Lesson

Overview:
Following are a series of discussion questions and exercises to promote your
analytical thinking about elements of Fractured Lands. The questions are
grouped by category, though some topics and ideas will inevitably
overlap. Click here for a lesson geared towards K-12 students.
Sources/People
1. What are the benefits of storytelling by weaving multiple narratives to build a
single long-form article?
2. Compare Andersons technique using these six separate narratives to a more
traditional non-fiction approach in which a writer tells the story in a singular
thread with observations and quotations from various sources. Weigh the pros
and cons of each approach.
3. Anderson began his article with an anecdote involving one of the six
sources, Dr. Azar Mirkhan. Make a case for why the writer began with him.
Does Mirkhans presence in the story help to unify the narratives? Can you
argue that the writer could have launched the story by focusing on another of
the sources?
4. The article clearly is a work of non-fiction. But in building the dramatic
narratives, Anderson employs techniques perhaps more routinely found in
works of fiction. What aspects of the narratives helped you in judging whether
to believe the sources and their stories?
5. Which one of the six main characters in the story most captured your interest?
Identify a passage in this sources narrative that you found important. What
are the aspects that intrigued you? What role did photography play in
characterization?
6. Can you make a case that the experiences of one of the sources, or characters,
in the article best represents the changes and disruptions that have been
occurring in the Middle East? Explain.
7. What do these narratives tell us about the advantages of being from the
higher, educated classes even during civil upheaval?
8. How should readers look upon Wakaz Mutashar? To what extent does he fit
the western stereotype of an indiscriminate or irrational ISIS murderer? How
does Andersons treatment of him raise complexities for understanding ISIS

combatants?
Exercises:
Anderson must have interviewed many more sources, but he settled on
profiling the six people in the article. Here is an exercise in imagination: If you
were to add one more source to enrich this article with yet another perspective,
what type of person would you seek? Outline a few characteristics -- which
might include traits such as gender, generation, nationality, ethnic affiliation,
occupation, ideology or experiences -- of a source who might contribute
another valid narrative to this chronicle of experiences. Connect this source
with an actual location/situation that you can describe through references to
other news reports you find. How well would your (invented) source fit into the
articles chronology?
Anderson has adopted the same storytelling strategy in a previous work about
the Middle East. See his 2013 book Lawrence in Arabia: War, Deceit, Imperial
Folly an the Making of the Modern Middle East (Doubleday), in which he mixed
threads about T.E. Lawrence and three others who were active in the same
region during WWI. Compare his rhetorical approaches in Lawrence in
Arabia with Fractured Lands.
Story structure
1. In a nutshell, a narrative is a story with a beginning (introduction), middle
(development/conflict) and an end (crisis/ resolution). Anderson does even
more in the sophisticated structure of this article than combine six narratives.
He breaks them into anecdotes and groups them in a chronology. He also
doesnt take turns, sometimes returning to one source more often than others.
Study the placement and pacing of these 34 sections. What can you discover
and explain about his methods of structuring the narratives so they contribute
in telling one comprehensive story?
2. Narratives are difficult to craft because writers need to inject background as
they trace the actions and motives of the sources. Find and analyze an
example in this article where the writer does this.
3. Identify some of the passages we might call them plot points that drew you
into the article to continue reading. What were the elements in the passages
that succeeded in holding your interest?
4. Long-form journalism requires readers to make a concerted effort to read to the

end. What are the structures in place in this article that compel people to stick
with this piece to the end? Explain.
5. Although much of the article describes the experiences of the sources, the
writer does appear at times either as a participant in a scene or as a narrator to
interpret larger issues. Find such a passage and analyze the utility of the
writers appearance.
Exercises
Write your own story using multiple narratives. Select an event on your
campus or community. Interview several people and then tell the story of the
event through your descriptions of their experiences. You can study Fractured
Lands to learn from its techniques.
Andersons work is similar in style and substance with another long-term work
of non-fiction first published by a magazine. Compare Fractured Lands
with John Herseysacclaimed story Hiroshima, which weaves the narratives of
survivors of the 1945 atomic bombing.
Find a work of fiction that relies on multiple narratives. There are many,
from Edgar Lee Masters Spoon River Anthology to Audrey
Nifeneggers The Time Travellers Wife toHaruki Murakamis Kafka on the
Shore. Compare the techniques these creative writers used with Andersons
non-fiction approach. What other works can you name that use multiple
narratives?
A Journalists Role
1. This article is the product of months of interviewing, traveling, planning and
writing. What purposes and ideas might motivate a journalist such as Anderson
to do this kind of extensive reporting?
2. Subscribing to the norms of the Western journalism practice, journalists often
seek to walk a careful path between building trust and familiarity with their
sources and yet preserving enough distance so that their relationships dont
unduly influence their reporting. How did Anderson do in that regard? Can you
cite passages that reveal the difficulties in keeping what we sometimes call a
professional distance?
3. Can you challenge this journalistic norm of distance? Do the circumstances in
this story invite or even require journalists to build strong personal
attachments? What are the dangers, professionally and personally, when

