Iraqi leader, Saddam Hussein, was captured. Working in groups, their goal will be to create panels of "experts" on topics related to Hussein's capture to explain the various historical, social, and political conditions that led to and may result from this event. Each group will be responsible for drafting five sets of questions it thinks the "average person" might have in relation to its topic, as well as the corresponding answers to those questions. Inform students that both questions and answers will be used to stage (and film, if possible) a news panel discussion in a future class.
    Divide students into five groups and assign each one of the following topics, related to Saddam Hussein's capture. Each group should research the following subtopics with each topic (written on the board or copied in a handout for easier student access):
    Topic 1: History of Saddam Hussein's Leadership Topic 2: American Military Action in and Occupation of Iraq Topic 3: Iraq's Domestic Conditions Topic 4: Impact on U.S. Domestic and International Policies Topic 5: Impact on "War on Terrorism" [Note: Depending on the level of the class, the teacher may need to actively guide group research or adjust the research topics.]
  4. WRAP-UP/ HOMEWORK: After groups have finished research, group members are responsible for drafting five sets of questions and answers addressing their topics. In a future class, stage a news program in which one representative of each group serves as an "expert" on the panel. As panel "moderator," the teacher asks the questions groups have prepared to allow each panel to share his or her knowledge of the subject (and to present this information to the rest of the class). If time allows, "audience members" (classmates, and students from other classes, if possible) should be allowed to ask follow-up questions. Classes are encouraged to videotape this panel discussion.

DISCUSSION QUESTIONS:

EVALUATION / ASSESSMENT:
Students will be evaluated based on written responses to Warm-Up exercise, group research and writing of five questions and answers, and participation in news panel discussion.

VOCABULARY:
coalition, compound, DNA, tribunal, tormented, guerilla, insurgency, vestiges, evade, loyalists, taunt, regime, reconciliation, brutality, futile, gleaned, interrogations, familial, tribal, theorized, unrepentant, commercial, ecstatically, intelligence, optimism, purporting, compelling, intercepted, paramilitary

EXTENSION ACTIVITIES:

  1. Create a dialogue for a hypothetical round-table discussion of current and former autocratic leaders, including Saddam Hussein. What might an exchange between Hussein and dictators such as Idi Amin, Joseph Stalin, or Fidel Castro sound like? How do (or did) their styles of rule differ? Choose at least four leaders for your script.
  2. The article "Ex-Leader, Found Hiding in Hole, Is Detained Without a Fight," offers some physical descriptions of Hussein. Compare and analyze the ways in which various news outlets describe Saddam Hussein's demeanor and physical appearance upon capture. Are the accounts consistent, or do they vary from source to source?
  3. What are the different forms of legal recourse available at this time to try Saddam Hussein? Investigate the newly created Iraqi war crimes tribunal mentioned in the article and compare it to other court systems.
  4. The article mentions the U.S. Army's Fourth Infantry as part of the coalition forces responsible for the capture of Saddam Hussein. How is the U.S. Army organized? Create an organizational chart that illustrates and explains this branch of the armed services.

INTERDISCIPLINARY CONNECTIONS:
Economics- What are the current economic conditions in Iraq? Compare the latest statistics available to those of Iraq's neighbors and illustrate in a graph or chart.

Language Arts- Major General Odierno is quoted in the article as saying, "He was caught like a rat." What are some other examples of "dehumanizing" language, or language that compares human beings to animals or non-human entities, in times of war? What purpose does this use of language serve?

Media Studies- Screen the Public Broadcasting System's Frontline documentary, "The Long Road to War," which chronicles twelve years of reporting on the history and politics of Saddam Hussein's Iraq. Follow your screening with an open forum discussion on the current state of affairs in Iraq.

Science- The article notes the use of a DNA test to confirm Hussein's identity. What is DNA? How does a DNA test work? How accurate is it? Create an explanatory chart for your classroom.

Copyright 2003
The New York Times Company

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