Direct Instruction

Teacher: Robert Drey III

Subject: 9th Grade Honors World History

State Standards: Strand 2: World History Concept 9: Contemporary World PO 2: Explain the roots of terrorism: a.
background and motives b. religious conflict (e.g., Northern Ireland, Chechnya, Southwestern Philippines, southern
Thailand, Kashmir) c. background of modern Middle East conflicts (e.g., Israeli Palestinian conflict, Persian Gulf
conflicts, Afghanistan) d. economic and political inequities and cultural insensitivities
910.RH.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as
the date and origin of the information
Objectives: SWBAT comprehend the rule of Saddam Hussein in Iraq by summarizing the positives and negatives of his rule.
Evidence of Mastery (Measurable):
Answer the following questions using complete sentences and evidence from the reading

1. How did Saddam Hussein use terror during his rule?

- Saddam Hussein killed members of his own political party and used chemical weapons on Iraqis
2. Which do you think is more effective as criticism of Saddam Husseins rule Source 4, 5, or 6? Why?
Be sure to give reasons based on the source and your knowledge of Iraq at this time.
- This is an opinion based question, so as long as the students used complete sentences and evidence
from the reading explaining their chosen source then it will be a correct answer.
3. How was the rule of Saddam Hussein beneficial for Iraq?
- Saddam Hussein brought electricity to rural villages, improved road transport and water supplies,
and access to university education and high quality health care was free.
4. Terror, and terror alone, explains Saddam Husseins success in holding on to power. Do you agree
with this interpretation? Why or why not?
- This is an opinion based question, so as long as the students used complete sentences and evidence
from the reading explaining their opinion then it will be a correct answer.
Sub-objectives, SWBAT (Sequenced from basic to complex):

WHAT: comprehend the rule of Saddam Hussein in Iraq

HOW: by summarizing the positives and negatives of his rule
WHY: Saddam Husseins rule is background knowledge needed for students to comprehend the reasons
for the Iraq War.

Key vocabulary:

Saddam Hussein
Rule/Reign

Materials/Technology Resources to be Used:

Saddam Husseins Rule in Iraq Worksheet

Saddam Husseins Rule in Iraq primary and

Terror
The Kurds
Shiite Iraqis
Infrastructure

secondary sources
Pen/Pencil

Opening (state objectives, connect to previous learning, and make relevant to real life)
Students complete a bell ringer every day that is given to them on the white board. They complete the bell ringer on a bell
ringer worksheet that is collected at the end of the week. To make sure that they complete the bell ringer a sticker is placed
on their worksheet. Students who do not complete their bell ringer will not receive a sticker. The bell ringer always relates to
previous lessons and has one question about todays lesson.

1. Copy todays objective?

2. What comes to mind when you hear the word terror?
3. Why is terror associated with Saddam Husseins rule?
I will call on students to share what they wrote down and take a couple of minutes to discuss the last question related to
todays lesson.
Today class we are going to discuss Saddam Husseins rule in Iraq and comprehend the rule of Saddam Hussein in Iraq by
reading and summarizing the positives and negatives of his rule.

Pass out the reading for todays lesson and instruct the
students not to write on the readings.

Be handed the reading for todays lesson and will not

write on the readings.
Read when the teacher picks the students name from
the popsicle stick and follow along as other students
read.

Instructional Input

Student Will:

Explain to the students that the readings will be divided

in chunks and will be read as a class.

Guided Practice

Teacher Will:

Teacher Will:

Student Will:

Pass out the worksheet for todays lesson and instruct the
students to first put their names and class hour on the
worksheet.

Be handed the worksheet for todays lesson and first

put their names and class hour on the worksheet.

Randomly call on students using popsicle sticks and

when a student is chosen that student has to read the next
section. After the student is done reading the section the
teacher will briefly summarize what the student has read
and check for understanding.

Read the directions of the worksheet

Saddam Husseins rule in Iraq worksheet: Directions:
Read the handout provided (both sides, including
sources). Then use the information to answer the

Follow along as the teacher reads the directions of the

worksheet.
Answer the questions of the worksheet using complete
sentences and explanations when answering the

following questions (be sure to use complete sentences

and explanations when answering the questions)
Instruct the students that they may work with their
shoulder partner to complete the worksheet and the
worksheet will be collected at the end of the class.
To check for understanding the teacher will ask the
students randomly to summarize the directions of the
worksheet.

questions.
Work with their shoulder partner to complete the
worksheet
Summarize the directions of the worksheet. The
students will begin working on the activity when the
teacher instructs them to do so.

Independent Practice

As the students begin to work on their activity the teacher

will be walking around the classroom to monitor the
students and provide guidance when needed.

Teacher Will:

Student Will:

When the teacher feels that every student is on the right

track with the activity, the teacher will instruct the
students that the last question on the worksheet must be
completed independently since it is an opinion based
question.

Complete the last question on the worksheet

independently.

Closure/Student Reflection
At the last five minutes of class the teacher will instruct the students to write their final thoughts on the worksheet, turn in
the worksheet into their homework trays, and return to their seats to discuss the activity. The teacher will have the students
take out their bell ringer worksheet and write the answer for the question

Why is terror associated with Saddam Husseins rule?

Assessment Questions:
The students will write a claim and reason using evidence and explanation to answer the question

Terror, and terror alone, explains Saddam Husseins success in holding on to power. Do you agree
with this interpretation? Why or why not?

Accommodations:
The teacher will follow the students IEPs and 504 plans. The teacher will teach the content vocabulary.

