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Download School of Mechanical Engineering, Sharif University of ... and more Summaries Engineering Science and Technology in PDF only on Docsity! Teacher’s Guide Biographies of the author are available at several different web sites. This short biography provides a link to the Khaled Hosseini Foundation which Hosseini set up following a trip to Afghanistan in 2007 for the United Nations High Commissioner for Refugees (UNHCR): https://www.khaledhosseinifoundation. org/. Hosseini was selected as a Goodwill Envoy to UNHCR in the United States in 2006. UNHCR was established in 1950 to lead international efforts to protect and provide solutions for refugee problems. In June of 2006 after receiving a humanitarian award from the agency, Hosseini was asked to serve as a goodwill ambassador. This site has an interview with Hosseini about his service to the UNHCR: http://www.unhcr.org/45d574692.html?gclid=CKjQ5ZS vlZ4CFdA65QodFhf6pg. A Thousand Splendid Suns tells the intertwined stories of the lives of two Afghan women, Mariam and Laila, both married to the same abusive man, during the years of the Soviet occupation, then the civil war and the Taliban dictatorship. This guide is designed to aid teachers in selecting resources that provide background to the novel. It also provides discussion questions and activities for before, during, and after reading the novel. Teachers can select the activities which best fit the needs of their students. This guide may also be useful to independent readers of the novel who are looking for resources to guide their reading. A Thousand Splendid Suns A Novel by Khaled Hosseini ABOUT THE AUTHOR INTRODUCTION Riverhead Paperback | 978-1-59448-385-1 | 432 pages | $17.00 Secondary Education A HISTORICAL OVERVIEW OF AFGHANISTAN Teacher’s Guide for Khaled Hosseini’s A Thousand Splendid Suns 2 1. Students will benefit from an overview of the geography, history, and rich culture of Afghanistan. One reliable source which can serve as an introduction is the CIA World Factbook: https://www.cia.gov/the-world-factbook/countries/ afghanistan/. Here students can learn significant facts about the political history, geography, government, and people. 2. “Google maps” provides an excellent map of the country. Students can select satellite and terrain views and can manipulate the map to view the country’s borders and land features. During reading, students can trace the journey of Mariam when she leaves Herat, the city where she was born, for Kabul. When Tariq returns to Kabul he describes the journey of his family as refugees (p. 334). Later Laila goes to Murree in Pakistan to live with Tariq until the war is over. Then she makes a return trip to Herat, through Mashad in Iran (p. 392). Students can look at a city map of Kabul to locate the neighborhood where Mariam lives. Rasheed describes Deh-Mazang in detail and the surrounding mountains: “In the south and west part of the city. The zoo is nearby, and the university too” (p. 57) “That’s the Asmai mountain directly in front of us . . . to the left, is the Ali Abad mountain . . . Behind us, east . . . is the Shir Darwaza mountain” (p. 59). 3. Hosseini weaves the history of Afghanistan throughout the novel, starting in chapter 4 when Mariam’s father tells her about the bloodless coup of King Zahir Shah who had ruled for forty years. Ask students to begin to keep a timeline of these political/historical facts in their reading journals or as a class project on charts which will be posted in the class room for easy reference. Students can note the historic event at the top of the chart and the personal events of the main characters underneath. In this way students will begin to see how the personal events in the lives of the two women are affected by the events taking place in the wider world. 4. According to the web site of the International Campaign to Ban Landmines, http://www.icbl.org/en-gb/home.aspxchange, Afghanistan has the heaviest concentration of landmines of any country in the world. Ask students to read this web article and then to locate two other articles on the web to cross check the statistics. Ask students to prepare a power point or web “scrap book” of the main facts they discover about the landmine problem and its impact on the citizens of Afghanistan. 