Revised 7/29/2011students want to respond let them, but it is more of arhetorical question)
Group up with the people around you in groups of about 3:take 10-15 minutes right now and discuss this question:What is Afghanistan? And who are Afghans? How can wecharacterize it? Who does it belong to in the novel, andwho belongs to it?
Each group should come up with at least 5 bulletpoints for their answer and you must draw apicture. (bring markers or colored pencils andpaper)
When working, think about the people, thegeography, wars, peace, different time periods.What stands out to you the most when you think of Afghanistan?
Discuss how diverse the country is. Show how it is
geographically diverse, ethnically, religiously…
Relate it back to the chapters: When you leave theplace you grew up, does that mean it is not yourhome? Did anyone include a figure that remindedyou of Amir? Someone that is of Afghan heritage,
but no longer lives there…an American Afghan?
Think back to the chapters
How did Farid
introduce Amir to his family? (pg. 234: ―He’s fromAmerica‖
Talking about his occupation as a writer (pg 235):
family tells Amir he should write aboutAfghanistan. Should he? Does he have that duty?(Is it even his duty to get Sohab? Who determinesthat? Duty and obligation is another major theme of the novel)
Think about your own pictures and the ones fromthe
timeline: How did you represent people’s socio
-economic standing? Did you at all? Did yourepresent poor and wealthy people? Did they
theirpicture of Afghanistan25minutes toshowtimelineanddiscusspicturesanddiscuss thechapterto draw apicture of whatthey see asAfghanistan.They will alsobe writing a 5bullet-pointdescription of their picture.Theodore willwork with agroup of students whowill helpscaffold hislearning, andwhen they referback to thereading, heshould have noproblemkeeping up.The studentswill bewatching thetimeline, I willbe explainingeach picture,and thenopening up theconversation tothe whole class.Students will beparticipatingand sharinghow their imageof Afghanistangoes along withor diverts fromthe depiction of the timeline.They will think about theirchoices theymake to includesome aspects butnot others willdisplay the ideaand theme of belonging andrelate them to thenovelspecifically.They will beginto ask themselves whythey made thechoices theymade and whatfactorsinfluenced thosechoices.The timeline willgive themanother historylesson onmodernAfghanistan andsome newinformation of the politics,religion,ethnicities, andgeography of thecountry.Connecting thethemes of thebook to thishistory will helpthem to think about their finalproject as well.markers orcrayons.A computerandprojector toshow thetimeline