Documente Academic
Documente Profesional
Documente Cultură
for
Khaled Hosseini’s
The Kite Runner
ONE BOOK
ONE BUCKS COUNTY
2006
A Project of the
Bucks County Free Library
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About the One Book • One Bucks County project….
The "One Book" initiative is a nationwide effort to broaden and deepen an
appreciation of literature. The intent is to bring people of all backgrounds
and ages together to foster unity and literacy through sharing books and
discussing the important issues raised by their reading. For the second year
of this program in Bucks County, the Bucks County Free Library has chosen
the novel, The Kite Runner, by Khaled Hosseini. During April 2006, the
library and its partners will be sponsoring discussion groups, film showings,
workshops, exhibits, panel discussions, lectures, and many other programs
related to the novel and its themes. Secondary schools are asked to include
the reading and discussion of The Kite Runner in their classrooms where
appropriate so Bucks County teens will be active participants in this project.
Elementary and Middle Schools are asked to use this resource guide to begin
discussions of the themes of The Kite Runner with their students. Copies of
the book are available for borrowing at all Bucks County public libraries and
at many school libraries.
While adults may have concerns about sharing the specific content and some
of the themes of The Kite Runner with younger children many of its themes
are highly appropriate, and in fact, important, for sharing with children.
This resource guide has been prepared by librarians, teachers, and literacy
professionals from Bucks County in order to provide appropriate materials,
websites, and activities that are based on the themes in the book for
preschoolers through twelfth graders so they may also share in the One Book
One Bucks experience.
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Preschool-12th Grade Resources for
The Kite Runner
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FRIENDSHIP 35
Booklist Bookmark Template 35
School Library/Public Library Cooperative Program 37
Lesson Plans and Curriculum Support Resources 39
Parent-Child Activities 40
This guide and a calendar of events for the One Book One Bucks County
project can be found at http://www.buckslib.org.
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About this resource guide….
This guide is intended to aid librarians, teachers, community leaders, and
parents in using Kite Runner-based themes in their libraries, classrooms,
centers, and homes. Because these environments vary widely, the guide
must, of necessity, be somewhat general, offering adults the opportunity to
adapt the ideas to their specific needs. Although there are many themes
worthy of discussion in The Kite Runner four were chosen for this guide.
There will be overlap between the topics so several of them may be used
together to create an entire program. All books included are available at
libraries throughout Bucks County and the activities require little or no
money.
The Bucks County Free Library in cooperation with the Bucks County
Intermediate Unit and VITA is providing this resource guide for
librarians/teachers/community leaders/parents to use. Any part of the guide
may be reproduced for educational purposes. The guide is also available
online at http://www.buckslib.org.
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About Khaled Hosseini….
The oldest of five children, Khaled Hosseini was born in 1965 in Kabul,
Afghanistan. Hosseini’s father was a diplomat and when posted to the
Afghan Embassy in Paris in 1976 moved with his entire family. Political
asylum was granted to the Hosseini family by the United States in 1980
following the 1978 coup and Russian invasion of Afghanistan. Hosseini has
lived in California since then. He is currently an internist and is married
with two children.
Khaled Hosseini's stunning debut novel The Kite Runner follows a young
boy, Amir, as he faces the challenges that confront him on the path to
manhood—testing friendships, finding love, cheating death, accepting faults,
and gaining understanding. Living in Afghanistan in the 1960s, Amir enjoys
a life of privilege that is shaped by his brotherly friendship with Hassan, his
servant's son. Amir lives in constant want of his father's attention, feeling
that he is a failure in his father's eyes. Hassan, on the other hand, seems to
be able to do no wrong. Their friendship is a complex tapestry of love, loss,
privilege, and shame.
Striving to be the son his father always wanted, Amir takes on the weight of
living up to unrealistic expectations and places the fate of his relationship
with his father on the outcome of a kite running tournament, a popular
challenge in which participants must cut down the kites of others with their
own kite. Amir wins the tournament. Yet just as he begins to feel that all
will be right in the world, a tragedy occurs with his friend Hassan in a back
alley on the very streets where the boys once played. This moment marks a
turning point in Amir's life—one whose memory he seeks to bury by moving
to America. There he realizes his dream of becoming a writer and marries for
love but the memory of that fateful day will prove too strong to forget.
Eventually it draws Amir back to Afghanistan to right the wrongs that began
that day in the alley and continued in the days, months, and years that
followed.