Saddam Husseins Rule in Iraq Reading

Once he took power, Saddam held on to it for another 25 years, despite several plots against him and defeats in
two wars. Becoming President in 1979 did not mark any change in policy. In many ways he continued to rule
Iraq in similar ways to those he had used before 1979. He combined the stick of terror, and indoctrination,
with the carrot of social and infrastructure improvements. But the big change was that each aspect was taken
to a new level. He was very skillful in exploiting rivalries between different groups in Iraq to divide his
enemies. When he came to power in 1979 he carried out a brutal purge of anyone who might be a threat to him.
Around 500 members of his own party were executed. Many more were arrested or fled the country.
Show Trials
Saddam was an admirer of Stalins use of terror to enforce submission. Saddams presidency started with the
televised trial of a number of opponents; 21 were later executed. There had always been repression, but Saddam
rasied the level, terrorizing his own party as well as opponents. There were attempts to overthrow Saddam and
they were met with overwhelming violence. After an attempt to assassinate him in the village of Dujail to the
north of Baghdad in 1982, he ordered his security forces to kill nearly 150 villagers in retaliation.
The Cult of Leadership
Saddam became more aggressive towards Israel. He condemned Egypt for making a peace treaty with Israel in
1979. At home Saddam was glorified by the media, who portrayed him as the leader and protector of the Arab
world as well as his own people. There were statues of him everywhere, his portraits hung in all public
buildings and his birthday was made a national holiday. When a referendum was held on his presidency, 99% of
Iraqis voted in support.
The Kurds
Iraqs population was made up of three main groups: Shia Muslims (the majority), Sunni Muslims and Kurds.
Ever since the state of Iraq was created in 1921, the Kurds had enjoyed a certain amount of self-rule, but many
of their leaders were determined to achieve a separate homeland, Kurdistan. However, Saddam wanted the
opposite. He was determined to extend his governments control over the Kurdish north. In 1947-1975, his
forces attacked the Kurds. Many of their leaders were executed or driven into exile and the Kurds lost much of
their self-government. The Kurds stood little chance but they did get help from Iran. Iranian help increased
when Iran and Iraq went to war in 1980. As a result the Kurds gained greater control of Kurdish northern Iraq.
Saddam saw this as a betrayal. In March 1988 Saddams planes bombarded the Kurdish town of Halabja using
chemical weapons. This was one of the episodes for which Saddam Hussein was later put on trial, found guilty
and executed.
Saddams Solution to the Kurdish Problem
When the war with Iran ended in July 1988, Saddam decided to solve the Kurdish problem once and for all.
He set out to depopulate much of the Kurdish north and destroy the Kurdish nationalist movement. His cousin,
later nicknamed Chemical Ali by the Kurds, was put in charge. Saddams forces used chemical weapons and
carried out mass executions as well as bulldozing villages. About 180,000 Kurds were killed and at least another
100,000 refugees fled into neighboring Turkey. It was not until the end of the first Gulf War that the situation
with the Kurds improved.

Repression of the Shiite Iraqis

Shiites, who form the majority of the population in the south and center of Iraq, continued to suffer persecution
under Saddam Husseins rule. In the early days of Baath rule, some had prospered. Many of the rank-and-file
Baath party members were Shiite. Most Shiites wanted greater inclusion in Iraqi government and society, not
separatism that many Kurds wanted. However, after the Islamic revolution in neighboring Shiite Iran in 1979,
Saddam became increasingly suspicious of the Shiite majority in Iraq. In 1980-1981, 200,000 Shiites were
deported to Iran as their loyalty was not proven. Many of them were successful businessmen whose businesses
were handed over to the governments supporters.
Infrastructure
At the same time Saddam continued to use Iraqs immense oil revenue to improve the health, eduation and other
services for the people of Iraq. He brought electricity and similar improvements to rural villages. Daily life for
many ordinary Iraqis improved due to improved road transport and water supplies. Access to university
education and high quality health care was free. Painters, musicians and other artists, helped by government
subsidies, flourished. Saddam even introduced penalties for avoiding literacy classes and bullied his own
ministers to lose weight to set an example to the people. There was freedom of religious worship and
government in Iraq was relatively free from corruption. However, all of these benefits depended on people not
getting on the wrong side of the regime.
Source 4: An eyewitness account quoted in T. McDowall, A Modern History of the Kurds
Dead bodies human and animal littered the streets, huddled over the steering wheels of their cars. Survivors
stumbled around, laughing hysterically, before collapsing. Those who had been directly exposed to the gas
found that their symptoms worsened as the night wore on. Many children died along the way and were
abandoned where they fell.
Source 5: From a report gathered by the pressure group Human Rights Watch, and based on the testimonies of
several eyewitnesses.
Some groups of prisoners were lined up, shot from the front, and dragged into pre-dug mass graves; others
were made to lie down in pairs, sardine-style, next to mounds of fresh corpses, before being killed; still others
were tied together, made to stand on the tip of the pit, and shot in the back so that they would fall forward into
it. Bulldozers then pushed earth or sand loosely over the heaps of corpses.
Source 6: A scene from the Kurdish town of Halabja, in northern Iraq, in March 1988. The Iraqi air force had
attacked the town with chemical weapons, including mustard gas and cyanide.

NAME: ___________________________________

HOUR: _____

Saddam Husseins Rule In Iraq

Directions: Read the handout provided (both sides, including sources). Then use the information to answer the
following questions (be sure to use complete sentences and explanations when answering the questions):
1. How did Saddam Hussein use terror during his rule?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. Which do you think is more effective as criticism of Saddam Husseins rule Source 4, 5, or 6? Why?
Be sure to give reasons based on the source and your knowledge of Iraq at this time.
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. How was the rule of Saddam Hussein beneficial for Iraq?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
4. Terror, and terror alone, explains Saddam Husseins success in holding on to power. Do you agree
with this interpretation? Why or why not?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________