5. Throughout the novel, readers are reminded of Afghanistan’s ethnic diversity. For example, when Mariam is forced to marry Rasheed, her father’s wives assure her that he speaks Farsi even though he is a Pashtun. Mariam is a Tajik. Students can read about the different people who make up the ethnic diversity of Afghanistan at: https://www.worldatlas.com/articles/ethnic-groups-of-afghanistan.html Ask students to note references to ethnicity as they read. Is the ethnic difference negative or positive? Are people treated differently because of their ethnicity? How do these perceptions affect people’s interactions? What other barriers to national unity are evident in Hosseini’s description of the people and their history? Teacher’s Guide for Khaled Hosseini’s A Thousand Splendid Suns 5 I. PART ONE CHAPTERS 1-15 (CONTINUED) READER RESPONSE QUOTES “She [Mariam] was being sent away because she was the walking, breathing embodiment of their shame.” (p. 48) “I thought about you all the time. I used to pray that you’d live to be a hundred years old. . . . I didn’t know that you were ashamed of me.” (p. 55) “Where I come from, a woman’s face is her husband’s business only.” (p. 70) “Mariam grieved for this baby, this particular child, who had made her so happy for a while.” (p. 93) “But after four years of marriage, Mariam saw clearly how much a woman could tolerate when she was afraid.” (p. 98) 8. The beginning of Mariam’s marriage to Rasheed seems to promise happiness. What are signs that this may be short lived? 9. How does Rasheed feel about the westernization of Afghanistan? What shows his ambivalence? 10. What are Rasheed’s reasons for making Mariam wear a burqa and what do they tell us about his ideas about his role as a husband and man and his expectations for Mariam? 11. Mariam learns some of her husband’s history when she looks inside the drawers in his room. Why does she rationalize about what she sees? 12. Why does Rasheed want a boy? How might life have been different for the family if Mariam could have had a baby? 13. Why does Rasheed become abusive? II. PART TWO CHAPTERS 16-26 1. In this section we are introduced to nine-year-old Laila and her family. What were Laila’s parents like when they were young? How have they changed? What is undermining their relationship? How does their relationship affect Laila? 2. Why does Laila feel such a strong attachment to her father? 3. Why does Laila’s father believe in the importance of education for women? 4. What is wrong with Laila’s mother? 5. Laila’s friend, Tariq, lost one leg to a land mine explosion when he was five. How does Tariq deal with his disability? What does his behavior suggest about his character? 6. Laila enjoys spending time with Tariq’s family. How does her family differ from Tariq’s and why? 7. How is Laila’s family affected by the deaths of their two sons? How do you understand Laila’s reaction? 8. What is the role of religion in the novel? Does it give consolation to the people? 9. Why were Laila’s brothers fighting? What are the motives for the rebels fighting against the communists? Teacher’s Guide for Khaled Hosseini’s A Thousand Splendid Suns 6 II. PART TWO CHAPTERS 16-26 (CONTINUED) READER RESPONSE QUOTES “Babi had made it clear to Laila from a young age that the most important thing in his life, after her safety, was her schooling.” (p. 114) “People . . . shouldn’t be allowed to have new children if they’d already given away all their love to their old ones. It wasn’t fair.” (p. 119) “To me, it’s nonsense—and very dangerous nonsense at that—all this talk of I’m Tajik and you’re Pashtun and he’s Hazara and she’s Uzbek. We’re all Afghans, and that’s all that should matter.” (p. 130) “Women have always had it hard in this country, Laila, but they’re probably more free now, under the communists, and have more rights than they’ve ever had before. . . .” (p. 135) “But Laila knew that her future was no match for her brothers’ past.” (p. 142). “Laila knew that the days of innocent, unhindered frolicking in the streets with Tariq had passed. For some time now, Laila had begun to sense a new strangeness when the two of them were out in public.” (p. 163) “The Mujahideen, armed to the teeth but now lacking a common enemy, had found the enemy in each other. Kabul’s day of reckoning had come at last.” (p. 172) III. PART THREE CHAPTERS 27-47 1. Rasheed digs Laila out of the rubble of the explosion that kills her mother and father and takes her into his home. Does his behavior seem unusual? What are his motives for taking care of Laila? 2. How has U.S. foreign policy led to the continuing chaos in Afghanistan? 3. Why does Laila agree to marry Rasheed, a sixty-year-old man, even when she considered the act dishonorable? 4. Why does Rasheed demand total submission from the two women? 5. Why does Mariam blame Laila for marrying Rasheed? Why does she see Laila as a competitor for Rasheed? 10. Why does Laila’s father take her to see the two Buddhas at Bamiyan? Later these statues are destroyed by the Taliban. Why? 11. Why does Laila’s father stay with his wife? How are the mother’s and father’s dreams different and why? 12. On their outing Laila’s father relaxes, re-reading Hemingway’s Old Man and the Sea. Why does the novel resonate with the father? 