Students reflect on a map of the Persian Gulf to activate prior knowledge about the Gulf War. Then, they learn about the events leading to the Gulf War. Next, they analyze the effects of the war. Finally, students examine the effects the Gulf War had on soldiers’ health.
Students read an introduction to the Persian Gulf region and the Gulf War, review key geographic and economic facts about the Persian Gulf, and examine a regional map. They then answer two prediction polls about which country invaded which, and the purpose of the invasion, using their prior knowledge or best guesses.
Teacher MovesExplain that students are not expected to know the poll answers yet and that these questions are meant to spark curiosity. Tell students they will learn the facts and controversies about the Gulf War as they work through the experience.
Students read The Gulf War to learn about the causes, major events, and conclusion of the conflict. As they read, they complete a four-part graphic organizer with notes on aggression, oil, and power; the war itself; the end of the war; and Saddam Hussein. Afterward, they respond to a class wall prompt about whether Saddam Hussein should have been allowed to remain in power, supporting their opinion with evidence from the text, and then review classmates’ posts and reply to at least two with questions or positive comments.
Teacher MovesUse student notes and wall responses to gauge understanding. Select one or two “yes” and one or two “no” posts to prompt a whole-class discussion, highlighting reasons for and against allowing Saddam Hussein to remain in power.
Students watch the concluding segment of the video Persian Gulf War and read the text section “Aftermath of the Persian Gulf War” to learn about the war’s end and its longer-term consequences. They then complete a graphic organizer by identifying and recording three distinct effects of the Gulf War.
Teacher MovesReview student-identified effects and highlight key points such as the coalition victory, Saddam Hussein remaining in power, environmental damage, uprisings and their suppression, no-fly zones, weapons inspections, and the lead-up to the second Gulf War. Choose an interesting or exemplary response to share and prompt students to add additional effects not yet mentioned.
Students read about Post-Traumatic Stress Disorder (PTSD), Gulf War Illness, and ongoing research into veterans’ health, using Researchers Narrow Gulf War Syndrome Causes and the beginning of For Soldiers with Gulf War Illness, a Clue to the Mystery in Their Cells to explore possible causes and symptoms. They then post a response on a class wall, writing a brief first-person paragraph imagining themselves as a veteran who suspects Gulf War Illness, describing symptoms and thoughts, and respond to at least two classmates with questions or positive comments.
Teacher MovesAs time permits, lead a discussion about the physical and psychological health issues faced by Gulf War veterans. Refer students to the additional PTSD resources in the Student Pack for further information.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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