journalists become close friends or allies with the sources in their stories?
4. Find places in the article and photo images that lead you to wonder if the
reporters placed themselves in dangerous situations. How did Anderson handle
descriptions of these situations?
5. Journalists in zones of war and upheaval, of course, must always be alert to
their personal safety. What calculations would you make as a journalist if you
were covering conflicts? What do journalists lose if they do not take some
risks?

Exercises
Write a story -- twice -- about an event you attend. First try to write the story
with complete distance, showing no special affinity for the people involved or
their efforts. Next, approach the story as if the people involved are your close
friends and allies, and you feel strong ties to their intentions. How do the
finished versions differ? Reflect on the values that went into each piece and
then record your findings as a means of evaluating how important information
can be communicated.
Read the Journalist Security Guide published by the Committee to Protect
Journalists, a New York-based non-profit organization that supports the rights of
journalists to report stories around the world. See also this article from The
Pulitzer Center on Crisis Reporting on safety for freelance journalists. Drawing
on these sources, write an essay on your concerns, or willingness, to cover
dangerous situations overseas or at home.
Conclusions/Implications
1. Anderson does not wait until the Epilogue to begin raising questions about the
political future of the Middle East and exploring solutions. Can you identify the
narrative passage where this function begins? What is the topic?
2. What are the political outcomes that Anderson suggests are possible if and
when conflicts begin to ebb? Do these possibilities seem satisfactory now that
you've read the article? Why or why not?
3. Early research about Arab Spring often highlighted the advantages of mobile
digital devices, notably smart phones and electronic tablets, in mobilizing
uprisings. Andersons narratives mention his sources use of digital devices in a
few cases, but the article doesnt emphasize media technology as a primary
agent for change. Identify narrative points where digital devices are mentioned.

How crucial was their usage? Overall, why do you think the story offers only
modest mention of media technology?
4. The Epilogue ends with a direct quotation from Khulood al-Zaidi: To bring
them here, to have a family again, she said. That is my greatest dream.
How do you make sense of that ending? How did it affect you as a reader and
as a student?
5. In what ways did this article help your comprehension of current events in the
Middle East? Would you estimate that this deepened your knowledge?
6. Where will you likely turn next for more information about the events
chronicled in the article?
7. The article offers various depictions of prior U.S. actions and policies. What
implications do you draw from these about U.S. effectiveness in the region? Do
these implications agree with your previous perspectives?
8. How do these stories influence your understandings of the political discourse in
North America and Europe about the threats of migrants and refugees from the
Middle East or Northern Africa?
Exercises
Interview an international student, staff or faculty member on your campus
who has come recently from a country in the Middle East. What personal
narratives can this student share that might add to your knowledge and
understanding? Write a story or essay based on this person's experiences.
Find five breaking news articles about a similar event in the Middle East that
are each published by a different news organization based there. Among your
many choices for news in English are Al-Jazeera (Qatar), Al-Arabiya (UAE/Saudi
Arabia), Al-Manar (Lebanon), Egypt Daily News, The Jordan Times, and The
Jerusalem Post. Research each news outlet to identify its owners and
perspectives. Then analyze the five articles, comparing their reporting points
and also evaluating their content with points you can draw from Fractured
Lands.

Smaller K12
Educator Notes
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Lesson

A Note to Educators:
This lesson plan is designed as a guide that offers different ways to engage
your students in the article "Fractured Lands" by Scott Anderson, published
by The New York Times with support from the Pulitzer Center on Crisis
Reporting. Click here for a college-level lesson plan.

(Images courtesy of The New York Times Magazine)