13. In what ways is Laila like her mother, and in what ways is she like her father? 14. How does the relationship of Laila and Tariq change? 15. What is the impact of the Soviet withdrawal on the citizens of Kabul? 16. What finally convinces Laila’s mother to leave Kabul? 17. How do Laila’s feelings about leaving Kabul contrast with her parents’ feelings? Teacher’s Guide for Khaled Hosseini’s A Thousand Splendid Suns 7 III. PART THREE CHAPTERS 27-47 (CONTINUED) 6. How has the death of his son affected Rasheed? 7. Why does Rasheed continue to taunt Mariam when he has absolute control over her? 8. What is the effect of wearing a burqa on Laila? 9. What are Mariam’s changing feelings as Rasheed becomes more upset with Laila? 10. What is the significance of Mariam and Laila having tea together? 11. How is the violence in the streets of Kabul parallel to the violence in Rasheed’s home? 12. Mariam and Laila ask a young man for help when they are trying to leave Kabul. Why does he betray them to the soldiers? 13. Why has Rasheed become so cruel to Mariam and Laila? How has the breakdown of society, as a result of the war, allowed this to happen? 14. How does the presence of the Taliban in Kabul affect Rasheed differently from Laila? 15. Why does Laila not go through with aborting Rasheed’s baby? 16. What does Mariam come to understand about motherhood? 17. How is Laila’s son being educated in the male-dominated culture of the Taliban? How does Zalmai show that he is following his father’s example in how he responds to Laila and Mariam? How is Laila’s daughter taught to conform to the role laid out for women? 18. What is it about the movie, Titanic, that is so interesting to the people of Kabul? 19. Why does Laila confront Rasheed with his inability to keep a job when she risks being beaten by him? 20. How does Mariam feel when she finds out that her father tried to visit her when he was dying and she refused to see him? 21. What does the suffering that Laila endures to visit her daughter in the orphanage say about the Taliban’s effect on society? 22. How is Aziza changing in the orphanage? 23. Is Mariam justified in killing Rasheed? How is the act of murder a kind of fulfillment for Mariam? 24. After the murder of Rasheed, how has the relationship between Mariam and Laila changed? 25. How will Laila’s lying to her son affect him when he realizes the truth? 26. What enables Mariam to have the courage to bring about Laila’s escape from Rasheed’s home? 27. Why does Mariam request no visitors when she is put in prison? 28. What is ironic in what the judge says to Mariam about carrying out God’s laws? 29. How does Mariam show that she has grown into a woman of strong character before her death? 30. How does Mariam find peace before she dies? Teacher’s Guide for Khaled Hosseini’s A Thousand Splendid Suns 10 AFTER READING ACTIVITIES (CONTINUED) FILMS View one of the following films and write a review in which you describe how the film depiction of Afghanistan compares to the descriptions in the novel, particularly in the depiction of the lives of women. • The Kite Runner. 2007. Directed by Marc Forster. Screenplay by David Benioff, based on the novel by Khaled Hosseini. • 16 Days in Afghanistan. 2007. Directed by Mohammad Anwar Hajher. This documentary looks at Afghan culture and life after the fall of the Taliban. For more information, http://www.kdkfactory.com/16days/ • Kandahar. 2001. Directed by Mohsen Makhmalbaf. Avatar Films. This film depicts the journey of the main character across Afghanistan under the rule of the Taliban. A review is available at: http://news.bbc.co.uk/2/hi/ entertainment/1664617.stm chapter 6 Douglass describes how his kindly mistress changed in her behavior towards him. Discuss the parallels between this account of the character of a slave owner and the changes that occur in Rasheed over the course of the novel. 8. Laila and Mariam are not only victims of abuse; they also resist. Ask students to go back through the novel to identify the small acts of resistance by the two women and to gather quotes that show these acts. Then students can combine these quotes into a “found poem.” If you need more information about how to teach found poems you can visit this web site of the National Council of Teachers of English: https://www.readwritethink.org/classroom-resources/lesson-plans/ found-poems-parallel-poems 9. Ask students to consider if Mariam’s punishment would have been different if she had been tried by a “jury of her peers.” Have students read the Susan Glaspell short story, A Jury of Her Peers.” Then review the trial of Mariam, starting on p. 364. What parallels do students see between the short story and the trial scene. What are the male judges missing in their examination of Mariam? 