Lesson Plan: Regime Change in Iran – Oil and Operation Ajax

Subjects:

AP Comparative Government & Politics, Modern World History

• This lesson is specifically designed for AP Comparative Government and Politics courses. It is easily adaptable to modern world history curriculum. In a non-AP class, students may need more time to complete the vocabulary activity before watching the documentary. Once you have made a copy, feel free to adjust any of the terms to meet the needs of your students and unit.

Lesson Duration:

• One 60-minute class period
• The lesson’s introductory portion can be done as homework in preparation for class for a shorter class period.
• The lesson can be extended with practice FRQs and/or further discussion.

Essential Questions:

• How and why does regime change occur?
• Why do countries get involved in the domestic politics of other countries?
• What is the role of natural resources in Iran’s political history?

Lesson Objectives:

Students will:

• Describe the differences between regimes and governments.
• Explain sources of power and authority in political systems, specifically in Iran.
• Explain the reasons and processes behind regime change.

Materials:

• Retro Report video “The Secret C.I.A. Operation That Haunts U.S.-Iran Relations” (Transcript)
• Student Activity handout
• Concept Application Practice Free Response Question (FRQ)
• Comparative Analysis Practice Free Response Question (FRQ)

Procedure:

1. Before using this lesson, students should be familiar with the basic definitions of regime and government, in addition to democracy and authoritarianism. Students should have an understanding of vocabulary specific to the Iranian political system, such as shah and ayatollah.
2. Provide the activity handout to students and instruct them (individually or in small groups) to fill out the “Activating Prior Knowledge” section.
   1. Sources: Balaghi, Shiva. n.d. “A Brief History of 20th-Century Iran.”
   2. Spolar, Matt. “The Secret C.I.A. Operation That Haunts U.S.-Iran Relations” Retro Report, 28 September 2023.
3. As an introduction, have students complete the “Think-Pair-Share” activity. If this is a newer concept for students, they may need to look up definitions of the terms they are defining.
   1. What comes to mind when you hear “regime change”? (A change in the fundamental rules and system of government, e.g., a democracy changing to an authoritarian state.)
4. Have students examine the brief timeline of the Iranian government in the 20th century and answer the questions on the organizer.
   1. How many times did the regime change in Iran in the 20th century? (Four: constitutional monarchy, illiberal democracy with some elected officials, authoritarian regime under the shah, theocratic government)
   2. What methods of regime change were used in Iran in the 20th century? (Constitutional revolution, Khan-led coup, U.S. and U.K.-led coup, Islamic revolution.)
   3. What is the role of natural resources in Iran’s political history? (Revenue from oil causes conflict and encourages other countries to get involved. It motivated the U.S. and the UK to overthrow Prime Minister Mosaddegh.)
5. Activity: Before watching the documentary, students should define vocabulary using the Frayer Model individually or in small groups. This portion of the activity can also be assigned as homework or it can be done in-class via the jigsaw method. Students should define the term, indicate characteristics (or provide illustrations), provide examples, and give non-examples for each term. AP Comparative Government students should attempt to use the AP Comparative Government countries as examples and non-examples.
6. Encourage students to share their answers and examples with the class to help ensure understanding.
   1. As an extension activity, students can create a word wall utilizing the Frayer Model or other forms of organization. Word walls are a great support for multilingual learners, and may be organized around a number of concepts, including the alphabet and phonetic sounds, new vocabulary words, sight words, grammar rules, conversational phrases, and writing structures. Words can also be organized by category (for example, academic words, words used often in your classroom, new words students have come across and love).
7. Watch the Retro Report film “The Secret C.I.A. Operation That Haunts U.S.-Iran Relations” (Transcript) and have students answer the questions on the handout.
8. After the film, have students share their answers and lead a discussion based on what they saw.
   1. Use the last two questions to spark a discussion.
   2. At the end of the video, Stephen Kinzer states that by carrying out the coup, the United States “sent a message” that they did “not want democracy in the Middle East” but “a cheap supply of oil to the West.” Do you agree or disagree with this statement?
   3. In your opinion, how can the United States and Iran strengthen their relationship, given their history? Is it possible to reach a reconciliation?
   4. Possible discussion extension questions: Generally speaking, should the United States get involved in the domestic policies of other countries like it did with the coup in Iran? What are the guiding principles that the United States should use when deciding whether or not to intervene?

Extension Activity:

1. Provide students with the Concept Application Free Response Question and/or the Comparative Analysis Free Response Question. Rubrics are provided on the last page of the activity.
   1. Students should write answers for all four prompts.
   2. Students can complete their answers individually or in small groups.

About the Author:

Jaclyn Jecha teaches AP Comparative Government and Politics, AP U.S. Government and Politics, government, modern American history, and philosophy at New Berlin West Middle and High School in New Berlin, Wisc.

Standards

College, Career, and Civic Life (C3) Framework for Social Studies

• D2.Civ.8.9-12. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.
• D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
• D2.His.2.9-12. Analyze change and continuity in historical eras.
• D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.

Common Core Literacy Standards

• CCSS.ELA-LITERACY.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.
• CCSS.ELA-LITERACY.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.
• CCSS.ELA-LITERACY.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
• CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
• CCSS.ELA-LITERACY.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
• CCSS.ELA-LITERACY.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

AP Comparative Government and Politics CED Alignment 

• Topic 1.2, Enduring Understanding PAU-1.A
• Topic 1.6, Enduring Understanding PAU-1.D
• Topic 1.6, Enduring Understanding PAU-1.D.3