In Fractured Lands, Anderson explores the modern Middle East through the
eyes of six individuals, tracing their lives from the U.S.-led invasion of Iraq

through the Arab spring, up to the present day. While these people come from
different countries, ethnicities and socio-economic backgrounds, their
interlinked narratives provide a window into a turbulent region and help the
reader understand the macro-narrative of modern Middle Eastern history.
Throughout Fractured Lands Anderson raises questions about leadership,
governance, identity, dissent and the consequences of history, which enrich
our understanding of current events and may also help us better anticipate the
future. The article is also accompanied by an incredible virtual reality film from
Ben Solomon. Click here to be connected to Solomons film.
Below, the Pulitzer Center's education team has provided a series of detailed
comprehension questions corresponding to the different sections within the
article. We have also provided the following tools for introducing students to
the story and guiding student analysis of the piece:
Pre-Reading Questions
Frameworks for analyzing the full text, or just the introduction,
through the lens of history, identity and structural analysis of the text
Discussion Questions
Extension Activities
These resources are aimed at addressing the following learning goals:
Seek deeper and more complex understanding of the historical context that led
to current conflict in the Middle East.
Invigorate a curiosity about the conditions of people living in the midst of
conflicts.
Evaluate how an author unfolds an analysis of current events in the Middle
East, including how points are made and what details are emphasized.
Reflect on the choices that people can exercise in responding to crises of war,
threat and violence in the Middle East.
Evaluate the effects of a long-form journalistic work such as this article.
Common Core standards-alignment for these resources are listed in
the Educator Notes. For discussion questions and exercises geared towards
college-level students, click here.
The Pulitzer Center is proud to support education initiatives connected to this
rich and essential piece of reporting through curriculum support and journalist
visits. Please contacteducation@pulitzercenter.org if you would like support

connecting Fractured Lands to your classroom.

Pre-Reading Questions and Exercises:
1. Reflection and Discussion on the themes of "Fractured Lands"
Through individual writing, pair discussions or whole-group discussions, guide
students in reflecting on the following questions in advance of introducing
"Fractured Lands."
When you think of home, what do you imagine? What makes a place a home
for you?
When you think of your country, what do you imagine? How connected do you
feel to your country? How would you describe the identity of your country?
What makes a strong leader? What do people expect from their leaders?
How do you choose to engage with your government when you disagree with
its decisions?
What has been the most singular event of your life? How did this event change
your life?
What has been a singular event in your country? What was the impact of that
event on you directly?
2. Exercise: How do you define your identity?
What roles do the following play in how you and your students define your
identities? Rank them in order of importance to how you define your identity.
(1=most important)
1. Nationality
2. Ethnicity
3. Race
4. Faith
5. Gender
6. Sexual Orientation
7. Ability
8. Age
9. Political affiliation
10.Family
11.Career
12.Socio-economic status

13.Education
14.Other (write in)_________
Have students discuss their responses and consider the following: What would
you do if your government did not protect the part of your identity that is most
important to you? How would you feel if other governments continued to
support your government, even if it was not protecting this part of your
identity?
3. Discussion: The History of the Middle East
Assess students prior knowledge of the historical events referenced in the
piece by having them reflect individually, in small groups, or as a whole group
on the following:
1. When were the following countries established, and how? What are current
challenges facing these countries?
Iraq
Syria
Libya
Egypt
2. What has been your countrys relationship with the countries listed above?
What is the current relationship between your country and the countries listed
above?
3. What was the Arab Spring, and what has been the impact of the Arab Spring on
the Middle East? What has been the impact in your community?
4. What is ISIS, and how was it formed?
5. Who are the Kurds, and what has their role in the fight against ISIS?
4. Photo analysis: Visualizing "Fractured Lands"
Use the following thinking routine developed by Project Zero to guide an
analysis of photojournalist Paolo Pellegrin's photos from "Fractured Lands." Use
the two below, or click on the Resources link to review the full slideshow.
What do you see in the photo?
What do you think is happening in the photo?
What does it make you wonder?

For more resources to use in guiding an analysis of photography, click here.

Introducing the Article "Fractured Lands" by Scott Anderson:

At first glance, Andersons piece can appear daunting in its length. However,
Andersons clear and concise explanation of the history of the Middle East
through the eyes of several characters provides incredible opportunities for rich
discussion about the human impact of conflict in the Middle East. When
teaching this article, there are several ways to approach the story.
1. We suggest that the introduction should be read and discussed as a
class. Some teachers may opt to only teach the introduction, as it provides a
strong overview of the pieces major themes and the historical context of the
Middle East. Use the comprehension questions for the Forward to the article
to guide your discussion.

