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The Kite Runner.

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Presentation on theme: "The Kite Runner."— Presentation transcript:

1 The Kite Runner

2 This wordle would be displayed on the board and used as a Hook while students enter the classroom. When beginning the class, I would draw their attention to it and ask questions: What they notice about the words? What type of words are included? (verb, noun, proper noun, adjective, etc.) What do the words make them think of? If there are any they do not recognize? If there are some they might group together? I would ask them to create and write down three sentences with the words, each containing two or more of the words above. This is something they would turn in at the end of the period, along with their exit slip statement.

3 THE KITE RUNNER Khaled Hosseini
Next, I would introduce the unit and the essential question that will be the focus of our studies: How can a flawed hero seek redemption? We would briefly disuss what we consider a hero, and then a flawed hero. We would also discuss why someone might seek redemption. I would remind students that we will be dealing with this topic throughout the unit and that they will understand what this question references as they begin to read the book. How can a flawed hero seek redemption?

4 Khaled Hosseini Born in Kabul, Afghanistan, in 1965, the son of a diplomat and a teacher. Lived in Tehran, Iran, and Paris, France, for parts of his childhood. In 1980, granted political asylum and moved to California. Graduated from high school, college and medical school in California. Practiced medicine and now a writer. The Kite Runner was his first novel, published 2003. Works with the United Nations Refugee Agency, as a goodwill envoy. In order to understand The Kite Runner, it will be important for students to have knowledge of the author, his background, experiences and inspirations. I would take time to present some detail about Khaled Hosseini. I would also use a video clip of Khaled speaking about his background, from his website. Here is additional detail I might include: His father’s job meant the family moved often when Khaled was young. They were to return home to Afghanistan from France in 1980, when the Russians invaded their native country. His father requested political asylum despite being called back to the country and it was granted. They moved to San Jose, CA. Now lives in Northern California with his wife, son and daughter. He has written one other novel: A Thousand Splendid Suns, published in 2008. He works with the UNRA as a goodwill envoy and holds the issue of refugees close to his heart and hopes to serve as a public advocate for refugees around the world and give voice to victims of humanitarian crises and raise public awareness about matters relating to refugees. Has been to Chad to support refugees from Darfur and hopes to travel to Pakistan to represent refugees from his native country.

5 Inspiration… Relationship: Khaled taught Hossein Khan, the family’s racial Hazara cook to read and write despite the social injustice and racial bias imposed by their society. Memories: Fond recollections of pre-Soviet era childhood in Afghanistan. Literature: Persian stories and poems, characters and themes presented in John Steinbeck’s The Grapes of Wrath. Considering Khaled Hossseini’s inspirations for writing the novel will be very important. They include relationships, memories and literature in addition to historical context and a desire to share his country with the world. Hosseini about his relationship with Khan: Khan was an ethnic Hazara — a minority that had, at best, been neglected by Afghanistan's Pashtun government, and, at worst, persecuted, for more than 200 years. Khan was about thirty years old — a short, stocky man with black hair. He was very soft-spoken, very gentle. He and I became fairly friendly. I don't know if he had a family, or whether he'd been married, but I do remember he never wrote any letters to, or received any letters from, home. I asked him why that was. He said it was because he couldn't read or write. When I asked why not he said it was because no one had ever taught him. Naturally I said, I'll teach you. I guess I was in the third grade at the time. Within a year he could read and write, albeit with a childlike handwriting. (I used that incident in the novel for the character Soraya.) I was pretty proud of him and myself. He called me 'Professor Khaled' . I don't remember the exact circumstances of how it happened but Kahn ended up moving away. I don't know what became of him. It wasn't until much later that I fully appreciated that my time with Hussein Khan had been my first personal exposure to the unfairness and injustices that permeate society. Here was a man who grew up illiterate, and who was denied the opportunities I was offered as a third grader, simply because of his race. About The Grapes of Wrath: The book’s oppressed migrant laborers in the 1930s are reminiscent of Hosseini’s countrymen as is the theme of selfless sacrifice.

6 Afghanistan is: We would note that Afghanistan is close to Iran, Pakistan, borders China and is close to the Indian Ocean. It is part of Asia, not the Middle East.

