The Iran Hostage Crisis Simulation

Overview

Break individual students into presidential advisory panels consisting of five members each. Students will examine the once confidential / secret documents provided through the following assigned angles / roles: legal (Constitutional implications), political, economic, foreign policy and domestic policy. Overall they are tasked with advising President Carter on how to best resolve the Hostage Crisis through such   options as: negotiated release, military intervention, economic sanctions or another method.  The students will meet formally with their group members and brainstorm possible positive and negative consequences of their recommended plan as well as prepare an alternative proposal for President Carter to select.

Directions

Have all student review and take notes, for homework, the selected primary documents including the Situation Reports (Sitreps) and background information. The teacher shall introduce the topic of the Iranian Hostage Crisis but refrain from elaborating on the any solution to the crisis.

Direct students to assume the role of a member of President Carter’s advisory panel. Assign each student in the small group a specific areas of expertise: legal (Constitutional implications), political, economic, foreign policy and domestic policy. Then, give the following instructions:

Members of the individual advisory panels will have 30 minutes in class to prepare for an advisory meeting where they will issue an assessment of the documents provided based on their area of expertise. After 30 minutes, each of student must express their general recommendations for ending the crisis with Iran and support their thoughts by citing specific evidence from the documents. Afterwards, students may question each other or challenge their idea for 30 minutes, students shall be prepared to defend the option you are presenting and convince President Carter to see things your way.

Once students have debated the merits of their recommendations they will meet formally with their group members for 60 minutes and brainstorm possible positive and negative consequences of their recommended plans. Students should feel free to ask questions and confer with each other throughout the process. Allow committee members to ask questions of one another, support one another, and/or challenge one another. Allow students to ask questions then tell them to take 10 minutes to prepare for the meeting. Remind advisors to refer back to the article or any other classroom resources to find any statements that may back up their option. Also remind students that others in their groups will have opposing views and that they should be prepared to address the opposition. They will then develop a formal, written proposal that highlights the best possible recommendation for President Carter for ending the hostage crisis.  Students will also prepare an alternative proposal for President Carter. In the last 20 minutes of class individual intelligence directorate(s) (small groups) will then present their proposals to the entire class.

As groups meet, circulate around the classroom only interrupting if a group is off task or need assistance with the process. The completion time for the group meetings will vary based on the students participating, but it is recommended to allow for at least 60 minutes. Teachers should monitor which stage of the process each group is in.

The students will then prepare, for homework, a reflection that focusses on the following questions:  Were any of you arguing for an option that you do not believe in? Explain. Did you agree with the decision your group made? Why or why not? Was it hard to make a decision? Why or why not? How do political leaders handle situations when there are many different opinions?