2. Ask your students to read the piece section by section over the course
of several days. As they read, have students follow along with
comprehension questions and be ready to summarize each section according
to the thematic guidance provided in the lesson plan. Students can also track
where they are in the piece using a map of the region.
Using a rate of 200 words per minute, we have estimated the time it would
take to reach each section:
Foreword (17 minutes)
Origins (26 minutes)
The Iraq War (35 minutes)
Arab Spring (65 minutes)
ISIS Rising (35 minutes)
Exodus (30 minutes)
Epilogue (5 minutes)
3. After reading the introduction as a class Break students up into six
groups and have each group track one of the characters with the
tables provided below. Have the students come together to present the
experiences of their chosen characters throughout three chapters of the story
and then discuss the whole piece as a class. Students may choose to role-play.
4. If students are also engaging with The Fight for Fallujah, a virtual
reality film connected to Fractured Lands from filmmaker Ben
Solomon, prepare your students by discussing the role that Fallujah is
playing in the war between ISIS and the Kurds. The project From the
Other Iraq to Kurdistan from Pulitzer Center grantees Jenna Krajeski and
Sebastian Meyer will be helpful resources. Comprehension questions connected
to Solomons film follow the comprehension questions for the article.
Throughout students exploration the article, have them track following guiding
questions:
1. What historical events led to the current situation in the Middle East?
2. What has been the global and local impact of the invasion in Iraq, the Arab
Spring and the rise of ISIS?
3. How do you imagine the future of the Middle East and its many communities?

4. How does the author use personal narratives to describe historical events? Why
do you think he chose these characters? What is the impact?
If your students need additional guidance when engaging with the piece, have
them use one or more of the graphic organizers below:
1. How were these countries/characters influenced by major historical events? As
students are reading, ask them to fill out the following chart:
Laila Majdi Azar Majd Khulood Wakaz
World War 1
Arab
Nationalism
(secular)
The
Invasion of
Iraq
The Arab
Spring
The Rise of
ISIS
2. What is happening with each character at the end of each section? (Origins,
The Iraq War, Arab Spring, ISIS Rising, Exodus and the Epilogue) Have students
track the characters using the following chart. Students should fill out a new
copy of the chart at the end of each section.
*Note: not all characters will be mentioned in each section
Laila Majdi Azar Majd Khulood Wakaz
What is
happening
in his/her
home
country?
How are
they
affected?
What
decisions
does this
person
make?
Predict
what

comes
next
3. How is each country explored in the article impacted by major historical
events? As you read, track what happened to each country highlighted in this
article as a result of the following historical events, according to Andersons
piece.
*Note: some events may not have as direct of an impact on certain countries
as others
Iraq Syria Libya Egypt
The end of
WWI
The Rise of
Arab
Nationalism
The
Invasion of
Iraq
The Arab
Spring
DISCUSSION QUESTIONS:
Use the following questions to guide a discussion about the themes and
structure of "Fractured Lands" with your students:
1. What is sticking with you about the piece? What are your initial reactions? What
questions do you still have?
2. Is there a character you identified with? Who and why? What role did that
character play in Andersons overall narrative?
3. What were some of the key points that shaped the way events in the Middle
East unfolded? What role did western countries play? What might have
happened if these events had unfolded differently?
4. How has reading this article changed and/or affirmed any of your conceptions
of the Middle East?
5. What factors influence peoples decisions to remain in or leave their
hometowns? Think about Khuloods decision to leave Iraq but then to return to
Jordan, Majdis decision to stay in Libya, and Majds decision to seek refuge in
Europe. What would you have done if you were in their situations?

6. When describing her childrens involvement in the protests in Egypt, Laila says,
I never tried to dissuade them. Even if I had wanted to and I probably did
at times I didnt. How would you have engaged with the protests that
followed the Arab Spring? How would you have responded if you were Laila?
7. Think about this piece through the lens of leadershipwhat were the
leadership failures and successes? How do the leaders in the story compare
with leaders you see in your own lives?
8. How did Anderson balance storytelling, personal observation, facts and
descriptions to tell the story? How did he structure the story, and why do you
think he chose this structure? What literary devices did he use to keep the
reader engaged?
9. Why do you think Anderson felt compelled to write this article? Why do you
think it is important?
10.Consider Majdis statement in the epilogue: Not that it will solve all our
problems, but at least with the king we were a nation, we had an identity.
Without that identity, we are all just individuals or at most, members of a
tribe. What do you think will happen next in the Middle East, and why? What is
your hope for the Middle East, and how can that hope be achieved? What can
your role be?
EXTENSION ACTIVITIES:
Create Visualizations that Use Details from "Fractured Lands" to
Articulate the History of the Middle East
1) Using details from "Fractured Lands", create a timeline that reflects the
history of the Middle East from the establishment of the countries described in
the article through the present.
2) Create a country profile for each of the countries featured in "Fractured
Lands." Use the table below and external resources as needed to create your
profile.
Iraq Libya Syria Egypt
Date
Established
Imperial
Influence
(Britain or

France)
Leadership
After WWI
At the time
of the US
Invasion of
Iraq
During the
Arab Spring
After the
Arab Spring
Today
*Note the
sect or
ethnic
group of
each leader
*Note
whether
the leader
is secular
or religious
Major
Ethnic
Groups
Natural
Resources?