7 Through 1970s: Ruled by monarchy then constitutional monarchy.
Before The Kite Runner A landlocked country located in central Asia, focal point of regional trade and migration. s: Buffer state in rivalry between British Indian Empire and Russia. 1919, 1924: Declared full independence and first constitution is established. Through 1970s: Ruled by monarchy then constitutional monarchy. 1933 – 1973: King Mohammad Zahir Shah reigned during the longest period of stability. Since we don’t know a lot about the history of Afghanistan, it will be important to take a quick look at some important milestones. What happened in Afghanistan leading up to the time of The Kite Runner?

8 Afghanistan during The Kite Runner
1973: King’s brother-in-law waged a coup and declared a republic. 1978: People's Democratic Party of Afghanistan organized an coup d’état, promoted freedom of religion and women’s rights. 1979: USSR invaded, killed the president and up to 2 million civilians. Over 5 million fled the country. 1989: U.S. sent aid to the mujahideen to stop communist expansion, Soviets withdrew. The book’s protagonist was born in 1963 and the book begins when he is a young boy, in the early 1970s. Within the very first pages of the book, these historical milestones are referenced and they set an important stage for the action throughout the book. Students will receive handouts with timelines and take notes.

9 Historical perspective:
Since 1979, Afghanistan has been in a continuous state of open warfare. There are various ethnic groups: Pashtuns, Tajiks, Hazaras and others. Pashtu and Dari are considered the official languages. Approximately 99% of the population is Muslim; of those 84% are of the Sunni sect. There has been a long history of an ethnic hierarchy. Traditionally, Pashtuns have dominated the country. An overview of how historical perspective can inform writing is given. Warfare, ethnic groups, religious differences and hierarchies are among the elements that have an influence in this book.

10 Sunnis Muslims The largest denomination in Islam is Sunni Islam, which makes up over 75% to 90% of all Muslims Sunni Muslims also go by the name Ahl as-Sunnah which means "people of the tradition of Muhammad“ In Arabic language, as-Sunnah literally means "tradition" or "path". Muslims are encouraged to emulate Muhammad's actions in their daily lives. Sunnis believe that the first four caliphs were the rightful successors to Muhammad; since God did not specify any particular leaders to succeed him, those leaders had to be elected. Sunnis believe that a caliph should be chosen by the whole community.

11 Shi’a Muslims The Shi’as constitute 10–20% of Islam and are its second-largest branch. They believe in the political and religious leadership of Imams from the progeny of Ali ion Abi Talib, who Shia's believe was the true successor after Muhammad. They believe that Ali ibn Abi Talib was the first Imam (leader), rejecting the legitimacy of the previous Muslim caliphs. To most Shias, an Imam rules by right of divine appointment and holds "absolute spiritual authority" among Muslims, having final say in matters of doctrine and revelation. Shias regard Ali as the prophet's true successor and believe that a caliph is appointed by divine will. Although the Shi'as share many core practices with the Sunni, the two branches disagree over validity of specific collections of hadith, with Shias preferring hadiths attributed to the Ahl al-Bayt.

12 Ethnic groups Pashtun boy Hazara boy

13 Cleft Palate Cleft lip and cleft palate , which can also occur together as cleft lip and palate, are variations of a type of clefting, congenital deformity caused by abnormal facial development during gestation. A cleft is a fissure or opening—a gap. It is the non-fusion of the body's natural structures that form before birth. Approximately 1 in 700 children born have a cleft lip and/or a cleft palate. An older term is harelip, based on the similarity to the cleft in the lip of a hare. Clefts can also affect other parts of the face, such as the eyes, ears, nose, cheeks, and forehead.

14 BUZKASHI The national passion of Afghanistan
Reflects the boldness and fierce competitive spirit of the Afghan people. The great equestrian tradition out of which Buzkashi developed goes back as far as the time of Alexander the Great. 

15 Buzkashi Expert horsemen, the nomads of northern Afghanistan fought Alexander's triumphant army to a standstill. When the ancient Greeks first saw these formidable and accomplished horsemen of Central Asia, they believed the legend of the centaur (half horse, half man) had materialized. Many people associate Buzkashi with the infamous Genghis Khan. The Mongol horsemen were adept at advancing swiftly on enemy campsites and, without dismounting, swooping up sheep, goats, and other pillage at a full gallop. One theory is that in retaliation, the inhabitants of northern Afghanistan established a mounted defense against the raids, and this practice might be the direct forbearer of today's Buzkashi.

