THE KITE RUNNER COMPANION CURRICULUM - TakePart

LESSON 4:
THE IMPACT OF FUNDAMENTALISM ON HUMAN RIGHTS
ACTIVITY ONE
(20 MINUTES)
PROCEDURE
(CONTINUED)
ACTIVITY TWO
(20 MINUTES)
PROCEDURE
ACTIVITY THREE
(40-45 MINUTES)
PROCEDURE
2. Divide the class into 3 groups
3. Assign the following tasks to groups- Be sure that groups have information
about the tasks of the other groups
4. Have students in Group A write down their daily routine. What do they do
from the minute they wake up until about 5pm on school days?
5. Distribute HANDOUT 4.1 to Groups B and C
6. Group B must read through the Taliban’s Rules and Group C must examine
the Taliban’s punishments
7. Give the three groups about 7-10 minutes to complete their tasks
8. Now, pick one representative from Group B to call on random students from
Group A. The representative must ask: “Girl/Boy, what is your daily routine?”
9. Whoever is chosen must slowly list each thing that they have written as part
of their daily routine
10. For each thing on the routine that is against Taliban Rules, members of
Group B must scream “Violation!” out loud
11. After the chosen person has listed his entire routine, based on the number
of times Group B shouted “Violation!,” members of Group C must decide
what an appropriate Taliban punishment may be. Group C will then let the
person know what will be happening to them.
12. Repeat steps 1-11 with another 1 or 2 students
13. Now, distribute HANDOUT 4.2 to students. Give them 3-5 minutes to
read through
ANALYZING THE TALIBAN THROUGH A HUMAN RIGHTS LENS
1. Distribute HANDOUT 4.3 to students
2. For each article of the UDHR, students must write which of the Taliban’s
rules from HANDOUT 4.1 are violations
3. In addition, students must also write which of the Taliban’s punishments are
violations of the UDHR’s articles
4. Now that students have internalized the Taliban’s rules and punishments and
analyzed them under the lens of the UDHR, they can move onto Activity 3.
UNDERSTANDING THE IMPACT OF FUNDAMENTALISM THROUGH
PERSONAL ACCOUNTS
1. Divide students into 4 groups
2. Have each group read one case study (HANDOUT 4.4A, 4.4B, 4.4C or 4.4D)
and answer the questions below the case study together
3. Have students use HANDOUT 4.5 to document the human rights violations
they found in their case study
4. Now have one representative from each group present the case study
to the class
5. The representative must present as though they ARE the person in the
case study. They must say: My name is… I am from… this is what I have
been through, etc.
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LESSON 4