Baghdad High
About the Film:
Baghdad High (Iraq/UK, 2007)
Directors: Ivan O’Mahoney and Laura Winters
Rating: PG
Length: 88 minutes
Language: Arabic and English with English subtitles
Synopsis: Baghdad High views the current war in Iraq through the eyes of four Iraqi teens as they enter their senior year of high school. Filmed by the boys themselves, the documentary follows their friendships during the entire academic year and offers unique insight into ordinary adolescent Iraqi lives.
Where to Find Baghdad High:
· Available for free at MESC resource library
· Available for purchase at HBO
About the Lesson:
Grade Level: High School
Relevant Subject: Language Arts, Social Studies
Time: 50-100 minutes, plus film viewing
Purpose/Rationale: Americans know little of life in Baghdad outside of war and violence. This lesson aims to show students a different side of life in Baghdad by exploring the life of four teenagers during their senior year of high school. American students will consider the challenges of life in a war zone—but also the similarities of life in high school.
Essential Questions:
· What is it like being a teenager in Baghdad?
· How does life as a high school student in Baghdad compare and contrast to life in your hometown?
Materials:
· Copy of Baghdad High (2008)
· Copies of Baghdad High, Life in Iraq Handouts (1 per student)
· Flipchart Paper (4 pieces)
· Markers
Online Information: The HBO website of Baghdad High has excellent resources, including a companion study guide, links to supporting articles, and an interview with the Filmmaker.
Curriculum Standards:
Oregon Social Studies Standards
· OR.SS.HS.2: Analyze the complexity and investigate causes and effects of significant events in world, U.S., and Oregon history.
· OR.SS.HS.9: Identify historical and current events, issues, and problems when national interests and global interest have been in conflict, and analyze the values and arguments on both sides of the conflict.
· OR.SS.HS.63: Engage in informed and respectful deliberation and discussion of issues, events, and ideas.
Common Core Standards:
· W.9-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
· RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
· RL.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
· RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
· RH.11-12.1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
· RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.
Baghdad High
For High School Students
Background Information: Baghdad High views the current war in Iraq through the eyes of four Iraqi teens as they enter their senior year of high school. Filmed by the boys themselves, the documentary follows their friendships during the entire academic year and offers unique insight into ordinary adolescent Iraqi lives. For background information on Iraq, visit:
Iraq: National Geographic Guide
Iraq Poll 2007 on Quality of LifeIraq Profile from the BBC
Issues Facing Children in Iraq
Pre-viewing Activity:
· Review information about Iraq with your students. Explain that Iraq has suffered through many wars in the past, most recently the US invasion of 2003 and ongoing violence in the country.
· Explain that the class will be watching a movie about 4 high school students in Baghdad. They received training in basic film technique and were each given a camera and asked to document their lives during their senior year of high school.
· Have students turn to their neighbor and consider what they would include if they were documenting their senior year.
· Ask students to come together and share their ideas. Encourage students to consider the following:
o College applications
o Relationships and friendships
o Family and home life
o Work and financial responsibilities
· Write it down on the board and save it for a post-viewing discussion.
Watching the Film:
· Introduce the film (refer to film guidelines)
o Filmed in Iraq, 2006-2007. Highlights in Iraq:
§ November, 2006: deadliest attacks in Iraq since the start of the war
§ Saddam Hussein’s trial and execution
§ 30,000 more troops sent to Iraq
o Four characters are close friends: Ali (Kurdish), Anmar (Christian), Mohammed (Sunni-Shia), Hayder (Shia)
· Handout Baghdad High worksheets to students. Make sure to evenly distribute each of the four sheets so there are even numbered groups later.
· Ask students to review the questions on their sheets so they are prepared to take notes during the film. Tell students that while they watch the film, they should take notes on what they see and they will have time to fill out the questions about their own lives later.
While watching the film, it may be helpful to pause it along the way and make sure that students understand what is happening. You may use the plot questions below as a guide.
After the Film—Activity
· Following the film, ask students to share any thoughts or reflections about the film. If they have any questions, take some time to clarify.
· Have students review their notes and answer the questions about their own lives.
· Once students are finished, instruct students to gather in their groups and share their answers. Provide each group with a piece of flip chart paper and instruct each group to synthesize the information about life in Iraq on the flip chart paper to share with the rest of the class.
· Each group will share with the class the questions (QUESTIONS ONLY) on their sheet.