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Kite Facts
¾Kites made from split bamboo and silk were flown as early as 1000 B.C. in China.
¾Ancient Polynesian fishermen made simple kites from a leaf and a few sticks.
Launched over the water, the kite could carry a fishing line with a bone hook far
out into the deep water, improving their catch.
¾In Thailand there is a kite-fighting tournament each March. There are two sides
to the playing field. On one side, a large, human-shaped kite called a chula is
launched. On the other side are five diamond-shaped kites called pakpao. On
each pakpao is a loop of string. On each chula are six long barbs. Each side tries
to ensnare the other.
¾In India, kite fighting takes place at the Winter Solstice. Small diamond-shaped
kites are made of bamboo and tissue paper. The purpose is to saw through other
peoples’ kite strings. To increase their advantage, some of the kites have ground
glass glued to the upper part of the kite string.
¾Roman soldiers flew dragon-shaped windsocks as they marched into battle. The
windsocks told the archers which way the wind was blowing. They also frightened
the enemy as they writhed and slithered overhead.
¾When the bridge was built over the Niagara Falls between Canada and the United
States, a kite carried the first cable across the gorge.
¾In England in 1853 George Cayley put two kites together to develop a glider. He
launched it with his coachman on board. This was the first manned flight that
went a reasonable distance.
¾The shape of the Wright Brothers’ airplane was based on a box kite.
This information is taken from The Great Kite Book, by Norman Schmidt.
[Sterling, 1997.]
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Kite Runner related resources for children Kite Runner related resources for children Kite Runner related resources for children
and teens… and teens… and teens…
Nonfiction Books: About Kites Nonfiction Books: About Kites Nonfiction Books: About Kites
Fiction Books: About Kites Fiction Books: About Kites Fiction Books: About Kites
Berenstain, Stan Berenstain, Stan Berenstain, Stan
The Berenstain Bears and the Big Red Kite The Berenstain Bears and the Big Red Kite The Berenstain Bears and the Big Red Kite
The famous bears are back in this easy The famous bears are back in this easy The famous bears are back in this easy
reading kite adventure. reading kite adventure. reading kite adventure.
Compestine, Ying Chang Compestine, Ying Chang Compestine, Ying Chang
The Story of Kites The Story of Kites The Story of Kites
Picture book tale of how the first kites were Picture book tale of how the first kites were Picture book tale of how the first kites were
created in China also includes directions for created in China also includes directions for created in China also includes directions for
kite making and flying. kite making and flying. kite making and flying.
Emmett, Jonathan Emmett, Jonathan Emmett, Jonathan
Someone Bigger Someone Bigger Someone Bigger
Even though Jonathan’s kite is really big, he Even though Jonathan’s kite is really big, he Even though Jonathan’s kite is really big, he
turns out to be just the right size. turns out to be just the right size. turns out to be just the right size.
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Lin, Grace Lin, Grace Lin, Grace
Kite Flying Kite Flying Kite Flying
The whole family gets involved with The whole family gets involved with The whole family gets involved with
making and flying kites in this colorful making and flying kites in this colorful making and flying kites in this colorful
picture book. picture book. picture book.
McCaughrean, Geraldine McCaughrean, Geraldine McCaughrean, Geraldine
Kite Rider Kite Rider Kite Rider
In 13th century China, 12-year-old In 13th century China, 12-year-old In 13th century China, 12-year-old
Haoyou, finds adventure as a kite flyer in Haoyou, finds adventure as a kite flyer in Haoyou, finds adventure as a kite flyer in
a circus. a circus. a circus.
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Library Program – Preschool: KITES
(approximately 45 minutes with craft)
Decorations:
Use the patterns at the website to decorate a calendar for the month of April:
http://www.fastq.com/%7Ejbpratt/education/theme/kitecalendarpieces.pdf
Fingerplay
Or Song: Pick one of the fingerplays or songs from:
http://www.preschooleducation.com/skite.shtml
Fingerplay
Or Song: Pick one of the fingerplays or songs from:
http://www.preschooleducation.com/skite.shtml
Craft:
1. For the adventurous:
Centipede Kite for Flying or Display
For details see article: http://www.bhc.com/Dancingfrog/centipede.html
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Classroom Lessons Grades K-4: KITES
All Grades:
Catch the Wind! All about Kites by Gail Gibbons
This book is a wonderful non-fiction introduction to kites of all sorts: their different
shapes, materials, and uses. There are instructions for building a kite at the end of
the book. Have your students search the school library for more information on
kites. Make use of
• General Encyclopedias
• Non-fiction books
• Internet sources
Pair this factual material with any of the read-alouds listed below:
Summary
Evie, who wants something new to play with, flies a kite made by her grandfather,
and then goes home to the warmth and love of her family.
