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 overview and objective with students. Facilitate a whole-class discussion of the word cloud responses to gauge prior knowledge about the Taliban, extending the conversation with questions such as how the Taliban relates to 9/11 and Al Qaeda.
Students read background text on the Taliban’s rise to power, the U.S. invasion of Afghanistan after 9/11, and the Taliban’s return to control after the U.S. troop withdrawal. They watch Afghanistan is gripped by a humanitarian crisis a year after the Taliban seized control to understand how recent events affect Afghanistan’s government and economy, then post to a discussion wall explaining how they would now define the Taliban and its current effects. Next, students 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 MovesGuide a discussion of student wall responses to check understanding of the video and clarify misconceptions. After students complete the reading and graphic organizer, debrief as a class, highlighting how Afghanistan’s government and economy have been shaped by foreign intervention, the Taliban, and the U.S. withdrawal. Then organize students into small groups and assign each group either Iran or Turkey for the next scene, ensuring each group has a designated reporter.
In small groups, students research either Iran or Turkey using assigned readings on each country to gather information about key historical facts, type of government, relationships with other countries, and the economy. Group members may divide the categories among themselves. They decide on a format for presenting their findings—such as a written report, presentation, timeline, or other digital product—and post their report or a link to it on a discussion wall, clearly indicating which country they researched. Each group then presents its findings to the class and responds to questions and comments from peers.
Teacher MovesSupport groups in managing the volume of information by suggesting that students divide research categories among members and then share within the group. Monitor research and product creation, prompting students to use maps, charts, and images where helpful. During presentations, ensure each group shares its key points, provide time for questions and comments, and encourage students to probe other groups’ expertise so they gain understanding of the country they did not research.
Students view an image of citizens protesting the 2016 coup attempt in Turkey and read that Turkey has experienced several government crises in recent years. They independently research the current political situation in Turkey, then write a news-style report explaining the current state of affairs and comparing and contrasting it with recent government crises in Iran and Afghanistan. They submit their report to a class wall.
Teacher MovesClarify expectations for the news report, emphasizing accurate description of Turkey’s current situation and thoughtful comparison with Iran and Afghanistan. After students submit their work, select several strong or interesting reports to share with the class and facilitate discussion about similarities and differences among the three countries’ government crises.
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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