· Students will then rotate through the other groups and read the answers on the other flip chart papers. As they rotate, students will make additional notes and observations on the flip charts in a different color pen.
· Once groups return to their original flip chart, they will review the notes and observations made on their sheet. Each group will then present their information to the class.
Homework: Write an essay comparing life in your hometown to life in Baghdad. What is similar? What is different? How does the violence in Iraq affect the lives of the students you saw in the film? Use examples from the film to support your claims.
Baghdad High: Discussion Questions
Plot Questions
· Throughout the movie, Mohammad and his mother are working to get his National Citizenship papers completed.
o Why is it important that he gets the papers?
o What are the challenges he faces in getting them?
o When his mother says there is a way for him to get the papers without his dad’s signature, why does Mohammed refuse?
· What does Anmer say about being a Christian in Baghdad?
· Throughout the movie, some of the characters’ parents talk about leaving Baghdad. What do the boys think about that? What do you think?
· During the film, Mohammed befriends a mouse living in his house. Why do you think the mouse becomes so important to him?
· Throughout the film, we see a range of emotions related to the violence in their country. What are some of the boys’ reactions? What do you think of that?
· Ali and Mohammed rescue an injured pigeon and the day before Ali leaves town with his family, he sets the pigeon free. What is the significance of this?
· What do the characters say about the American invasion of Iraq? Does this surprise you?
· What do the characters say about Saddam Hussein, his trial and his execution?
· What does Ali say about Erbil? How does Erbil compare and contrast to life in Baghdad?
Thought and Analysis Questions
· What surprised you about life in Baghdad? What did you expect it to be like?
· What are some of the challenges of attending school during a war?
· The four boys shot hours and hours of footage. The directors put it together into a standard film. What do you think of the footage that they chose? How do you think they selected it?
· What else would you like to know about the lives of the four boys in the film?
· What are some of he challenges the boys face in their every day lives? What of these challenges are because of the ongoing violence?
· The education system in Iraq is different than that of America. Students must pass a national exam in order to attend college. What do you think of this? What might be some of the benefits? What are some of the challenges?
· During the film, two of the characters move away. What do you think it would be like if you or your best friend moved far away?
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Baghdad High
Baghdad High
LIFE IN IRAQ: SCHOOL
During the film, take notes on the topic below. Use the questions to guide your thinking about it. After the film, compare what you saw in the film to what it’s like for you in American.
What is school like in iraq? / What is school like in America?What does the school look like? / What does you school look like?
What are the daily rituals like at school? / What are the daily rituals at your school like?
What is it like going to school in the morning? / What is it like going to school in the morning?
How do the students interact with their teachers and school administrators? / How do you interact with your teachers and school administrators?
What is the process for graduating high school and going to college? / What is the process for graduating high school and going to college?
Baghdad High
LIFE IN IRAQ: LEISURE TIME
During the film, take notes on the topic below. Use the questions to guide your thinking about it. After the film, compare what you saw in the film to what it’s like for you in American.
What do the boys do for fun? What do they do to help out at home? How do they cope with the violence around them?
ALI / ANMARMOHAMMAD / HAYDER
ABOUT YOU
1. What do you do for fun? / 2. What do you do to help out at home?3. How do you cope with hard times?
Baghdad High
LIFE IN IRAQ: RELATIONSHIPS
During the film, take notes on the topic below. Use the questions to guide your thinking about it. After the film, compare what you saw in the film to what it’s like for you in American.
What are they boys relationships like with their families? What are their relationships like with their friends? What is their relationship like with the opposite gender? What is their relationship like with their country?
ALI / ANMARMOHAMMAD / HAYDER
ABOUT YOU
1. What is your relationship like with your family? / 2. What is your relationship like with the opposite gender?3. What is their relationship like with your friends? / 4. What is your relationship like with their country?
Baghdad High
LIFE IN IRAQ: RITUALS
During the film, take notes on the topic below. Use the questions to guide your thinking about it. After the film, compare what you saw in the film to what it’s like for you in American.
rituals in iraQ / rituals in americaWhat holidays are celebrated in the film? How are they celebrated? / What holidays do you celebrate? How do you celebrate them?
How are birthdays celebrated in the film? / How do you celebrate your birthday?
How is New Year’s Eve celebrated in the film? / How do you celebrate New Year’s Eve?
What are the morning rituals at school? / What are your morning rituals at school?
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Baghdad High