Teacher Script: Iraq's Lost History

Warm-Up: What's Missing? (5 minutes)

(Display Warm-Up: What's Missing? image/prompt)

"Good morning, class! Let's start with a quick warm-up. Take a look at this image. What do you notice? What do you think might be missing or damaged in this picture? What does that make you wonder?"

(Allow 1-2 minutes for students to observe and think. Call on a few students to share their observations and inferences.)

"Great observations. It looks like something important is gone, right? And when something is missing, it can be hard to understand the full picture. Today, we're going to talk about something similar: when pieces of our shared human history go missing, and what that means for all of us."

Introduction to Archaeological Looting (10 minutes)

(Display Iraq's Lost History Slide Deck - Slide 2: What is Archaeology?)

"So, who can remind me what an archaeologist does? Think of them as history detectives! They dig up sites to find artifacts. Can anyone guess what an artifact is?"

(Wait for responses, guide them to the definition if needed.)

"Exactly! Artifacts are objects made by humans a long, long time ago. They could be pottery, tools, jewelry, or even ancient writings. Why do you think these old objects are so important? What can they tell us?"

(Allow for a few student responses, emphasizing that artifacts tell stories about how people lived.)

(Display Iraq's Lost History Slide Deck - Slide 3: What is Looting? The Iraq Museum Story)

"Now, let's look at a real-life example of what happens when historical objects aren't protected. In 2003, during a time of war, the Iraq Museum in Baghdad was heavily looted. What do you think 'looted' means in this context?"

(Guide students to understand stealing, especially from a public institution during chaos.)

"That's right. Priceless artifacts, like ancient cuneiform tablets—some of the earliest forms of writing—as well as sculptures, pottery, and gold jewelry, were stolen or destroyed. Why do you think people would do something like that?"

(Discuss student ideas – typically for money, to sell the items on the black market or smuggle them out of the country.)

"These thieves didn't care about the history these objects held; they only cared about making a quick profit. And this act of looting damaged sites and removed crucial information archaeologists need to understand the past."

The Impact of Looting (10 minutes)

(Display Iraq's Lost History Slide Deck - Slide 4: Iraq: A Cradle of Civilization Under Threat)

"Iraq is an incredibly important country historically, often called the 'Cradle of Civilization.' It's where some of the very first cities, writing, and laws were developed. The looting in 2003 wasn't just about losing objects; it was about losing a piece of humanity's shared story."

(Display Iraq's Lost History Slide Deck - Slide 5: Bad Archaeology: Losing the Story and Context)

"Now, let's talk about what we call 'bad archaeology.' When looters take an artifact, like a cuneiform tablet, they don't record where they found it. Imagine finding a single page from a very old, important book, but you have no idea what book it came from or what the rest of the story is. How much less valuable would that page be?"

(Wait for responses.)

"Archaeologists need to know the context of an artifact. This means knowing exactly where it was found, what other objects were found near it, and how it was used by the ancient people. Without this context, these items—like sculptures, pottery, or gold jewelry—become mere objects. Their true historical value and the story they could tell us about the people who created them are destroyed. It's like erasing an important chapter from our history book."

(Display Iraq's Lost History Slide Deck - Slide 6: Why Does it Matter? A Chain Reaction)

"So, why does all of this matter so much? What are the bigger consequences when artifacts are stolen and their context is lost?"

(Encourage students to share their ideas, guiding them to points on the slide: loss of information, harder to piece together history, future generations can't learn, loss of cultural identity.)

"To make matters worse, this illegal trade in stolen objects actually encourages more looting. It creates a market for these items, making it harder for archaeologists and local authorities to protect other sites. People continue to dig up artifacts with no regard for preserving the past, leading to an even greater loss of our shared heritage."

(Display Iraq's Lost History Slide Deck - Slide 7: Protecting Our Past, Preserving Our Future)

"Archaeological sites and artifacts are part of humanity's shared heritage. They belong to all of us, not just one person or one country. It's our responsibility to appreciate and protect these sites, so their stories can continue to teach us for generations to come."

Cool-Down: Protect Our Past (5 minutes)

(Display Cool-Down: Protect Our Past prompt)

"For our cool-down today, I want you to think about what we discussed. On a piece of paper, or in your journals, write down one important reason why it's crucial to protect historical sites and artifacts. What's the biggest takeaway for you from today's lesson?"

(Allow students a few minutes to write. Collect as an exit ticket or ask a few students to share their responses.)

"Excellent work today, everyone. Remember the importance of our shared history!"

Warm-Up: What's Missing?

Take a look at the image below. It shows an ancient artifact.

1. What do you notice about this artifact or the place it was found?
   
   
   
   
   
   
   
2. What do you think might be missing or damaged in this picture?
   
   
   
   
   
   
3. What does this make you wonder about its history or story?
   
   
   
   
   
   
   

(Teacher Note: Display an image of an archaeological site that shows signs of disturbance or a fragmented artifact for this activity.)

Cool-Down: Protect Our Past

Based on today's lesson, write down one important reason why it's crucial to protect historical sites and artifacts from looting. What's the biggest takeaway for you?