THE KITE RUNNER COMPANION CURRICULUM - TakePart

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FILM SYNOPSIS FILM SYNOPSIS The Kite Runner chronicles the lives of specifically two boys, Amir and Hassan within the politically, socially and culturally charged landscape that is Afghanistan. Hassan, a Hazara, is Amir’s servant, best friend, half-brother and a survivor of an unconscionable discrimination and betrayal. Amir, a Pashtun, is a confused youth who allows emotions, society and privilege to overshadow what he knows is right and wrong. The story is a riveting tale that clearly documents the trials and tribulations of adolescents and their friendships, as well as their ever-changing values and moral systems especially in the face of ethnic conflict, war and social stigmas. The Kite Runner is one of few films that truly demonstrate both internal conflicts within individuals and countries as well as the external conflicts that affect them. Afghanistan’s multi-ethnic mosaic of citizens allows for a truly memorable tapestry of storylines about fathers and sons, servants, best friends, love, family, loyalty, betrayal, reconciliation, redemption, war, fundamentalism and discrimination. The film acts as a powerful platform that creates a space to discuss a vast variety of human rights issues. It creates an opening for awareness, dialogue and social action which are three of the most important goals of Amnesty International’s Human Rights Education Program. This surprising story of a young man’s struggle with his family, country and with his own self is so profound and everlasting that its effects and lessons will forever remain with the viewer. 4 INTRODUCTION
FILM SYNOPSIS WHAT IS <strong>KITE</strong> RUNNING? “Hope is knowing that people, like kites, are made to be lifted up.” - Afghanistan Relief Organization Kite-running (Gudiparan Bazi) has been a favorite pastime in Afghanistan for the last 100 years, but there are few on the streets of Kabul that can forget the terror of living under the Taliban regime for so many years. Under Taliban rule, if you were caught with a kite, many times you would be beaten and the spool would be destroyed. However, since the fall of the Taliban regime, kite-running has again resurfaced tenfold. Kite-running is a two-person affair, with one person called the “charka gir” and the other called the “gudiparan baz.” The charka gir is in charge of the holding the wooden kite spool, around which the wire, or “tar” is wound. The second person, called the “gudiparan baz” actually is in control of the movement of the kite in the air. Kite flyers stand on tops of buildings, fighting with kites from all over the city. The object is to strike down the kite of your opponent with the string of your kite, after which you will be called the winner. The strings are often made with razor wire which gives the sharpness to cut down other kites. After an opponent’s kite is set free, it flutters away into the wind where it is usually picked up by the local children, who fly it the next day as their own. Kites are made of either extremely fragile tissue paper, or heavier more durable mylar fabric. They come in many colors, shapes, and sizes. Kites range in price depending on the size and materials used to make the kite. For a small, simple, child sized kite, the price starts at just a few cents. For large, elaborate, colorful kites, many with dangling adornments, the price can cost as much as [2 to 100] Afghanis, or $2 US. (Quoted from “Kites for Kabul: Flying for Freedom”. Available online at http://www.kitelife.com/archives/issue45/kabul45/index.htm) 5 INTRODUCTION
Page 1 and 2: THE KITE RUNNER COMPANION CURRICULU
Page 3: TABLE OF CONTENTS INTRODUCTION FILM
Page 7 and 8: FROM THE EDITOR HOW TO USE THE GUID
Page 9 and 10: MOVIE DISCUSSION GUIDE DISCUSSION Q
Page 11 and 12: LESSON 1: INTRODUCTION TO AFGHANIST
Page 13 and 14: LESSON 1: INTRODUCTION TO AFGHANIST
Page 15 and 16: HANDOUT 1.1 CONT. INTRODUCTION TO A
Page 17 and 18: HANDOUT 1.3A INTRODUCTION TO AFGHAN
Page 19 and 20: TEACHER RESOURCE 1 INTRODUCTION TO
Page 21 and 22: LESSON 2: HISTORICAL OVERVIEW OF AF
Page 23 and 24: HANDOUT 2.1 HISTORICAL OVERVIEW OF
Page 25 and 26: HANDOUT 2.2 CONT. HISTORICAL OVERVI
Page 27 and 28: LESSON 3: CHALLENGES FACING HUMAN R
Page 29 and 30: LESSON 3: CHALLENGES FACING HUMAN R
Page 31 and 32: HANDOUT 3.1 CONT. CHALLENGES FACING
Page 33 and 34: HANDOUT 3.2 CHALLENGES FACING HUMAN
Page 35 and 36: HANDOUT 3.2 CONT. CHALLENGES FACING
Page 37 and 38: LESSON 4: THE IMPACT OF FUNDAMENTAL
Page 39 and 40: LESSON 4: THE IMPACT OF FUNDAMENTAL
Page 41 and 42: HANDOUT 4.1 THE IMPACT OF FUNDAMENT
Page 43 and 44: HANDOUT 4.3 THE IMPACT OF FUNDAMENT
Page 45 and 46: HANDOUT 4.4B THE IMPACT OF FUNDAMEN
Page 47 and 48: HANDOUT 4.4D THE IMPACT OF FUNDAMEN
Page 49 and 50: LESSON 5: REFUGEES AND RESETTLEMENT
Page 51 and 52: LESSON 5: REFUGEES AND RESETTLEMENT
Page 53 and 54: HANDOUT 5.1 REFUGEES AND RESETTLEME
Page 55 and 56:
HANDOUT 5.2 REFUGEES AND RESETTLEME
Page 57 and 58:
HANDOUT 5.3A REFUGEES AND RESETTLEM
Page 59 and 60:
HANDOUT 5.3B REFUGEES AND RESETTLEM
Page 61 and 62:
FURTHER READING READING FOR CHILDRE
Page 63 and 64:
FURTHER READING HISTORY/CULTURE TRA
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