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Showdown: Iraq -- Discussion/Activity
September 27, 2002
Web posted at: 1:38 PM EDT (1738 GMT)
(Teachers: This program contains a few scenes that some individuals may find disturbing. We advise you to preview.)
Background
Before showing students Showdown: Iraq, you may want to use textbooks and Web sites (see Resources) to provide students with a background on the history of the United States' relations with Iraq. Topics may include Saddam Hussein, the Gulf War, United Nations sanctions, Operation Desert Fox, and international opinion on the use of force against Iraq. For lessons and backgrounders on these topics, visit these CNNstudentnews.com sites:
Examine Iraq's Relationship with the United Nations and the United States
Examine Bush's Case Against Iraq
Examine Iraq's History of United Nations Noncompliance
Investigate roles of the president and Congress in national security
Examine public opinion polls related to U.S. policy on Iraq
Research the British Prime Minister's case against Saddam Hussein
Focus Questions
Pose the following questions to students prior to watching Showdown: Iraq. As they watch the program, students should search for information to help address each one:
What is the history of the relationship between the United States and Iraq?
What role does the United Nations play in resolving international conflicts? What are sanctions? Why did the United Nations impose sanctions on Iraq? How has the United Nations addressed Iraq's violations of its sanctions since 1990? How effective has the United Nations been in enforcing the sanctions?
Why now is the United States considering going to war with Iraq? What evidence is laid out in the United States' case against Iraq? How will Congress respond to President George W. Bush's call for military action?
What role, if any, does Iraq play in global terrorism? How would going to war with Iraq affect the United States' objectives in the War on Terror?
What role, if any, do upcoming mid-term elections have to do with the president's push for military action?
What are the United States' objectives in going to war with Iraq? How would this war be carried out? Is the goal to get rid of the weapons of mass destruction or to topple Saddam Hussein and replace him with a pro-democracy leader?
Is the Middle East more stable with or without Saddam Hussein? Does the United States risk a backlash if it deposes him?
What are some arguments for and against going to war with Iraq?
How has the international community responded to the United States call for military action? Will the United States go to war with Iraq with or without support from the United Nations? Will the United States require the support of its allies before taking military action? What are the potential consequences for taking unilateral action against Iraq?
What are the short-term and long-term implications for going to war with Iraq? What are the possible consequences of a war on Iraq, on the Middle East, and on the War on Terror?
How do students think a war with Iraq might affect their lives?
Segment Summaries and Discussion Questions
Segment One: What is the case against Iraq?
Following the 1991 Gulf War, the United Nations imposed sanctions on Iraq to insure that all weapons of mass destruction would be destroyed. More than a decade later, President George W. Bush has presented a case against Iraq to the United Nations. The case states that Iraq, despite UN resolutions and UN-imposed economic sanctions, continues to produce weapons of mass destruction. While many officials dispute the status and the extent of Iraq's nuclear capabilities, the White House feels that the threat is real enough to warrant military action.
What questions remain regarding Iraq's build-up of weapons of mass destruction?
What is UNSCOM? What was its goal after the Gulf War? Why did the UN pull its weapons inspectors out of Iraq? What were UNSCOM's findings?
According to The New York Times military correspondent Michael Gordon, what do we know about Saddam Hussein's arsenal? What outstanding questions about his capabilities have yet to be answered by intelligence?
Explain the comparison of UN inspectors going into Iraq after the Gulf War in 1991 and the Allied inspectors going into Germany after World War I. What lessons does this historical example provide?
Segment Two: How did we get to the brink of yet another war?
Twenty years ago, the United States was building ties to Saddam Hussein's government—not trying to overthrow it. When Saddam attacked Iran in 1980, the United States supplied Iraq with secret intelligence to attack Iranian positions. It wasn't until Iraq invaded Kuwait in 1991, threatening control over oil resources in the region, that the United States turned against Iraq. George W. Bush now calls for a regime change in Iraq—something his father was unable to do after the Gulf War. But former Washington officials have voiced warnings about acting too soon, and acting alone.
(Warning: Please preview for potentially disturbing images.)
What evidence led the United States to think that Iraq was an important counter-balance to Iran twenty years ago? How was the United States-Iraq relationship tested during the 1980 Iran-Iraq War? When and why did the United States turn against Iraq?
How was Iraq able to build up its nuclear weapons capabilities?
Why, during the Gulf War, did the first President Bush stop before overthrowing Saddam Hussein? Why does his son, President George W. Bush, now want to push Saddam Hussein out of power? How has the situation changed in the decade since the Gulf War?
How have prominent Republicans, such as former National Security Adviser Brent Scowcroft and former Secretary of State Lawrence Eagleburger responded to the president's plans to go to war with Iraq? What impact could their opinions have on the president's ability to gain support for his case?
Why do you think the president went before the United Nations General Assembly to make his case? What was his challenge to the member nations?
Segment Three: How would the United States invade Iraq, and what would be the human cost?
