KHALED HOSSEINI - Penguin Group

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5. The novel describes in detail the plight of civilians as war is waged on and around them. Review the passages describing the impact of the war on the population of Kabul. Write a newspaper account of one of these incidents. 6. In the late nineteenth century, Lord Action wrote, “Power corrupts; absolute power corrupts absolutely.” Discuss: How is this phrase an apt slogan for the novel? Ask students to create their own phrase or slogan which best suggests one or more themes of the novel. They should write their slogan on long, narrow sheets of paper and post around the classroom. 7. There are lots of parallels between Rasheed’s treatment of his wives and the treatment of slaves by slave owners. Read a short excerpt from Frederick Douglass’ autobiography, Narrative of the Life of Frederick Douglass, an American Slave. In 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: http://www.readwritethink.org/lessons/lesson_view. asp?id=33 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 USING OTHER RESOURCES 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. The official site of the movie is at: http://www.kiterunnermovie.com/ • 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/ Glaspell short story, A Jury of Her Peers.” The full text is available at: http://www.learner.org/interactives/literature/story/fulltext.html 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. • 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 • 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. http://www.principlepictures.com/beyondbelief/ • 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. 8 A STUDY GUIDE TO KHALED HOSSEINI’S A THOUSAND SPLENDID SUNS
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 one of Greg Mortenson’s books about increasing girls’ opportunities for access to education: • Three Cups of Tea by Greg Mortenson and David Oliver Relin (Penguin, 2006). • Stones into Schools: Promoting Peace with Books, not Bombs, in Afghanistan and Pakistan by Greg Mortenson (Viking, 2009). ABOUT THE AUTHOR OF THIS GUIDE Jeanne M. McGlinn, Professor in the Department of Education at the University of North Carolina at Asheville, teaches Children’s and Adolescent Literature and directs the field experiences of 9-12 English licensure candidates. She is a Board member of NC English Teachers Associa- 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 http://www.barvennon. com/~liberty/UN_Bill_of_Rights_.html, 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 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? tion and the Children’s Literature and Reading SIG of the IRA. She has written extensively in the area of adolescent literature, including a critical book on the historical fiction of adolescent writer Ann Rinaldi for Scarecrow Press Young Adult Writers series. 9 A STUDY GUIDE TO KHALED HOSSEINI’S A THOUSAND SPLENDID SUNS
Page 1 and 2: KHALED HOSSEINI A Study Guide by Je
Page 3 and 4: or web “scrap book” of the main
Page 5 and 6: Reader Response Quotes “She [Mari
Page 7: “The more Tariq talked, the more

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