Evaluate the History and Future of the Middle East through Writing
Essay 1: Reception of Refugees from the Middle East in Europe
Read Majds section then read one or more of the following:
Jeanne Carstensen on Lesbos
Joanna Kakissis and Holly Pickett on refugees in Russia
Robin Shulman on Syrians in Canada
Prompt: : Write an essay comparing and contrasting these accounts of how
refugees are received in Europe with Majds experience in Germany.
Essay 2: The Experience of a Syrian Refugee
Read Joanna Kakissis and Holly Picketts story about four refugee families for
NPR and compare with Majds journey in the piece. The story is also featured in
the free Pulitzer Center 2015 E-book Flight From Syria, which features writing

and photography from nine journalists who covered Syria from 2011-2015.
Prompt: What are some of the challenges refugees like Majd face in Europe?
Essay 3: Making Hard Choices
After reading "Fractured Lands," watch Alexandria Bombachs film Afghanistan
by Choice.
Prompt: Write an essay about what motivates people to depart from or remain
in a war-torn country. What would influence that decision for you?
Essay 4: The Syrian Civil War
Read Ben Taubs piece about the Assad Files and then research Assads
current position in Syria. (Note: this piece has graphic descriptions of torture
and may not be appropriate for younger students.)
Prompt: What kind of leader is Bashar al Assad? How has he responded to
challenges to his authority and what are the consequences of his actions? How
do you recommend that leaders from other countries should respond to Assad?
Essay 5: The Kurds
Read Jenna Krajeskis article What the Kurds Want and Wes Enzinnas story
Kurdish Syria: A Dream of Secular Utopia in ISIS Backyard
Prompt: Write an essay that analyzes the role that the Kurds are playing in
combatting ISIS and the hopes they have for the Middle East.
Demonstrate Comprehension and Analysis by Creating Visual Art
Inspired by "Fractured Lands"
Choose a character from the story and create a 3-5 panel comic that illustrates
his/her journey throughout the story. The comic should reflect details and
quotations from the story. It could also include an additional panel that reflects
an imagined future for the character. Write a statement to accompany your
comic that articulates why you chose the images you chose.
Create a visual art piece that reflects the personality and experience of a
character in the story. Use details from the story to inform what images, colors
and textures you use in your piece. Write an artist statement to accompany
your piece that uses details from the story to explain the artistic choices you
made in creating your piece. Here is an example of how a similar exercise was
been executed in a middle school in Arlington Heights.

 Choose two of the characters from this piece and write a play or short story
depicting the two of them meeting for the first time. What might be a
circumstance where they would meet? What would they talk about? What
might they want, and how could they be working to get what they want in the
scene? Be sure to include relevant details from the story in your scene.
Demonstrate Connection to the Characters and Themes in "Fractured
Lands" Through Personal Reflection and Plans for Action
Using details from the story, write a letter to a local representative outlining
what role you think your country should play in supporting refugees that have
been displaced by conflict in the Middle East. (A start to this activity could be
writing a letter to one of the characters in the piece that reflects what students
learned from his/her story.)
Research the process that a refugee from Syria would need to go through in
order to gain entry to your country. Consider what challenges Syrians face
when attempting to enter your country? Create a resource that clearly
communicates that process. Be sure to select an audience and purpose for the
resource (a Syrian family seeking to enter the country, a government official
that could lobby to change the application process, etc.).
Using facts, quotations and descriptions from the story, create a campaign that
informs your community about the impacts of conflict in the Middle East. Like
Anderson, consider how you can use storytelling to connect to your community.
As part of your campaign research ways your community supports refugees.
Use Andersons story as the inspiration for an investigation into a signature
moment in your community. Conduct research into this signature moment and
identify people in your community that have been impacted. Interview those
people. Then, use your research and the interviews you conducted to write a
short article that uses the stories of your subjects to illustrate the signature
moment you selected.

Additional Resources
These are historical events that are referenced and described throughout the
piece. If you are interested in deepening student understanding of these events
and their connection to this story, here are some recommended resources.
WWI and its impact on the Middle East
Ten minute video on Arabia after WWI (Khan Academy)
The Arabs by Eugene Rogan
How boundaries were drawn in the Middle East post-WWI
The Syrian Civil War five minute explainer video (Vox)
Tahrir Square/Egyptian Revolution of 2011
Seven minute ABC News Report on Revolution
The war in Syria
The War in Syria Explained in Five Minutes (The Guardian)
The Rise of ISIS
Six minute explainer video (Vox)
Five minute video on the evolution of ISIS (Vox)
The City of Fallujah in Iraq
Why Fallujah Matters (CNN)
The context and human impact of the Syrian refugee crisis from 2011-2015
Pulitzer Center 2015 E-book Flight From Syria, which features writing and
photography from nine journalists who covered Syria from 2011-2015.
Comprehension Questions (These are also listed in the question boxes
to the right)
Foreword
(Approximately
17 minutes to
read)