Experts agree that this war would be very different from Desert Storm in 1991—the risks are far greater, and American casualties would likely be higher. Three distinct invasion models are currently being considered. However, sources predict that the final invasion will combine elements from each—a massive air assault in conjunction with Iraqi dissidents, a surprise attack on Baghdad and a conventional invasion in the final phase. While there is no doubt among experts that the United States military can overthrow the Iraqi regime, the question remains—at what cost?
How would this war against Iraq differ from the 1991 Gulf War?
How has the Department of Defense set the stage for an assault by air?
Describe the plan often called "Desert Storm Light." According to experts, what are the strengths and weaknesses of this plan?
How did Pentagon planners draw on the successes in Afghanistan to create a second potential plan? How do the circumstances in Iraq compare with those in Afghanistan with regard to the opposition forces?
What is the Inside-Out plan? What are the strengths and weaknesses of this plan?
What might the final plan look like? Why do you think it is important to have a flexible plan?
What are some of the Pentagon's concerns about going to war with Iraq now?
According to the program, military experts have no doubt that the United States military can overthrow the Iraqi regime. Their question is, "At what cost?" At what point do you think that the costs of this war—in human lives and in monetary costs—will outweigh the potential benefits? Under what circumstances, if any, would you be willing to fight in a war with Iraq?
Segment Four: What would Iraq look like without Saddam Hussein?
While United States government officials propose a "government that is democratic and pluralistic, a nation where the human rights of every ethnic and religious group are recognized and respected," the debate ensues as to whether that vision for Iraq is wishful thinking. And, while regime change is a goal of this administration, the stability of the Middle East and the possible backlash for the United States are at issue. In addition, with Saddam Hussein out of power, the Kurds in northern Iraq could vie for independence, which worries Iran and Turkey, both of whom have Kurdish minorities.
What does the current Bush administration hope will happen if Saddam Hussein is removed from power? How do this Bush administration's beliefs about removing Saddam from power compare with those of the first Bush administration during the Gulf War? How do you account for the change in attitude?
What challenges does Iraq's religious and ethnic make-up pose for a replacement regime?
How might a U.S. preemptive strike cause a backlash in the international community? How could this be problematic for the United States role in the Middle East conflict?
How might the Kurdish situation in Iraq pose problems for the Turkish and Iranian governments?
According to the experts on the program, what are the chances for creating a democratic country in Iraq?
How do you feel about the potential of the United States "exporting" democracy to other countries? State your rationale.
Segment Five: Despite years of warfare, a floundering economy and harsh UN economic sanctions, how has Saddam Hussein remained in power for twenty-three years?
While some experts say it is because the country and its people are wrought with fear, others claim that it is Saddam's ability to use tribal and ethnic differences to his advantage. Since Saddam Hussein has such firm control of Iraqi society, it is hard to gauge Iraqi feeling about the latest confrontation.
Who do the al Ghazalis family blame for their tough economic situation?
In what ways has the Iraqi economy improved over the past few years? In what areas does it still have a long way to go to get back to life prior to the Gulf War?
In your opinion, have the United Nations sanctions against Iraq accomplished their goal of forcing Saddam Hussein to comply with the UN's resolutions? According to CNN Baghdad bureau chief Jane Arraf, what have the sanctions accomplished?
How do some of Saddam Hussein's more severe critics account for the fact that, despite two devastating wars and a crippled economy, he is still in power?
Segment Six: What does President George W. Bush's policy of preemption mean for the coming showdown with Iraq?
The president has made it clear that the United States national security policy moving forward will be to "take the battle to the enemy, disrupt his plans, and confront the worst threats before they emerge." But, could a United States policy of a preemptive strike legitimize the same policy for other countries such as India and Pakistan? And, could a preemptive strike jeopardize United States efforts to gain international support in the War on Terror? Opposition to a United States preemptive military strike comes not only from other countries, but is now voiced by a prominent Democrat—Al Gore. For President George W. Bush, September 11 was a warning that waiting too long can be a greater risk than taking decisive action. But, will he be able to live up to his challenge—"What our enemies have begun, we will finish?"
How does President George W. Bush describe his policy of preemption? Why is this policy so controversial? How has the president deflected some of the criticism?
Why are Muslim leaders hesitant to support the United States on the issue of Iraq?
Why is Al Gore speaking out against the president's plan? How might this affect what the president had thought was bipartisan support in the Congress?
What influence do you think September 11 has had on the president's call for an immediate attack on Iraq?
Activity Suggestions
1. Should the United States go to war with Iraq?
Poll students to find out how many of them think the United States should go to war against Iraq. Then ask students to explain the reasons why they support or reject military action. Do they feel that they have enough information to make a decision?
Next, pose the following contingencies to students. Poll and record student answers after each "if". Ask, "Do you think we should go to war against Iraq if...
the UN supports the invasion?
Congress supports the invasion?
other countries participate in or support the invasion?
American opinion polls show support for war on Iraq?
the U.S. has to invade alone?
the UN does not support the U.S.?
Congress does not support invading Iraq?
the objective is to take out weapons of mass destruction?
the objective is to take out Saddam Hussein?"
Did student opinion change according to the circumstances of the invasion? Discuss what other circumstances would alter their opinions. What additional information do students need in order to make an informed decision on going to war with Iraq?
