Baghdad burning: amid car bombs and mortar attacks, everyday life goes on.

Across the United States, news reports from Iraq paint a bleak picture. "Army Faces Rising Number of Roadside Bombs in Iraq," said a recent headline in The Washington Post. "On Another Grim Day, Bodies Lie Everywhere in Baghdad," said one in The New York Times.

For hundreds of thousands of Americans, the war is a personal tale. They have loved ones who are serving or have served in Iraq (see Teen Diary, p. 6). For many others, the war is a distant, seemingly endless account of bloodshed.

In March 2003, the U.S. led an invasion to overthrow Iraqi dictator Saddam Hussein. Within a month, Hussein's brutal regime fell from power. Since then, Baghdad, especially, has been wracked by violence.

What is life like for young people in Iraq's capital? Stories like that of 15-year-old Mariam Al-Razak are common. Last June, Madam and her family fled from their home in Baghdad's dangerous Dora district, after gunmen murdered two of her uncles.

Mariam and nine of her relatives now live in an abandoned dry-goods shop in the center of Baghdad. They have two rooms, no running water, and limited electricity: "The fighting is worse than ever," Mariam told JS. "No one is safe here now."

Back to School Despite Fears

Shia Muslims, like Mariam's family, are the majority in Iraq. Under Hussein, who is a Sunni, the Shia were oppressed. Since Hussein's overthrow, Sunnis and Shias have been fighting for control of the country.

Last February, a revered Shia mosque in the city of Samarra was bombed. That sparked a new wave of attacks, which continued over the spring and summer. According to the United Nations, 5,106 people were killed in Baghdad in July and August.

Iraq's Migration Ministry estimates that 180,000 Iraqis have been uprooted by the violence. Yet more young people are returning to school, in the hope of bettering their lives. According to Iraq's Education Ministry, middle- and high-school attendance climbed 27 percent between 2002 and 2005.

Despite all the difficulties, Mariam is excited about starting high school in her new neighborhood. "It's hard to study in the evening because of the clashes, and we usually have no [electric] power," she said. "But we have gotten used to working in this environment."

Life After Hussein

Several improvements have come to Iraq's schools. Teachers are now paid more than 20 times as much as they earned during the Hussein era. Many educators no longer have to take additional jobs to support their families.

"Teachers are more professional, and now they encourage us to speak in class," said Younis al-Khalek, 14, an eighth-grader.

There are other changes. Pages in textbooks that referred to Saddam Hussein are gone. Portraits of the former dictator--once everywhere--have disappeared. Students are no longer required to clap whenever Hussein's name is mentioned.

Iraq has a new, democratically elected leader, Nuri al-Maliki. A Shia Muslim, Maliki was sworn in as Prime Minister in May. (See "Who's Who Among, World Leaders," p. 10.) Only time will tell whether he can help stem the violence and govern effectively.

Younis and his family are hoping for the best. They had to leave their farm outside Baghdad after death threats were tacked to their door. Younis and his younger brother then waited three months before their transfer to a new school in Baghdad was approved.

Their new life is anything but secure. "It's dangerous going to school because there are often mortar attacks and car bombings," Younis said. "Before the invasion, we could play soccer outdoors, but our father forbids it now."

What Is Behind the Violence?

Power struggles between Sunnis and Shias are not the only cause of conflict in Iraq. Many Iraqis resent the U.S. occupation. They have seen their homes, roads, and shops destroyed by the fighting, and are frustrated by the lack of basic services.

Insurgents from Iran, Syria, and other countries are adding to the chaos. Some of these foreign fighters have been linked to Al Qaeda, the terrorist group that masterminded the 9/11 attacks on the U.S.

Americans disagree over whether the Iraqi war is helping to combat terrorism or simply creating more terrorists. The level of violence in Iraq is of particular concern. Since the war began, more than 2,700 U.S. soldiers have been killed. The U.S. government does not track Iraqi deaths, but estimates range from 40,000 to 100,000.

Like many other Iraqis, Insijam Akram, 13, is trying to cope with a difficult situation. Insijam saw her house in central Baghdad destroyed. Yet she and her younger sister are continuing their studies at a prestigious music school.

Their mother, Ahlam, is determined to keep the girls in school. "They've both been traumatized, but they must continue their education," Ahlam told JS. "For now, it's the only hope they have for their future."

Words to Know

* insurgents: members of an irregular armed force opposing a government.

* Shia (SHEE-ah): one of two major branches of Islam. Fewer than 20 percent of Muslims worldwide are Shia, but they form a majority in Iraq.

* Sunni (SOO-nee): the larger of the two major branches of Islam worldwide, although a minority in Iraq.

* traumatized: suffering lasting harm from severe emotional, physical, or mental distress.

Word Match *

1. dictator      A. form of government
2. era           B. highly respected
3. mosque        C. period of time
4. prestigious   D. absolute ruler
5. regime        E. Muslim place
                    of worship

* Find the five words above in the article. Use context
clues to help you match each word to its meaning.

Think About It

1. A civil war is one fought between opposing groups of citizens of the same country. Do you consider the struggle in Iraq a civil war? Why or why not?

2. What do you think is the most difficult thing about growing up in Iraq today? Explain.

* Objectives

Students should be able to:

** state reasons for the ongoing violence in Iraq.

** discuss how that violence affects the Iraqi teens profiled.

* Words to Know

** regime: "form of government" or "government in power." In common use, however, it has a negative connotation, often applied to oppressive governments (as in a fascist regime).

** For practice in using context clues, the Word Match terms (p. 6) are not defined in the Words to Know box or article. However, they appear in boldface type to make them easier to find.

* Critical Thinking

CAUSE AND EFFECT: Since the 2003 U.S.-led invasion of Iraq, what conflicts there have kept violence a problem? (power struggle between the minority Sunni and majority Shia Muslim factions; attacks by insurgents)

MAKING PREDICTIONS: If U.S. troops pulled out tomorrow, do you think life for the teens in this article would be different? If so, how? if not, why not? (Answers will vary.)

* Activity

** WRITE IT!: President Bush says that withdrawing U.S. troops from Iraq "would be a big mistake." Have students write a letter to the President stating whether they agree or disagree--making sure to support their views with facts. The mailing address:

President George W. Bush

The White House

1600 Pennsylvania Avenue NW

Washington, DC 20500-0001

STANDARD

SOCIAL STUDIES, GRADES S-8

* People, places, and environments: Iraqi teens and their families are trying to live and learn in the midst of war and civil strife.

RESOURCES

PRINT

* Al-Windawi, Thura, Thura's Diary: My Life in Wartime Iraq (Penguin Group, 2004), Grades 6-12.

* Augustin, Byron, and Kubena, Jake, Iraq (Scholastic, 2006). Grades 6-12.

WEB SITES

* Children in Iraq news.bbc.co.uk/cbbcnews /hi/pictures/galleries/news id_3108000/3108419.stm

* UNICEF in Iraq unicef.org/infobycountry /index_12009.html