Students explore the recent history of Afghanistan and its implication on the country’s government and economy. Then, in small groups, they research similar information on Iran and Turkey and present it to one another. Finally, students research the most recent government crisis in Turkey and write a news report explaining it and comparing it with government crises in Iran and Afghanistan.
Students read an introduction explaining that they will investigate recent events in Iran, Afghanistan, and Turkey and how these events relate to each country’s government, economy, and foreign relations. They view an image labeled “The ‘City of Screams,’ Afghanistan” and respond to a word cloud prompt by sharing a word or short phrase about what comes to mind when they think of the word “Taliban.”
Teacher MovesPreview the experience, highlight the lesson objective, and connect it to students’ prior knowledge of current events in Iran, Afghanistan, and Turkey. Facilitate a whole-class discussion of the word cloud responses to gauge students’ existing understanding of the Taliban, extending the conversation with questions such as how the Taliban relates to 9/11 and Al Qaeda.
Students read background text about the Taliban’s role in Afghanistan’s recent history, including U.S. involvement and withdrawal, then watch Afghanistan is gripped by a humanitarian crisis a year after the Taliban seized control to examine how Taliban rule affects Afghanistan’s government and economy today. They imagine themselves as Western journalists reporting from Afghanistan since 2021 and post a headline and multi-paragraph article describing changes and current conditions. Next, they read the Afghanistan section of Central Asia and Afghanistan and complete a graphic organizer capturing key historical facts, type of government, and features of the economy.
Teacher MovesClarify key points from the background text and video, then lead a discussion of students’ journalist-style responses to ensure they understand how Taliban control has shaped Afghanistan’s political and economic situation. After students complete the reading and graphic organizer, debrief as a class, emphasizing connections between Afghanistan’s government and economy, U.S. involvement in the region, and the impact of the U.S. withdrawal. Organize students into small groups and assign each group either Iran or Turkey for the next scene, designating a reporter for each group before moving on.
In small groups, students are assigned either Iran or Turkey. They begin by reading about their assigned country using the linked resources on Turkey or Iran, then conduct additional research as needed. For their country, they gather information on key historical facts, type of government, relationships with other countries, and the economy. Groups decide on a format for presenting their findings (such as a written report, presentation, timeline, or digital poster), post their report or link to it on the discussion wall with the country clearly identified, and then present their findings to the class, pausing to answer questions and respond to comments.
Teacher MovesPrepare students for the volume of information in the articles by suggesting that group members divide research tasks by category (history, government, foreign relations, economy) and then share findings with one another. Monitor group research and product creation, supporting students in selecting effective presentation formats and encouraging the use of maps, charts, and images. During presentations, ensure each group shares its findings, provide time for questions and discussion, and prompt students to compare what they learn about the country they researched with the one they did not, especially regarding government structures and economic conditions.
Students view an image of citizens protesting the 2016 coup attempt in Turkey and read that Turkey has experienced several government crises in the past decade. They research the current political situation in Turkey and write a news report explaining the current state of affairs, explicitly comparing and contrasting it with recent government crises in Iran and Afghanistan. They submit their news report to the class wall.
Teacher MovesGuide students in identifying reliable sources about Turkey’s current political situation and remind them to draw on prior learning about Iran and Afghanistan for comparison. After students submit their news reports, select several compelling or exemplary pieces to share with the class and facilitate a discussion that highlights similarities and differences among government crises in Turkey, Iran, and Afghanistan.
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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