Suggested Activity
There is a pattern in the structure of this story. On each page, there is a cause [Evie
wanted, Evie shouted] and an effect [her grandpa made it for her, her mother ran to
look.] Construct a similar story with the children as a group, writing it on chart
paper.
Summary
In old China, three brothers are given the job of scaring birds away from the family’s
rice fields. Tiring of running after the birds, the boys attempt to make wings, but
realize they are too heavy to fly. Further experimentation leads to the creation of
kites. These kites, equipped with flutes, scare away the birds.
Suggested Activities
Have the children design their own beautiful bird or insect kites.
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Classroom Lesson Grades 1-3 (cont):
Discuss the way human need leads to invention. What problems do the students
have that could be solved with a good invention?
The kites in the book are equipped with noisemakers. An author’s note tells of a
number of ways to add sound to kites. Make kites with your students, or encourage
them to make kites of their own. Experiment with adding the element of sound.
Summary
It is customary in old China to show the gods a picture of what you want. A woman
asks a painter for a picture of a dragon, to show the gods that she wants her son to
grow strong. However, she proposes that the picture be made in the form of a kite,
so that she can send it up to the heavens where the gods will surely see it. Many
other people like her idea, and they request kites of every shape and description.
The book gives many examples of kites made to resemble birds, insects, people, gods,
and objects, and explains the meaning of each one. This is given as the origin of the
Festival of Kites, which takes place on the ninth day of the ninth month. Directions
for making a kite are given at the end of the book.
Suggested activities
There are a vast number of different kites illustrated in the book, each with its own
special meaning. Ask each child to select a kite pattern that has meaning for
him/her, and draw his/her own personal kite. Children may wish to add
embellishments or noisemakers to their pattern, as described in the book.
Make kites with your class. Each child may decorate his/her kite based on the
design developed above.
2. The book says “On this day, kite-flying is taken as a symbol of rising higher and
higher, being better and better, stronger, smarter, and finer in everything one does.”
Do we have a festival that encourages us in a similar way? If not, should we create
one?
or Education World:
http://www.education-world.com/a_lesson/lesson056.shtml
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Parent-Child Activities: KITES
Online activities:
http://www.first-school.ws/activities/onlinestory/animals/spotwindyday.htm
Go to the First School website and read an online version of the book Spot’s Windy
Day by Eric Hill. Find discussion questions, crafts and other activities for families
with preschool-age children.
http://www.first-school.ws/activities/occasions/kiteday.htm
This First School website section lists all sorts of activities related to kites and the
history of kite making and flying for families with school-age children. Includes
links to directions for several easy-to-make kites
http://www.skratch-pad.com/kites/fly.html
Read this simple explanation of how kites fly.
Craft:
Draw a fish shape on a paper plate (as large as possible). Allow the child to
cut out the shape and decorate it using crayons, tissue paper, sequins, etc.
The child can also glue two or three 12” long pieces of party streamers to the
tail of the fish plate. Punch a hole in the nose (front) of the paper plate and
tie a piece of yarn through the hole. Tape and then wind the other end of the
yarn to a craft stick.
Literacy Activities:
The word “kite” starts with the letter “k.” Draw a capital and lowercase “k”
on a piece of paper and let the child trace the letters with her finger and then
practice writing them. Talk about other words that start with the letter “k.”
Pre-math Activities:
Matching:
Cut kite shapes out of different colored paper or paper with different designs
(such as wallpaper samples or tissue paper). Have the child match each
shape with its partner.
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Afghanistan and the Middle East
Booklist - Nonfiction
Booklist – Fiction
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Shah, Indries The Old Woman and the Eagle
This Sufi tale tells of an old woman who tries to change an unfamiliar eagle into a
more familiar bird, a pigeon, with mixed results.
Afghanistan Online
http://www.afghan-web.com/
Afghan I Stand: Learning and Teaching About the History and Culture of
Afghanistan from the NY Times.
http://www.nytimes.com/learning/teachers/lessons/20011003wednesday.html?pagew
anted=print&searchpv
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School Library/Public Library Cooperative Program:
AFGHANISTAN AND THE MIDDLE EAST
Grades 5-8:
Lesson Plan:
Public Librarian at the School Library:
Read tales from Afghanistan and explore with students the similarities of these
tales to others they have already read. Have Aesop’s Fables available to read some
examples.