Buzkashi produces many of Afghanistan's sports heroes. "Chapandaz" (master players) are legendary figures. Demands the highest degree of horsemanship, courage, physical strength, and competitive spirit from its participants.   Experience is vital - the better chapandaz must be at least forty years old.  

17 The Horses Horses are also classified for the purpose of Buzkashi from the stand point of color. There are nine types of colors commonly referred to by "Chapandaz" and Sayez (trainer). These are: Jerand (red), Toroq (dark red), Mushki (black), Kahar (yellowish), Gul Badam (dotted), Ablaq (Mixed) and Kabood (gray).   Years of patient instruction are needed to prepare a stallion for the big matches. A "Chapandaz" or "mehtar" or "Sayez" (trainer) teaches a prospective horse never to trample a fallen rider and to swerve away from collisions without a gesture from their rider. To enable the chapandaz to pick the calf from the ground, the best Buzkashi horses will push and ram their opponents, forcing their way into the middle of the fray around the starting circle. But when a rider makes the perilous reach down to grab the calf, his horse will stand perfectly still, waiting for the real action to begin.  

18 The Rules Seldom played according to "official" rules.
Two rules which apply to every Buzkashi contest: rider may never hit an opponent intentionally with his whip, and he may never deliberately knock an opponent off his horse.   Means "goat dragging," but a decapitated calf is now used; it is stronger and heavier, and able to withstand the game. The object of the game is to drop the calf into the scoring circle. For championship Buzkashi in Kabul, teams are limited to ten riders each. Five players take the field during the first 45 minutes of play; the other five compete during the second period. The teams approach the headless carcass which has been placed in the starting circle. The horses try to gain an advantageous position so their player can pick up the calf. The game appears to be absolute chaos. The simplicity of the rules is lost in the furious action of the contest, but the highpoint in the game for comes when one chapandaz has bested the rest and gallops to the scoring circle alone.  

19 "It is better to be in chains with friends, than to be in a garden with strangers." -Persian Proverb
Quote displayed on the board introduces a thought for the day about friendship and the value of friends. We will reflect on the quote later in the unit when Amir and Baba move to the U.S. and also when their beloved servants leave their home.

20 Chapters 1-9 Essay Quiz Define friendship in your own words. Do NOT copy a dictionary definition or use a quote. Evaluate the relationship between Amir and Hassan from the standpoint of your definition of friendship. Consider how both of the boys would characterize their relationship. Are they friends? Why/why not? Cite textual examples (quotes& paraphrases w/ page numbers) to back up your position. Send essay to by 11:59 p.m. 12/21.

21 Quiz continued Cite textual examples (quotes& paraphrases w/ page numbers) to back up your position. Keep response under two typed pages; use MLA format w/ works cited page for TKR. Send essay to by 11:59 p.m. 12/21.

22 Lesson 2: Agenda What is the role of friendship in the novel?
Discuss characters we have met Look at dynamics and relationships between characters with Venn Diagrams Textual Evidence Exit Slip Lesson two will focus on friendship. I will introduce the theme to the students at the beginning of class, with today’s topic question.

23 What FRIENDS have we met so far?
____________ & ____________ Students will be asked for their ideas of friendships we have been introduced to in the book so far. Though Hassan and Amir are playmates and seem friendly, Amir denies that they are “friends.” We will consider what it is to be a friend and if servants can be friends in Afghanistan. This will lead to discussion of how social and ethnic barriers can prevent friendships.

24 Protagonist: AMIR Pashtun (majority) Priviledged Born 1963 in Kabul
Son of Baba Pashtun (majority) Educated, graduated from high school at age 20 in 1983 Priviledged Migrates to America Narrator of the novel. We will brainstorm what we know about Amir so far.

25 Write on one topic Do all writers include some of their own relationships in their books? Can our memories persuade us to tell our stories? What do we take from literature and incorporate into our own writing? How does historical context effect the perspective we have? Students reflect on the conversations of the day and the influence of relationships, memories, literature and historical contexts may have to stories we tell.