1. How does the author describe

Azar?
2. What does the Azar mean when he
says, ...dont talk, but shoot? What is
he referring to?
3. What event is credited with
starting the Arab Spring?
4. How many nations succumbed to
Arab Spring protests? Which nations?
5. Why does the author feel that the
Arab Spring was inevitable?
6. How did Arab leaders consolidate
their power before the Arab Spring?
According to the author, how did
leaders in the Arab Spring nations stay
in power?

7. Why do students of the Middle East

call countries like Iraq, Syria and Libya
false nations?
8. What is the divide and conquer
approach to colonization, and why did
the European powers adopt this
approach to establishing nations in the
Middle East?
a. What are potential consequences
to using this strategy?
9. What is the symbolic significance
of the removal of the statue of Saddam
Hussein from Firdoz Square?
10. What did Qaddafi predict would be
the impact of the American invasion in
Iraq?
Origins
(Approximately
26 minutes to
read)

1. Laila-Egypt
1. Why is Egypt considered the
capital of the Middle East?
2. What role did Gamal Abdel Nasser
play in modern Egyptian history?
3. What is the Baathist philosophy?
4. What does the author suggest
makes Egypt different from the rest of
the Arab world?
5. According to the author, how did
Nasser, and his successor Anwar Sadat,
maintain power?
6. What drove Laila to activism?
7. What actions led to growing
distrust of Mubarak, the leader who
followed Sadat?
8. How did Egyptians feel about their
government aligning itself with the US?
2. Madji-Libya
1. How did Qaddafi come to power in
Libya?
2. How were the regimes of Nasser
(Egypt), Qaddafi (Libya), Saddam
Hussein (Iraq) and Hafez al-Assad
similar (Syria)? How were they
different?
3. What does Majdi mean when he
says, everybody was connected to the
state somehow?
Predict: What are potential
consequences to these actions?
4. What role has Majdis family played
in Libyan history?

5. How did Arab regimes view Islamic

fundamentalists?
6. What is the naked emperor
syndrome ?
7. What juxtaposition does the author
make at the end of the section?
3. Azar-Kurdistan:
1. Who are the Kurds?
a. Which countries are home to
Kurdish communities?
b. What is the relationship between
the Kurds and the Arab states?
2. What is the Pesh Merga? What is
Azars connection to the Pesh Merga?
3. How does the author describe the
relationship between the US and Iraq?
What was the impact on the Kurds?
4. What led to the establishment of
the Kurdistan Regional Government
(KRG)? How was it formed and what
was the significance of its formation?

The Iraq War

(Approximately
35 minutes to
read)

4. Majd-Syria
1. Describe the religious composition
of Homs, a city in Syrias central valley.
2. How did Bashar Al Assad come to
power in Syria?
3. Why was Syria on good standing
with the U.S. in 2003?
4. What was Majds relationship with
the West?
5. The Iraq War: Khulood-Iraq
1. What does Khulood describe as
The Iraqi system? How did she feel
about it?
2. Where was Khulood when the US
invaded Iraq? How does she describe
the US invasion?
3. What was the Coalition Provisional
Authority?
4. What role did Khulood play in Iraq
after the American invasion?
6. The Iraq War: Wakaz-Iraq
1. Where was Wakaz when the US
invaded? Why did the US invade this
region of Iraq?
2. What does Wakaz mean when he
says So yes, our life was definitely
much easier before the Americans

came Even if it wasnt their fault

directly, thats when everything
became much harder.
7. The Iraq War: Khulood-Iraq
1. What does the author mean when
he writes, ...the seeds of disaster for
the American intervention had already
been sown?
2. What was the impact of the
dismissal of Baathist party members
and military?
3. Who attacked the CPA compound?
What were their objectives?
4. How was Khulood impacted by the
attack?
5. What was Khulood idea for a nongovernmental organization (NGO)?
What would be its mission, and what
barriers did she face in creating it?
6. What factors was Khulood
considering when deciding whether or
not she should stay in Iraq? What would
you have done in her position?
8. The Iraq War: Laila-Egypt
1. What were Laila and Ahmeds
reputations in Egypt in 2005?
2. What initiated protests in Egypt in
2005?
3. What factors contributed to
Mubarak losing public support? What
groups then started to gain support?
4. How did Egyptians interviewed feel
about the United States?
a. How does this compare to how the
author describes to the perception of
Egypt by the US?
5. How did the protest in 2005 impact
Laila?
9. The Iraq War: Majdi-Libya
1. What was the Libya Dawn? When
did it take place, and why?
2. What was the impact of the Iraq
war on Libya?
3. How does the author end this
section? Why do you think he chooses
this image?
10. The Iraq War: Khulood-

Iraq/Jordan
1. How does Khulood get to the U.S.?
2. How does Khulood describe her life
in the U.S.? How does this compare to
your experience of the U.S.?
3. Why does Khulood decide to leave
the U.S.? Where does she go, and what
is the impact of that decision?? What
would you do in this situation?

