Complex Systems: The Development of Democracy in Iraq

Grade Level: 10 - 12

Subject/Content: Social Studies (World Studies, Current Issues and Government)

Summary of Lesson: Students will study Iraq as an example of a developing democracy and learn if the many qualities needed to be a democracy exist there.

Focus Question: To what extant does democracy exist in Iraq and what needs to happen to make Iraq a true democracy?

Database(s): Student Resource Center

Procedures:

1. Prepare notes on the characteristics of democracy for students (worksheet).
2. Arrange access to Gale databases for students. The teacher may choose a variety of articles from the Gale Student Resource Center and InfoMark these article for students to use in their research. (More information and directions on how to use InfoMarks can be found at http://www.gale.com/infomarks/.) If students have experience in gathering research the teacher may allow students to sort through and read on their own.

Steps/Activities by student(s):

1. Students work in groups of 2 - 3 to define democracy and share responses with the class.
2. Students will take notes on the characteristics of democracy.
3. Students will use Gale Student Resource Center Database to research which characteristics of democracy are currently present in Iraq.
4. Students will use this research to complete the chart concerning the presence or lack of the characteristics of democracy in Iraq
5. Students will analyze their research in the follow-up writing described below.

Outcome: Students will compose a brief position and defense essay detailing their position on whether or not Iraq is ready for democracy, supported with research gathered from the Gale databases.

Related Activities: Students may research and evaluate other developing democracies around the world such as Afghanistan, the Palestinian State or Russia.

Standard Date: 6/06

Content Standard(s):

• Examine persistent issues involving the rights, roles and status of the individual in relation to the general welfare.
• Explain the purpose of government and analyze how its powers are acquired, used and justified.
• Analyze and explain ideas and mechanisms to meet needs and wants of citizens, regulate territory, manage conflict, establish order and security and balance competing conceptions of a just society.
• Compare different political systems (their ideologies, structure, and institutions, processes and political cultures) with that of the United States, and identify representative political leaders from selected historical and contemporary settings.
• Evaluate the extent to which governments achieve their stated ideals and policies at home and abroad.
• Explain the origins and interpret the continuing influence of key ideals of the democratic republican form of government, such as individual human dignity, liberty, justice, equality and the rule of law.
• Locate, access, analyze, organize, synthesize, evaluate and apply information about selected public issues — identifying, describing and evaluating multiple points of view.

Performance Indicators:

• At Level 1, the student is able to:
• Identify and describe the characteristics of a democracy.
• At Level 2, the student is able to:
• Apply the characteristics of democracy to research about Iraq.
• At Level 3, the student is able to:
• Evaluate Iraq's state of democracy and predict the success of democracy in the future based on research.

Computer Literacy and Usage Standards 9-12:

• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications.
• The student will use technology resources to improve problem solving and decision-making skills and apply these skills to real world situations.

ISTE NETS for Students

• Make informed choices among technology systems, resources and services.
• Routinely and efficiently use online information resources to meet needs for collaboration, research, publication, communication and productivity.
• Select and apply technology tools for research, information analysis, problem solving and decision making in content learning.

Information Power; Information Literacy Standards 1-4:

• Standard 1: The student who is information literate accesses information efficiently and effectively.
• Standard 2: The student who is information literate evaluates information critically and competently.
• Standard 3: The student who is information literate uses information accurately and creatively.
• Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.