26 HASSAN Hazara (ethnic minority)
Born 1964 in Kabul, in shack on Baba’s property. Son of Ali Hazara (ethnic minority) Not educated, cannot read Servant to Baba and Amir, friend (?) to Amir Has a “China doll face” and green eyes We will brainstorm what we have learned about Hassan thus far.

27 Core characters are FATHERS & SONS
In groups, discuss the similarities/ differences between the core characters in the novel: Amir & Hassan (sons) – Group 1 & 4 Baba & Ali (fathers) – Group 2 & 5 Baba & Amir – Group 3 & 6 Then, share your main ideas with the class. So far, all characters in the book are men and they are of two generations. The two fathers and two sons present some striking contrasts. Students will be split into groups to discuss similarities/ differences and will be asked to present their ideas. Two groups will speak on each topic.

28 AMIR HASSAN On the Smartboard, we will use Venn Diagrams to look at characteristics pertaining to Amir and Hassan. They will include things the boys share and have in common, but also their differences. Two groups will contribute the thoughts from their discussions.

29 BABA ALI On the Smartboard, we will diagram characteristics pertaining to the two fathers, including similarities and differences. Two groups will contribute the thoughts from their discussions.

30 BABA AMIR On the Smartboard, we will diagram characteristics pertaining to Amir and his father, including similarities and differences. Two groups will contribute the thoughts from their discussions.

31 Anticipation What can we see about characters early on based on
Anticipation What can we see about characters early on based on * how they act * things they say? Textual evidence helps us support ideas we form about characters. Next, we will discuss how we learn about characters: How they act What they say We will focus on textual evidence in the next activity – Character Quotes Activity

32 AMIR & HASSAN P. 4 – Amir about Hassan: “Hassan never wanted to, but if I asked, really asked, he wouldn’t deny me. Hassan never denied me anything. P. 29 – Amir to Hassan: “You don’t know what it means?.. Everyone in my school knows what (that word) means… ‘Imbecile.’ It means smart, intelligent.” P. 34 – Hassan to Amir: “No. You will be great and famous” We can learn a lot in the relationship between Amir and Hassan from things they boys say in the first section of the book. In this Character Quotes Activity we will take a look at quotes and passages and discuss traits (adjectives) that are illustrated by these particular quotes. The objective will be to help students understand the concept of providing contextual support in writing and arguing an idea. In this case, we will be supporting our presumptions about characters – who they are and what role they may play. In groups, students will write down one adjective for each quote, representing the quality of the character that shows in this quote.

33 BABA & ALI P. 8 – Amir about Ali: “Ali turned around, caught me aping him. He didn’t say anything. Not then, not ever. He just kept walking.” P. 15 – Amir about Baba: “People were always doubting him… so Baba proved them all wrong by not only running his own business but becoming one of the richest merchants in Kabul.” Continuing the Character Quotes Activity we will take a look at quotes and passages and discuss traits of Baba & Ali.

34 BABA & AMIR P. 17 – Baba to Amir: “I mean to speak to you man to man. Do you think you can handle that for once?” P Baba to friend Rahim Khan: “There is something missing in that boy.” P. 14 – Amir about Baba: “Baba was there, watching, and he patted Hassan on the back. Even put his arm around his shoulder.” Continuing the Character Quotes Activity we will take a look at quotes and passages and discuss traits of Baba & his son, Amir.

35 SLIP What qualities do I appreciate in a friend?
Do any of the characters in the novel have those qualities? Which characters (if any) do I see as someone I could befriend? Before leaving the classroom, students would do silent writing on the above topics, relating the idea of friendship to their own lives.

36 Lesson 3: Who is a kite runner?
I would add a lesson here about the role of the kite, the cultural tradition of kite runner, the symbolism of the kite and representation of friendship in the game and the father-son element to the chapter. We would discuss the day of kite running, why Hosseini chose to name the book The Kite Runner, what the kite might represent in the novel, the appearance of the kite at various points through the novel and its significance.