Arab Spring
(Approximately
65 minutes to
read)

11. The Iraq War: Majd-Syria

1. What is the shabiha?
2. Why is the city of Homs considered
the crossroads of Syria?
3. How does the author end this
section? Why do you think he ends it
this way? Predict what might happen to
Majd.
12. Arab Spring: Laila-Egypt
1. What does Laila mean when she
says, Well, tomorrow were having a
revolution, but if the revolution ends
early, yes, Ill be here ?
2. Create a visualization that
represents the events of the revolution
in Cairo, Egypts capital.
3. Who took charge when Mubarak
fell?
4. What does Laila describe as a
critical moment after Mubarak
resigned from office?
13. Arab Spring: Majdi-Libya
1. Why did Majdi join the military?
2. What was the zenga zenga
speech? What led to the speech, and
what happened after the speech was
delivered?
3.
How does Majdi view the regime
after the zenga zenga speech? What
informs this opinion?
4. What was the special mission
Majdi was selected to conduct? Why
was he selected?
5. How does Majdis experience of the
Arab Spring differ from Lailas? How
does the author use dramatic irony in
this section?
14. Arab Spring: Majd-Syria
1. What does Assad mean when he

says, ...Syria is stable. Why? Because

you have to be very closely linked to
the beliefs of the people?
2. What was Majds role in the
protests?
3. What were protesters in Homs
asking for?
4. How does Assads image in the
west compare with his image in Syria?)
5. What did Assad say in his March 30
address?
6. What sparked a change in the
protests against Assad?
15. Arab Spring: Majdi-Libya
1. What did Majdi find upon returning
to Misurata?
2. How does his return to Misurata
change his view of the war? What does
he decide to do? How do you feel about
his decision?
3. Why doesnt Majdi stay in Tunisia?
4. How does the author describe the
battles between the Libyan government
and rebels? What was Majdis role?
5. What does Majdi find out about his
friend Jalal? How does the author
describe Majdis journey to make this
discovery?
16. Arab Spring: Majd-Syria
1. What does the author suggest led
to the relative calm in the Al Waar
neighborhood where Majd lives?
2. What is Majd referring to when he
says Most of them were just guys from
the neighborhood that had managed to
get their hands on guns?
3. How does Majd describe the Free
Syrian Army? How does this compare to
the American perception?
17. Arab Spring: Majdi-Libya
1. What does Majdi mean when he
says both sides used us. Both sides
slaughtered us?
2. What does Majdi call the first
mistake of the post-Qadaffi
government, and why?
3. How does Majdi feel about his
military diploma?

4. Why does Majdi call Libya a failed

state?
5. What image does the author use to
close this section? Why do you think he
concludes the section with this image?
18. Arab Spring: Laila-Egypt
1. Who were the final candidates in
Egypts first election post-Mubarak?
2. Who does Laila decide to support
and why? What influenced this
decision?
3. What does the author mean when
he writes, On the day he assumed
office, then, Morsi was barely more
than a figurehead, the public face to a
democracy already gutted?
4. What was Morsis relationship to
the military?
5. What led to protests against Morsi?
What was Lailas role?
6. How does the author describe
Sisis response to the protest? What
language does the author use to
describe Sisi, and what is the impact?
7. Describe Alaas role in the protests
falling Mubaraks fall. Why do you think
the author closes the chapter with this
detail?
19. Arab Spring: Majd-Syria
1. Why did Majds family, the
Ibrahims, choose to stay in Homs?
2. How does Majd survive his
encounter with the Free Syrian Army?
20. Arab Spring: Khulood-Jordan
1. What does Khulood do to make a
living in Jordan?
2. What differences does Khulood
observe between the Iraqi children and
the Syrian children she works with?
What about between the boys and the
girls?
3. What obstacles does Khulood
encounter as she tries to seek asylum
for her family?
21. Arab Spring: Laila-Egypt
1. How does the chapter begin? How
does this image set the tone for the

rest of the chapter?