School Librarian:
Review with students how to search the library catalog and the Internet to find
similar tales. Give students time to research other tales.
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School Library/Public Library Cooperative Program (cont)
Resources:
Forest, Heather. Wisdom Tales From Around the World. August House, 1996.
“Sufi Stories of Mulla Nastudin.”
Yolen, Jane. Mightier Than the Sword: World Folktales for Strong Boys.
Harcourt, 2003. “Hired Hands.”
Websites:
www.afghan-web.com/culture
Short Wisdom Stories, Proverbs
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Classroom Lessons: AFGHANISTAN AND THE MIDDLE
EAST
Grades K-4:
The Librarian of Basra by Jeanette Winter
Summary
“In the Koran, the first thing God said to Muhammad was ‘Read.’”
From the New York Times, July 27, 2003
So begins the true story of Alia Muhammad Baker, a librarian in the Iraqi port city
of Basra. Her library is a meeting place for all who love books. Now that war is
surely coming, Alia fears that the library, and the thousands of ancient and modern
books within it, will be destroyed. When the governor denies her permission to move
the books, Alia takes responsibility to save the books herself. With the help of brave
friends and neighbors, Alia secretly removes thousands of books from the library
building. Within days the library building is destroyed. Alia and her friends take
care of the books, hoping for the war to end, and dreaming of peace and a new
library.
This story was told to New York Times reporter, Shaila Dewan, who reported it in
the New York Times on July 27, 2003.
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Questions for discussion: Discuss as a large group, or break up in smaller
groups. Use large paper and markers to write important thoughts and ideas. If this
is done in smaller groups, at the close, share what was said with each other.
What is a hero?
Do you think Alia is a hero? Why? Why not?
Alia worried about the safety of the books in her library. Are there things that you
are worried about? What are they?
Toward the end of the story, Alia dreams of a new library and of peace. What are
your dreams of the future?
What qualities do Alia and her friends have that enabled them to make a difference?
Have you ever done something that made the world better? (If students can’t think
of anything, remind them that little things count- like helping around the house, or
being kind to others.)
What qualities do you have that enable you to make a difference?
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Classroom Lesson: AFGHANISTAN AND THE MIDDLE
EAST
Grades 5-8
The Breadwinner by Deborah Ellis
Background Information
Afghanistan has a long history of invasion by other countries. It is located to the
south of the former Soviet Union, with Iran to the west, Pakistan to the east and
south, and China to the northeast. In 1979, the Soviet Union invaded the country
and waged a destructive war from 1970 to 1989. After the Soviet troops withdrew,
the Taliban took control of the county. The Taliban restricted the freedom of
individuals, especially women. After the 9/11 terrorist attacks in New York, the
United States helped to drive the Taliban out of power. Right now the country is
under a transitional government.
Student preparation
Before reading the story, have your students look at a map of Afghanistan and its
surrounding countries. Locate Kabul, where the story takes place. What do they
students know about Afghanistan?
Chapter 1
This chapter sets the scene and provides background information. Parvana’s father,
once a high school teacher, sits in the market in Kabul each day, reading and
writing letters for the local people, and selling small household objects. Parvana, his
11-year-old daughter, goes with him each day to guide his steps, because he lost a
leg in a bombing attack. Parvana must always keep herself covered by her burqua
and chador, and must never speak. Parvana has never known life without war. The
other members of the family never go outside at all.
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Vocabulary
Kabul Taliban, Talib
chador Dari
burqua Pashtu
Questions
1. What do we know about the history of Afghanistan from this first chapter?
2. Compare the life of Parvana’s family before and after the coming of the war.
3. How is Kabul different since the advent of war? [Consider the physical
conditions, the political situation, and personal freedoms of the inhabitants]
4. What happened to Father’s false leg? Why was he willing to sell it?
5. Who are the Taliban? Go to an encyclopedia and get a brief description of the
group. What are their goals in ruling the country of Afghanistan? How are these
goals carried out? Start a list of things that are allowed and not allowed in
Afghanistan under their rule.
Chapter 2
We learn of Parvana’s home life. There is no running water in their apartment.