Referring to the information presented both in the program and in corresponding documents related to this conflict, direct students to brainstorm a list of questions that they would want answered before they would vote to either support or reject United States military action against Iraq. Questions might fall into several categories: 1) immediate and underlying causes of the conflict, 2) the implications of taking out Saddam Hussein for Iraq and the broader Arab community, 3) the political objectives and military strategy, 4) the role of this conflict in the broader War on Terror, and 5) the potential ramifications on their own lives. For each question, students should discuss the hypothetical answers.
Challenge individual students to create a case for or against supporting military action against Iraq. Have students write letters to their local congressional representatives stating not only their questions about the conflict, but also providing their opinions as to whether or not they would support military action against Iraq.
2. Examine the Immediate and Underlying Causes of the Conflict with Iraq
As a class, define the terms "immediate" and "underlying" with respect to the causes of conflict or war. Have students provide examples from real life conflict scenarios. One example might be: You yell at your best friend because she has not paid you back the money that she owes you (immediate cause). However, underlying your anger is the fact that you are hurt that she has been spending more time with a different group of friends lately (underlying cause).
After viewing Showdown: Iraq, have students discuss the evidence of both immediate and underlying causes for President George W. Bush's requests for the authority to declare war on Iraq. Working in groups of three or four, students should investigate key documents and resources to find additional evidence to add to this list. Students should record their findings in a T-chart, one side labeled Immediate Causes; the other side labeled Underlying Causes.
Challenge students to consider the possible effects for both the immediate and the underlying causes. Ask, "Is war an inevitable outcome for each of these causes or are there other paths this conflict could take?" Do students think that the various decision-makers in the Iraq conflict are taking into account both immediate and underlying causes? Why might it be important to take both into consideration?
Based on their conclusions, students should create cause and effect graphic organizers to illustrate possible outcomes for the current conflict with Iraq.
3. The International Community: Divided Views
Will the United States gain international support for its case? Will the United Nations Security Council vote to sanction military action against Iraq?
In a speech on September 12, 2002, President George W. Bush put the United States' case against Iraq before the General Assembly of the United Nations. (For more information on the case against Iraq and the role of the Security Council and the United Nations, see Resources.) Distribute copies of world maps to students. Next, assign one of the following countries to each student: United States, United Kingdom, France, Italy, Germany, Spain, Russia, Iraq, Iran, Egypt, Israel, Syria, Jordan, Saudi Arabia, Turkey, Kuwait, Bahrain, Oman, Qatar, Pakistan, India, China, Japan, Indonesia, Australia, and New Zealand. Inform students that they will be acting as the representatives to the United Nations for their assigned countries. Have each student conduct research to find out his/her country's stance on the case against Iraq. [Note: A great resource can be found on CNN.com. Look for the graphic Special Report: Showdown Iraq and click on the interactive called "World Stances on Iraq."]
Have students present to the "General Assembly" their country's stance on the United States proposal for military action against Iraq. Students should note on their world maps whether or not each country represented supports or rejects military action against Iraq. Students should also note the circumstances under which the country either supports or rejects military action. This can be done in a color-coded key.
Ask students: Will the United Nations support the United States' case? How will the Security Council vote? Share with students the following guidelines for voting in the Security Council. Under the United Nations Charter,
"All Members of the United Nations agree to accept and carry out the decisions of the Security Council. While other organs of the United Nations make recommendations to Governments, the Council alone has the power to take decisions which Member States are obligated under the Charter to carry out...Each Council member has one vote. Decisions on procedural matters are made by an affirmative vote of at least nine of the 15 members. Decisions on substantive matters require nine votes, including the concurring votes of all five permanent members. This is the rule of 'great Power unanimity,' often referred to as the 'veto' power."
Provide students with a list of the current fifteen members of the Security Council, noting the five permanent members as the United States, Great Britain, Russian Federation, China and France. Do students think that the Security Council will vote to support the United States' case against Iraq? In a wrap-up discussion, students should make predictions as to whether or not the United States will receive the support of the United Nations, and, if not, whether or not the United States will take action unilaterally.
4. National Security Strategy
Where would a war on Iraq fit into the larger United States post-September 11 national security policy?
Organize students into groups of two or three. Download and print the newly released National Security Strategy of the United States of America. (See Resources) Divide the document into sections, and distribute one section to each group.
Direct student groups to present the main points of the their section of the document. Then, after students have presented, have them summarize the main points of the new national security policy. Pose the following questions: How does Iraq fall into this strategy? How does the War on Terror fit into this strategy? How does this strategy compare with foreign policy strategies during the Cold War and even in the recent post-Cold War world?
Have each student prepare a speech for the president to give to the American people to explain what our new national security policy is and how a war on Iraq fits into this larger picture. Or, have each student prepare a speech given by a political opponent that refutes the notion that a war on Iraq fits with the goals outlined in the national security policy or a speech that refutes the policy itself.
Keywords
UNSCOM
Weapons of Mass Destruction
Sanctions
Chemical Weapons
Biological Weapons
Gulf War
Operation Desert Storm
Operation Desert Fox
No-fly Zones
Inside-Out Plan
Preemptive Strike
Black Market
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