2. How does the author describe the
Sisi regime?

ISIS Rising
(Approximately
35 minutes to
read)

22. Arab Spring: Majd-Syria

1. Why does the author describe
Homs as Syrias Stalingrad?
2. How does the author end this
section? Why do you think he ends the
Arab Spring section of the article with
this visual?
23. ISIS Rising: Wakaz-Iraq
1. How did Wakaz become aware of
ISIS? What did he learn about its
mission?
2. Why does the author describe the
ISIS offensive in June 2015 as one of
the most stunning military feats in
modern history?
3. How does the author describe
Malikis regime in Iraq? Predict how this
might contribute to the rise of ISIS.
4. How does Wakaz respond to ISIS?
What informs his decision?? What
factors influenced him?
5. Describe the ISIS training.
24. ISIS Rising: Azar-Kurdistan
1. What is Azars connection to the
Kurdish army Pesh Merga?
2. Why does Azar describe as a
golden moment for the Kurds? Why?
3. How does Azar describe the
relationship between the Kurds and the
rest of Iraq?
4. Who are the Yazidis? How are they
viewed by other Kurds?
5. What happened when ISIS invaded
Sinjar? What was Azars connection?
26. ISIS Rising: Majd-Syria
1. How does the author describe
Majds life in Syria after the citywide
ceasefire in Homs?
2. How does the chapter
conclude? Predict: What How do you
think Majd and his family will respond?
26. ISIS Rising: Azar-Kurdistan
1. How does Azar describe the
strategy of a typical ISIS attack?

2. To what does Azar attribute

success by the Kurds in gaining
territory from ISIS?
3. How does Azar describe the
relationship between the US and the
Pesh Merga?
4. Who are the Barzani and Talabani
tribes? What is their relationship?
5. How does the author describe the
treatment of women by ISIS? What
struggles do Yazidi women face?
27. ISIS Rising: Wakaz-Iraq
1. How long does Wakaz work with
ISIS? Why does he decide to leave?
2. Where does Wakaz decide to go,
and why?
3. Predict: What does do you think
the author means by the ISIS
ratline?
28. ISIS Rising: Majd-Syria/Greece
1. Why does Majd decide to leave
Syria?
2. Describe Majds journey out of
Syria. Where does he go and what does
he encounter?
Exodus
(Approximately
30 minutes)

29. Exodus: Wakaz-Iraq

1. Describe Wakazs journey out of
Iraq. Where does he go and why?
2. How does the author describe the
situation along the Turkish border?
3. How does the author close this
section? Why do you think he chose
this image to end the chapter?
30. Exodus: Majd-Syria
1. How does Majd end up in Dresden,
Germany?
2. How does Majd describe attitude
towards refugees in Dresden?
3. What does Majd predict will
happen to Syria? Does he plan to
return? Why or why not?
31. Exodus: Khulood-Jordan
1. What is Khuloods plan for gaining
asylum for her family?
2. Describe Khulood and her sisters
journey to Europe.

3. Why do you think the author chose

the final quotation as the end of this
chapter?
32. Exodus: Wakaz-Iraq
1. Where is Wakaz at the start of the
chapter?
2. How does the author describe his
interview with Wakaz?
3. How does the KRG officer describe
differences between treatment of
former ISIS fighters by the Kurds and
the Iraqis?
33. Exodus: Laila-Egypt
1. How does the author describe
changes in American influence on
Egypt? What has been the impact?
2. What does Laila think will happen
to Egypt?
34. Exodus: Azar-Kurdistan
1. How does the author describe
Sinjar?
2. Why does Azar say that he wants
to destroy the Arab homes in Sinjar?
3. How does the author describe the
Kurdistan Regional Government (KRG)?
4. What questions does the author
pose about the Middle East while
describing the KRG?
1. What is Majdis hope for Libya?
Why?
2. What led to anti-Sisi protests in
Egypt in April 2016?
3. How does the piece end? Why do
Epilogue
you think the author chose this to
(Approximately 5 conclude the piece?
minutes)
4. Stop and jot: Where is each
character by the end of the piece?
What are the states of their countries?
What questions do you still have?
VR Film from Ben
1. Think about cityscapes how do the
Solomon
images in the VR compare to
Andersons descriptions of places like
Homs and Mt. Sinjar? What is the
impact of seeing Fallujah in a virtual
reality film?
2. How does the Iraqi army look/behave?

Is this different from the way you

imagine your countrys army?
3. From this film, what can you gather
about the way ISIS treats its prisoners?
4. What are the conditions for the
refugees of Fallujah?
5. What is Solomons tone? Why do you
think he feels this way?
6. Why do you think The New York
Times decided to juxtapose Andersons
writing with Solomons video?