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The Future Direction of Iraq: Talk Show

Persistent Issue:
What actions are justified in the interest of the welfare or security of the community?
Central Question:
What should be the future direction for Iraq?
Topic:
U.S. Foreign Policy
Course:
U.S. History
Strategy:
Talk Show
Grade Level:
12
Lessons in this unit:
  1. The Future Direction of Iraq: Talk Show

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National and State Standards

Click here to download a chart detailing the standards addressed in this lesson as identified by the National Council for the Social Studies (NCSS), Civics and Government, and the Virginia Course of Study.

History and Geography Standards

Click here to download a chart detailing the World History, U.S. History, and Geography standards addressed in this lesson.

Lesson Video
Teacher Reflection

1.
Clip 1: Talk Show – Practice Session

Ms. Walker's class conducts a practice session for their talk show activity. Members of the talk show panel representing the United States, France, China, Iraq, Iran, and the United Nations debate the future direction of Iraq.

Reflection: Ms. Walker's discusses her rationale for having students go through a "practice session" prior to engaging in the actual talk show activity.
Lesson Video
Teacher Reflection

2.
Clip 2: Talk Show – Practice Session Debriefing

Ms. Walker leads the class through a critique of their "dry run" of the talk show activity. The class discusses modifications to the activity that should be made to improve the live version of the talk show that will take place the next day.

Reflection: Ms. Walker discusses her focus during the debriefing of the practice session, and how she assisted students with critiquing the practice session in order to improve the talk show activity.
Lesson Video
Teacher Reflection

3.
Clip 3: Talk Show – Introductory Lesson

In the live version of the talk show, members of the talk show panel representing the United States, France, China, Iraq, Iran, and the United Nations debate the initial question posed by the talk show host: Was the 2003 U.S. and Allied invasion of Iraq justified?

Reflection: Ms. Walker discusses the methods she used to assist students with preparing to present their country's perspective, including the use and analysis of primary source documents. She then explains how students effectively mediated a discussion and presented arguments.
Lesson Video
Teacher Reflection

4.
Clip 4: Talk Show – Questions Continued

Members of the talk show panel debate the role that oil has played in the justification for invading Iraq.

Reflection: Ms. Walker discusses the importance of having students understand the perspectives of other groups during the activity.
Lesson Video
Teacher Reflection

5.
Clip 5: Talk Show – Final Question

Members of the talk show panel debate the final question posed by the host: What should be the future course for Iraq since the fall of Saddam Hussein?

Reflection: Ms. Walker discusses the various types of information and perspectives students needed to apply in order to answer the culminating question: What should be the future course for Iraq since the fall of Saddam Hussein?
Lesson Video
Teacher Reflection

6.
Clip 6: Questions from the Audience

Members of the talk show panel answer questions regarding the future of Iraq posed by the studio audience.

Reflection: Ms. Walker discusses how a talk show format provides the opportunity for all students to be involved in a discussion, and the strategies she used to engage all students in this activity.
Lesson Video
Teacher Reflection

7.
Clip 7: Teacher-Class Debriefing

Ms. Walker leads the class in a debriefing of the major points covered in the talk show activity, including points that were addressed in the "live" version of the talk show versus points addressed in the practice version. She then redirects the discussion to focus on the central question of the unit: Is foreign policy guided by values or self-interest?

Reflection: Ms. Walker discusses why the whole-class debriefing is the most critical aspect of the role play activity, and the strategies she used to facilitate the debriefing.
Lesson Video
Teacher Reflection

8.
Clip 8: Culminating Whole-Class Discussion

Ms. Walker brings the talk show activity to a close by asking the class to discuss what they think will be the most effective strategies for guiding the future direction of Iraq.

Reflection: Ms. Walker discusses the overall goal she had for this role play, and her view regarding the effectiveness of this activity.

Ms. Kelly Walker

As a secondary social studies teacher, Ms. Walker tries to promote a greater understanding and awareness of international relations, foreign policy and diplomacy through teaching children the importance of history, geography, economics, and civics.

In her capacity as a teacher for the Virginia Beach City Public School System, Kelly has tried to instill in her students the qualities necessary to make informed decisions, so they are better prepared to become active members of society. She feels that participating in the Model United Nations program, attending programs and national conferences sponsored by the World Affairs Council and other organizations, and traveling to Europe or other countries, help students foster a sense of a global community and the importance of diplomacy.

Ms. Walker has taught International relations in the classroom since 1992. She has also had the opportunity to teach History, Economics, AP Comparative Government, and US Government. Kelly regularly teaches workshops to her colleagues on various topics concerning international relations.