They store the water that Parvana fetches from a communal tap down the street in a
metal drum. The family cooks on a small propane stove. Parvana’s mother and
siblings never go outside at all. Parvana’s mother and older sister Nooria spend a
lot of time cleaning, and finding small items that they can sell from the items that
they have left. Mother decides to put Parvana’s good clothing up for sale. Father
tells the story of the girl heroine Malali. Taliban soldiers come and drag Father
away.
Vocabulary
toshak nan
shalwar kameez platform toilet - A hole in the floor
Eid with footholds on each side.
Questions
1. What additional things do you learn about living conditions in this chapter?
2. Why did the Taliban soldiers take Father away?
3. How does Parvana stop the soldiers from finding Father’s English books?
4. Why does Father call Parvana “my Malali” as he is dragged away? What do you
think he expects of her?
5. Who was Hossain? What happened to him?
6. Add to your list of things that are not allowed by the Taliban.
Chapter 3
The family cleans up most of the mess left by the soldiers, and then goes to bed. No
one sleeps well. The next morning Parvana and her mother go to the jail. The
guards ignore their repeated cries for Father’s release. Finally the soldiers beat
Mother and knock Parvana down.
Vocabulary
toshak
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Questions
1. There is only one small window in the apartment. Why has Father chosen to
defy the Taliban rule to paint it black?
2. Why does Nooria write a note for her Mother and Parvana to take with them?
3. Mother shows Father’s picture to everyone they meet. What will be the Taliban’s
response if she is caught doing this?
4. It is a long way to the prison. Why don’t the two women ride the bus?
5. How does Parvana rescue the small pieces of her father’s picture?
Chapter 4
Parvana and her mother return home. Their feet are badly torn and blistered from
the unaccustomed walking. Mother cries herself to sleep. Nooria tends to Mother,
while five-year-old Maryam washed Parvana’s wounds. Mother falls into deep
depression and will not get up or communicate. The girls are afraid to go outside.
They do not wash the diapers, and the room begins to smell. Ali becomes
withdrawn. When all of the food is gone, Nooria tells Parvana that she must go and
get more.
Questions
1. Mother and Father have very different viewpoints as to the situation in
Afghanistan. Why has Father chosen to stay in the country? What is mother’s
point of view? Why has she refused to go outside all of this time? Why will she
not write about what is happening? Compare their two points of view.
2. Nooria urges Parvana to go and get some food. Why is it less dangerous for
Parvana to go outside than for Nooria?
3. What is happening to Ali? If the situation continues, what might be the result in
his life?
Chapter 5
Parvana goes out for food. She buys some nan, and then is chased by Taliban
soldiers for not wearing her burqua. As she runs she crashes into Mrs. Weera, a
physical education teacher from her old school. Mrs. Weera comes to the apartment
with Parvana. She rouses Parvana’s mother, and gets her washed and dressed.
Questions
1. What are the rules for women who wish to shop under Taliban rule?
2. Why do the Taliban soldiers chase Parvana?
3. How does Mrs. Weera know Parvana’s mother?
4. What is Mrs. Weera’s attitude? How does she get the family up and functioning
again?
5. Why is it so important to boil water before drinking it? Imagine having to boil
all the water you drink.
Chapter 6
The decision is made to dress Parvana as a boy. Her hair is cut off, and she wears
her dead brother’s clothes. Parvana goes shopping, and is successful. Mother is
upset when she sees Parvana in Hossain’s clothing, and becomes depressed again.
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Vocabulary
Pakul
Questions
1. Why does Mrs. Weera ask Parvana to agree to the cutting off of her hair, instead
of just forcing the issue?
2. As soon as Nooria sees Parvana in Hossain’s clothing, she insults her. What is
her real reason for doing this?
3. Mother slips back into depression again. What two events bring on this
behavior?
4. Nooria suggests that Parvana stay dressed as a boy all of the time. Why is this a
good idea?
Chapter 7
Parvana goes to work, doing her father’s job as a writer and reader of letters. A
Talib approaches her with a letter from Germany, written to his dead wife. Parvana
reads him the letter, and for the first time sees a member of the Taliban who seems
to have the same feelings as other people. Parvana sells her fancy shalwar kameez.
Questions
1. Father always chose the same spot in the marketplace. Why did he do this?
2. What is Parvana’s cover story? What is she to say about herself? What is she to
say about her father?
3. Why does the Talib want to know the contents of the letter from Germany? What
is his reaction when Parvana reads it?
4. Why does Parvana go home before the day is over?
Chapter 8
Mrs. Weera moves in. The other children venture outside for the first time.
