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Unit 11 of 19: Two White Houses – the Iran Hostage Crisis

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Unit 11 of 19: Two White Houses – the Iran Hostage Crisis Curriculum Guide: The President’s Travels Unit 11 of 19: Two White Houses – The Iran Hostage Crisis 441 Freedom Parkway, Atlanta, GA, 30312 | 404-865-7100 | www.jimmycarterlibrary.gov Jimmy Carter Library and Museum Pre/Post field trip materials Shiite Islam The Iran Hostage Crisis Where is Shia Islam How did the US involvement in Iran and concentrated and how treatment of the Shah lead to difficulties? does that affect the What was the response of President Carter and region? the United States to the Hostage crisis? Two White Houses Background information for understanding the Iranian Revolution Essential Question: What is the difference between Sunni and Shia Islam? 1. Have students research the 3. Finally, the teacher can Map Data Sources: CIA World Factbook; Adherents.com religion of Islam and the two major lead a class discussion 5. Have students discuss as a class branches of Islam: Sunni and about the similarities and differences the possible implications of the Shiite. between the two branches. religious concentrations around 2. Students should work with a 4. Looking at a map of Islam, students the world and in Southwest Asia. partner to create a Venn diagram will observe the spatial distribution of Also, discuss the impact of religion noting the similarities and the different branches of Islam on a on culture and the political differences between the two map. Students can complete the structure of the regions. branches of the religion. Map Analysis worksheet found on page X for further understanding. Museum Jimmy Carter Libraryand Pre/Post field trip materials Pre/Post field The map and more information about the Sunni and Shia percentages for countries in the map can be found at this website, http://www.pbs.org/wnet/wideangle/episodes/pilgrimage-to-karbala/sunni-and-shia-the-worlds-of- islam/1737/ Jimmy Carter Library and Museum Pre/Post field trip materials The Iranian Revolution and Hostage Crisis On November 4, 1979, Iranian Mohammed Reza Pahlavi, Shah of Between 1963 and 1979, the Shah militants stormed the United States Iran, began his reign in 1941, spent billions of oil dollars on Embassy in Tehran and took succeeding his father, Reza Khan, to military weapons. The real price of approximately seventy Americans the throne. In a 1953 power struggle military strength was the loss of captive. This terrorist act triggered with his prime minister, the Shah popular support. Unable to sustain the most profound crisis of the gained American support to prevent economic progress and unwilling to Carter presidency and began a nationalization of Iran's oil industry. expand democratic freedoms, the personal ordeal for Jimmy Carter In return for assuring the U.S. a Shah's regime collapsed in and the American people that lasted steady supply of oil, the Shah revolution. On January 16, 1979, 444 days. received economic and military aid the Shah fled Iran, never to return. from eight American presidents. President Carter committed himself The exiled Ayatollah Khomeini to the safe return of the hostages Early in the 1960s, the Shah returned to Tehran in February 1979 while protecting America's interests announced social and economic and whipped popular discontent into and prestige. He pursued a policy reforms but refused to grant broad rabid anti-Americanism. When the of restraint that put a higher value political freedom. Iranian Shah came to America for cancer on the lives of the hostages than on nationalists condemned his U.S. treatment in October, the Ayatollah American retaliatory power or supported regime and his incited Iranian militants to attack protecting his own political future. "westernizing" of Iran. During the U.S. On November 4, the rioting in 1963, the Shah cracked American Embassy in Tehran was The toll of patient diplomacy was down, suppressing his opposition. overrun and its employees taken great, but President Carter's actions Among those arrested and exiled captive. The hostage crisis had brought freedom for the hostages was a popular religious nationalist begun. with America's honor preserved. and bitter foe of the United States, the Ayatollah Ruhollah Khomeini. Jimmy Carter Library and Museum Pre/Post field trip materials Examining Primary Documents How does President Carter respond to the Iranian Revolution and Hostage Crisis in the early days? Student Activities Carter’s early response to the Iranian Students will interact with primary Revolution and Hostage Crisis and how the documents to learn the response of the Carter primary documents give insight into the Administration during the early days of the workings of the Executive office during a Iranian Hostage Crisis. The following crisis? documents should be printed and given to 1. Memo to President from David Aaron students in addition to a written document 2. Letter to President from American analysis worksheet for each document. Foreign Service President Kenneth Students will individually or in pairs Bleakley complete the written document analysis 3. Letter to Ayatollah Khomeini from worksheet for each primary document. Then, President Carter the teacher should lead a class discussion of 4. Memo from Bob Beckel to Ham the issues that President Carter faced and the Jordan responses he took or could have taken. 5. An Executive Order from President After the class discussion, students will write Carter blocking Iranian Government an essay response describing President property Jimmy Carter Library and Museum Pre/Post field trip materials Jimmy Carter Library and Museum Pre/Post field trip materials Jimmy Carter Library and Museum Pre/Post field trip materials Jimmy Carter Library and Museum Pre/Post field trip materials Jimmy Carter Library and Museum Pre/Post field trip materials Jimmy Carter Library and Museum Pre/Post field trip materials Jimmy Carter Library and Museum Pre/Post field trip materials Georgia Performance Standards For further information and research on Iran there are Grades Nine – Twelve | SSUSH25 (C.) some great resources at the The student will describe changes in national politics since 1968. following websites: a. Explain the Carter administration’s efforts in the Middle East; include the Camp David Accords, his response to the 1979 Iranian Revolution, and the Iranian hostage crisis. https://www.cia.gov/library/p SSWG3 The student will describe the interaction of physical and human ublications/the-world- systems that have shaped contemporary North Africa/Southwest Asia. factbook/geos/ir.html e. Explain the impact of Judaism, Christianity, and Islam on the development of the region’s culture. http://www.pbs.org/newshou g. Describe the major ethnic and cultural groups in North r/indepth_coverage/middle_e Africa/Southwest Asia; include major customs and traditions. ast/iran/structure.html SS7CG5 The student will explain the structures of the national governments of Southwest Asia (Middle East). a. Compare the parliamentary democracy of the State of Israel, the monarchy of the Kingdom of Saudi Arabia, and the theocracy of the Islamic Republic of Iran, distinguishing the form of leadership and the role of the citizen in terms of voting rights and personal freedoms. SS7G8 The student will describe the diverse cultures of the people who live in Southwest Asia (Middle East). a. Explain the differences between an ethnic group and a religious group. b. Explain the diversity of religions within the Arabs, Persians, and Kurds. c. Compare and contrast the prominent religions in Southwest Asia (Middle East): Judaism, Islam, and Christianity. d. Explain the reason for the division between Sunni and Shia Muslims. SS7G5 The student will locate selected features in Southwestern Asia (Middle East). a. Locate on a world and regional political-physical map: Euphrates River, Jordan River, Tigris River, Suez Canal, Persian Gulf, Strait of Hormuz, Arabian Sea, Red Sea, and Gaza Strip. b. Locate on a world and regional political-physical map the nations of Afghanistan, Iran, Iraq, Israel, Saudi Arabia, and Turkey. Jimmy Carter Library and Museum Pre/Post field trip materials .
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