Ms. Walker is a fellow of the Goethe Institute and the Teaching of International Studies at Virginia Commonwealth University. She is on the board of Directors for the Virginia Center for the Teaching of International Studies and won the first annual Teaching of International Studies Award presented by the Richmond World Affairs Council in 2004. Through the Junior Achievement Program, Kelly received the Pioneer Award in June of 2003 for an innovative lesson plan involving an economic joint venture company with a school in Jakarta, Indonesia. She also volunteer many hours as a member of the Board of Directors for the Virginia Beach Education Association, which works to protect educators and children by affecting legislation at the local and state government level.

Ms. Walker is currenlty a Teacher Fellow for the Program for Teaching East Asia. Funded by the Freeman Foundation, the first summer institute was held in summer of 2006. China: Images and Identities, brought together educators from across the United States to discuss relevant historical and contemporary Chinese issues.

Kelly currently sponsors the Kellam High School Model United Nations Team and the Model Judiciary Team. She lives in Virginia Beach with her two children, Alex and Samantha, who attend Princess Ann Middle School.

Kellam High School

Floyd E. Kellam High School, opened in 1962, serves the largest geographical area of any school in the City of Virginia Beach. The boundaries run from the highly populated General Booth corridor south to the North Carolina line and from Landstown east to Back Bay and the Atlantic Ocean. This uniqueness is also seen in the diverse student population of Kellam High School. The student population is comprised of 70 percent Caucasian students, 15 percent African-American students, 10 percent Hispanic, and 5 percent Asian/Pacific Islander students.

In 1994-95, with the opening of Ocean Lakes High School, attendance areas were rezoned, causing an enrollment drop of 450 students with a proportional loss of teachers, counselors, and administrators. However, since 1998 to the present, enrollment has increased to a student population of 2,300. With the opening of Landstown High School in 2001, Kellam underwent another rezoning. Current student population is nearly 2,400.

The mission statement for Kellam High School is that Kellam High School will provide a positive, safe school environment where students, teachers, parents, and community will accept responsibility for learning skills to meet present as well as future challenges.

Teacher Pre Interview

Lesson Video

1.
Clip 1: Pre-Interview Lesson Description

Ms. Walker provides a description of the lesson she will be teaching. She discusses the topic of the lesson and the overall goals of the lesson.
Lesson Video

2.
Clip 2: Pre-Interview Students and Setting

Ms. Walker provides a description of the students participating in the lesson, and unique aspects of the classroom and/or school.
Lesson Video

3.
Clip 3: Pre-Interview Curricular Context

Ms. Walker discusses how this particular lesson fits within her overall curriculum.
Lesson Video

4.
Clip 4: Pre-Interview Standards Addressed

Ms. Walker provides a description of the state and national standards addressed by this lesson.
Lesson Video

5.
Clip 5: Pre-Interview Unique Aspects of Lesson

Ms. Walker discusses some of the segments of this lesson that she believes will be most interesting to viewers. She also discusses aspects of the lesson that she is particularly excited about.
Lesson Video

6.
Clip 6: Pre-Interview Challenges in Planning Lesson

Ms. Walker discusses challenges faced in designing and implementing this type of lesson.
Lesson Video

7.
Clip 7: Pre-Interview Evidence of Effectiveness

Ms. Walker discusses why she believes the approach exemplified in this lesson is effective with students.
Lesson Video

8.
Clip 8: Pre-Interview Preparation Necessary for Planning Lesson

Ms. Walker describes any equipment, materials, or preparation needed to implement this lesson. She also discusses prerequisite knowledge and/or skills needed by students in order for them to be successful with the lesson activities.
Lesson Video

9.
Clip 9: Pre-Interview Assessing Student Achievement

Ms. Walker discusses her plans for assessing student achievement during the lesson.

Teacher Post Interview

Lesson Video

1.
Clip 1: Post-Interview Overview of Lesson

Ms. Walker provides a overview of what occurred during the lesson.
Lesson Video

2.
Clip 2: Post-Interview Scaffolding Used During Lesson

Ms. Walker discusses the types of scaffolding support she provided to students throughout the lesson.
Lesson Video

3.
Clip 3: Post-Interview Student Assessment

Ms. Walker describes how she assessed student achievement during lesson activities.
Lesson Video

4.
Clip 4: Post-Interview Modifications to Lesson

Ms. Walker discusses modifications she would make to this lesson prior to delivering it again.
Lesson Video

5.
Clip 5: Post-Interview Advice for Other Teachers

Ms. Walker provides advice and suggestions for other teachers who would like to implement this type of lesson with their students.
Lesson Video

6.
Clip 6: Post-Interview Assisting Students with Special Needs

Ms. Walker discusses any adaptations she may need to make to the lesson to assist students with special needs who may be in her class.
Lesson Video

7.
Clip 7: Post-Interview Next Steps

Ms. Walker discusses the next set of activities planned for her students.