10. The novel ends in April 2003. Research the current situation in Afghanistan in news sources. Based on your findings, write a sequel to the novel, describing the circumstances for Laila and Tariq and their children, living in Kabul. 11. Ask students to look up the definition of patriarchy and list what patriarchy means in terms of social organization. Then ask students to outline the social organization that is evident in the families of Mariam and Laila before they marry Rasheed and then after they marry Rasheed. Discuss: What gives Rasheed authority over his wives? How is this authority reinforced in society? 12. How does the proverb, “Like father, like son,” fit the novel? Trace the development of Zalmai. In outline form, show how Zalmai might have followed in his father’s footsteps. 13. Mariam at first finds it hard to wear a burqa but then finds it “comforting” (p. 73). Ask students to research the history and uses of the burqa. Where is it commonly worn? Is it still worn in Afghanistan even after the fall of the Taliban? Why might some women prefer the burqa? Why might some women find it oppressive? Students should prepare a list of arguments pro and con for wearing a burqa and engage in a mini debate. Teacher’s Guide for Khaled Hosseini’s A Thousand Splendid Suns 11 FILMS (CONTINUED) • Beyond Belief. 2006. Directed by Beth Murphy. Principle Pictures. Two women who lost their husbands in the World Trade Center travel to Afghanistan to understand the root causes of terrorism. https://www.beyondthe11th.org/ beyond-belief • Osama. 2003. Directed by Siddiq Barmak. A young girl living in Afghanistan under the Taliban disguises herself as a boy to support her family in this Golden Globe-winning film from Afghanistan. PICTORIAL DEPICTIONS OF AFGHANISTAN Bring to class or ask students to find photographic collections about Afghanistan. Two good examples are listed here: • Afghanistan by Chris Steele-Perkins (Mariner Books: 2001) provides photos of the daily lives of the people in the midst of the ravages of civil war. Steele- Perkins’ diary account provides context for the photos. • Arms Against Fury: Magnum Photographers in Afghanistan by Magnum Photos Inc. Robert Dannin, editor (powerHouse Books, 2002) provides 400 photographs of life in Afghanistan from the late 1940s to the present, showing both urban and rural scenes. After studying the photos, ask students to create their own photographic essay on Afghanistan. First they should search for images on line. Then they should decide on the theme of their “essay.” Will it focus on the culture of Afghanistan or the people or the war or the children? Students should collect photos into a Power Point with brief commentary. Students can share their “essays” as class presentations. RELATED BOOKS Babi works with Laila each evening on her homework and encourages her to be successful in school. He wants Laila to take advantage of the new opportunities for education under the communists. Later under the Taliban, schools are closed to girls and they can only study in secret. Invite students to read Greg Mortenson’s book about increasing girls’ opportunities for access to education: • Three Cups of Tea by Greg Mortenson and David Oliver Relin (Penguin, 2006). Then ask students to make a poster, listing the values of comprehensive educational opportunity for both boys and girls. Ask students to read the United Nations Universal Declaration of Human Rights at https://www.un.org/en/about-us/universal-declaration-of-human-rights, particularly Article 26 which describes the right to education. ARTICLE 26 1. Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. 2. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial Teacher’s Guide for Khaled Hosseini’s A Thousand Splendid Suns 12 RELATED BOOKS (CONTINUED) ABOUT THE AUTHOR OF THIS GUIDE JEANNE M. McGLINN, Professor of Education Emeritus at the University of North Carolina at Asheville, has taught and written extensively about adolescent literature and methods of teaching literature and writing. She is the author and editor of numerous teaching guides and a critical book on historical fiction for Scarecrow Press Young Adult Writers series. or religious groups, and shall further the activities of the United Nations for the maintenance of peace. 3. Parents have a prior right to choose the kind of education that shall be given to their children. Discuss: Why is the right to education so central to the well being of an individual and of a nation? Penguin Random House Education 1745 Broadway, New York, NY 10019 PRHSecondaryEd.com Queries: K12Education@edu.penguinrandomhouse.com /PRHSecondaryEd @PRHSecondaryEd @PRHSecondaryEd /Penguin Random House Education Secondary Education Guide © Penguin Random House LLC