37 What is it like to be a refugee?
One that flees to a foreign country or nation to escape danger or persecution We would begin our lesson on being a refugee by reading the definition of a refugee and discussing current situations around the globe where people are fleeing their country. I would remind students that Afghanistan has experienced several periods with many people fleeing the country. Additional Information to use: Refugees have a fear of being persecuted for race, religion, nationality, membership of a social group, or political opinion. A person who is seeking to be recognized as a refugee is an asylum seeker. United Nations Convention Relating to the Status of defines who is a refugee (v. war criminal), and sets out the rights of individuals granted asylum and responsibilities of nations that grant asylum. The concept of a refugee was expanded by the Conventions’ 1967 Protocol This photo is of the Fugees, a boys soccer program comprised of 9 to 17 year-old refugees from countries including Afghanistan, Bosnia, Burundi, Congo, Gambia, Iraq, Kosovo, Liberia, Somalia and Sudan. Some have endured unimaginable hardship to get here: squalor in refugee camps, separation from and death of siblings and parents.

38 Lesson 4: Agenda What does it mean to be a refugee?
Discuss: what it’s like to be a refugee, who is a refugee. Read: quotes from Afghan refugees who fleed as teenagers. poem from Huang Xiang and look at Compare: With experience of Baba and Amir Write: How would you feel? To focus the students, I would present today’s organizer.

39 Refugee Experiences 10.3 million refugees worldwide in 2003 which means one new refugee every 21 seconds. The United States resettles more of these refugees than any other country in the world. In 2001, the majority of refugees came from Afghanistan, the Former Yugoslav Republic of Macedonia, Angola, Sudan and Congo. Many refugees see America as a haven, but fleeing from their own country can be dangerous and strenuous. Introduce topic to students with some basic statistical information, additional info to use: There were an estimated 10.3 million refugees worldwide at the beginning of 2003, according to the UN High Commissioner for Refugees (UNHCR)= one new refugee every 21 seconds, says Amnesty International. The United States resettles more of these refugees than any other country in the world. According to the UNHCR, there were 68,400 refugees in the United States as of The majority of refugees in 2001 came from Afghanistan, the Former Yugoslav Republic of Macedonia, Angola, Sudan and Congo. With its rights and freedoms, America is seen as a haven. Refugees come from all corners of the globe, but it is a long and strenuous trek.

40 I am from Afghanistan. It's a very beautiful country in the heart of Asia. It has very nice, peaceful, hospitable, brave, innocent, war-threatened and poor people. I am from Ningarhar, the border province of Afghanistan and Pakistan. We were living a peaceful life. Everyone was happy, everything was OK. Suddenly a plan was made by the Russians and they invaded our homeland. A war started, a holy war against the Russians. Then, volunteers would read aloud quotes from Afghans who fleed their country as teenagers. These quotes would present a youth perspective on leaving. -Farid Ahmad, 16, Afghan refugee who fled to London leaving family behind

41 When we were in Afghanistan my father always wished that we were educated. I wasn’t in school for very long in Afghanistan. After the conditions got worse, all the schools closed and there was nowhere that you could go to every day. It wasn’t safe, there were so many risks, you wouldn’t just go outside, you might get shot. Waheed Safi, 18, Afghan refugee, admitted to Oxford University Then, volunteers would read aloud quotes from Afghans who fleed their country as teenagers. We would discuss what these perspectives are alike and what they have to say about their country and experience – GOOD and BAD. Next, we would take a look at the experience Baba and Amir had to compare it to these teens perspectives.

42 Comparing to the book How do these refugees’ perspectives compare to that of Baba and Amir? What does being from a privileged background mean for them in this experience? How are they treated? How do they treat fellow refugees? What differences between father and son are presented as they flee their country, as they acclimate to the U.S.? Then we would tie our knowledge of refugee experiences to our observations from this portion of the book. We would compare good and bad experiences, troubled times and good outcomes, why people leave and what they are heading to, how privilege impacts (or does not impact) refugees’ experiences. We would also discuss the differences we saw between father and son in the experience of fleeing their country and also in the experience of acclamating to the U.S.

43 How would you feel? Write in your journal on ONE topic:
If you were moving to Afghanistan today, what would you look forward to? What would you not look forward to? How have you felt when you have moved homes or cities? What did you do? What did you think when you first spent time in an uncomfortable setting (away from family or your home)? Finally, students would compare their own experiences with those of a refugee with the prompts above. They would put themselves in the shoes of a refugee and write their thoughts. This would be their “passport” out the door.

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