Lesson Plan 4: Pairing a primary & secondary source
Times past pages 16-19
Lexile level: 1385L
Lower Lexile level (available online): 1115L
The Iranian
Revolution
Thirty-five years ago, Muslim extremists seized power
in Iran, replacing the nation’s secular monarchy with
an anti-American Muslim theocracy. The revolution—
and the taking of American hostages that occurred in
its wake—marked the start of America’s decades-long
battle with radical Islam.
Before Reading
1
List Vocabulary: Share with students
the challenging general and domain-specific
vocabulary for this article. Encourage them to use
context to infer meanings as they read and to later
verify those inferences by consulting a dictionary.
Distribute or project the Word Watch activity
to guide students through this process, if desired.
2
Additional
Resources
www.upfrontmagazine.com
Print or project:
abdicate
caliphate
dissidents
mobilize
radical
secular
• Word Watch
• “Leaders Square Off” (also on
p. 13 of this Teacher’s Guide)
• Article Quiz (also on p. 10 of this
Teacher’s Guide)
• Analyze the Photo (also on p. 14
of this Teacher’s Guide)
Video:
Perspectives of ordinary Iranians today
Engage: Discuss what students know about America’s relationship with Iran
and how they think the tensions between the nations developed. Students can
watch the video to get a glimpse of what life in Iran is like today.
Analyze the Article
3
Read and Discuss: Have students read the article. Discuss what makes this a secondary source. (It was
written in contemporary times by an author who researched the topic but didn’t experience the events firsthand.)
Then pose the following critical-thinking questions:
uExplain why Iran’s revolution came as a shock to the
6 •
uAnalyze why many Iranians were dissatisfied with the
U.S. (Prior to the revolution, Iran had been a U.S. ally.
government of Shah Mohammad Reza Pahlavi.
Many Americans believed that the ousted Shah had done
(Despite the reforms the Shah had undertaken, many
much good for Iran, like modernizing the economy and
Iranians wanted greater freedoms and spoke out against
expanding women’s rights. Americans were surprised at the
the repressive aspects of the Shah’s regime, like the secret
radical Muslim rule that replaced the Shah—and at Iran’s
police. Many resented the Shah’s ostentatious display of
contempt for America.)
wealth and his embrace of American culture.)
Upfront • upfrontmagazine.com
uThe author says that Iran substituted “one autocratic
uAnalyze connections between the Iranian Revolution
regime for another.” What text evidence supports this
and Islamic militants in the Middle East today. (The
claim? (Although Iran had an elected legislature, “the real
Muslims who took over Iran in 1979 waged a “holy war”
power lay with a small and secretive group of mullahs.”
against the U.S. Although Iran opposes the modern militant
Under their rule, “women lost the social gains they had
group ISIS, the text notes, “Radical Islamist groups today,
made,” and “opponents were imprisoned and tortured.”)
like the Taliban and ISIS, are ‘fruit from the same tree.’ ”)
4
Integrate the Primary Sources: Project or distribute the PDF “Leaders
Square Off” (p. 13 of this Teacher’s Guide), featuring excerpts of speeches by Ayatollah
Khomeini and President Carter. Discuss what makes them primary sources. (The speeches were
delivered in 1979 and 1980 and describe that period.) Have students read the excerpts and
answer the following questions (which also appear on the PDF without answers). Discuss.
uWhat do you think is the purpose of each leader’s
u What actions does
remarks? (Khomeini wants to express his support for the
President Carter say the
taking of American hostages. He also wants to convey his
United States will take
contempt for America and its efforts to help Iran’s former
against Iran? Why does
Shah. Carter wants to make it clear that Iran will face
Carter order these actions at this time? (Carter
serious consequences for failing to release the hostages.)
announces that the U.S. will break all diplomatic ties with
Iran, impose strict economic sanctions, make an accounting
uHow would you describe the tone of each speech?
of the Iranian government’s financial assets, and close U.S.
(The tone of Khomeini’s remarks might be described as
borders to Iranian travelers. He is taking these actions in
belligerent, passionate, or self-righteous. The tone of Carter’s
April 1980 because Iran’s government has just refused an
speech might be described as stern, ominous, or warning.)
opportunity to release the American hostages.)
uWhat phrase does Khomeini use to describe the United
u What do these two speeches add to your
States? What does his choice of words suggest about
understanding of the Upfront article about the Iranian
Khomeini, Iran’s “Supreme Leader”? (Khomeini here
Revolution? (The Khomeini excerpt illustrates the role the
refers to the U.S. as “the Great Satan.” His choice of words
Iranian government played in the keeping of the hostages
reminds listeners or readers that as Iran’s “Supreme Leader,”
and reveals the depth of Iranians’ contempt for the U.S. at
his authority is religious. He is a cleric who rules Iran based
that time. The Carter excerpt shows how the U.S. responded
on a strict interpretation of Islam; answers may vary.)
to the hostage crisis and increasing tensions with Iran.)
Extend & Assess
5
Writing Prompt
What is the legacy of the taking
6
Classroom Debate
Choose a side: Should the U.S.
7
Quiz & Photo
Photocopy, print, or project
of American hostages by Iranian
continue to reach out to Iran for
the quiz on p. 10 of this Teacher’s
students? Write a brief essay, using
cooperation in combating the Muslim
Guide. Then have students analyze
evidence from the primary
extremist group ISIS?
the photo of the blindfolded
and secondary texts to support
hostages that appears on p. 14 of
your response.
this Teacher’s Guide.
Find all activity sheets and other support materials at www.upfrontmagazine.com
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