Parvana gets a mysterious gift from someone in the building behind her pitch. She
encounters another girl who is masquerading as a boy.
Vocabulary
karachi
Questions
1. There is a big change in Mother. What has Mrs. Weera persuaded her to do?
2. Parvana helps Mrs. Weera move her possessions to the apartment. Of what item
is Mrs. Weera most proud? Consider how much Afghanistan has changed since
she won that medal.
3. Why does Parvana decide to take Maryam outside? Why is it now relatively safe
to do so?
4. How does Parvana’s disguise as a boy change life for Maryam, Ali and Nooria?
5. What encouragement does Parvana receive from the man she mistakes for her
father?
6. Describe the gift that falls onto Parvana’s blanket.
7. What shock does Parvana receive at the end of the chapter?
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Chapter 9
Parvana has a new friend. A girl from her class, Shauzia, is working as a tea boy.
Mrs. Weera and Mother are going to write articles for a magazine, telling what
conditions are in Afghanistan. Mrs. Weera plans to start a small secret school.
Parvana receives another gift from the Window Woman. Shauzia suggests a
different line of work.
Questions
1. Where is Pakistan in relation to Afghanistan? Why choose Pakistan as a place to
smuggle stories?
2. What is Shauzia’s suggestion of a way to make more money?
3. What is Shauzia’s home situation? Compare it to Parvana’s.
4. How does the prospect of a secret school change Nooria?
5. What is the new gift from the Window Woman? Why do you think she is
dropping gifts for Parvana?
6. What might the new kind of work be?
Chapter 10
Parvana and Shauzia take a new job that pays more money, but is very unpleasant.
They dig up bones from a graveyard and sell them to a bone broker. The girls plan
to give part of their wages to their families, and save the rest to buy trays so they
can sell things in the market.
Questions
1. Describe the cemetery where the girls go to work. Why is it easy to get the bones
from the ground?
2. What role is given to Mr. Skull?
3. How do the girls solve the problem of going to the bathroom? What is the danger
in going into abandoned buildings?
4. How do the girls deal with their feelings about the unpleasant task they are
doing?
5. Parvana hopes to save some of the money she has earned. Do you think she will
earn enough to get a tray?
Chapter 11
Parvana comes home from a day of bone digging. She is so upset by the experience
that she cries and tells her family everything. Mother thinks that Parvana should
not go back, but Nooria and Mrs. Weera support her decision to make money any
way she can. Shauzia and Parvana save enough money to buy trays. They start
selling gum, cigarettes, and matches. One day they follow a crowd of men into a
stadium. They think they are going to a soccer game. Instead, they witness the
punishment of four thieves: their hands are cut off. The girls are shocked.
Questions
1. How does Mrs. Weera say that the bones are used?
2. Why do the girls choose the items they will sell?
3. How is Parvana’s relationship with Nooria changing? What might be some
reasons for this change?
24
4. Why do you think the Taliban forced the men to come to watch the punishment
of thieves?
Chapter 12
Parvana wants a break from bad things. She stays home until the food runs out, and
then goes back to work. Parvana expands her inventory to include food. Shauzia
shares her dream of going to France. Parvana tells Shauzia about the Window
Woman.
Questions
1. Compare Shauzia’s dream of a good life with Parvana’s. Which girl’s dream
better reflects how you would feel in her place?
2. Look at a map. Trace Shauzia’s proposed path to get to France. Would her idea
work?
3. Shuzia beats a rhythm on the wall. Why does Parvana stop her?
4. What has Parvana added to her inventory of wares?
Chapter 13
Nooria has received a marriage proposal. The family will travel north to Mazar-al
Sharif to see her married. They decide to leave Parvana behind with Mrs. Weera.
This is the safest way to keep her status as a girl a secret. Parvana buys Nooria a
gift. After the family leaves, Parvana, Mrs. Weera, and her grandchild have the
room to themselves. Mrs. Weera trusts Parvana to make her own decisions. One
afternoon Parvana goes into a building to escape a rainstorm, and hears crying.
Questions
1. Look on the map. Where is Mazar al-Sharif?
2. What are the benefits to Nooria in moving to Mazar, and getting married?
3. Why does Parvana fight so hard to stay in Kabul? Why does Mother agree to let
her stay behind?
Chapter 14
In the abandoned building, Parvana has found a hungry, frightened woman with no
burqua or chador. The two wait until dark, then creep to Parvana’s home. Mrs.
Weera helps the woman to wash and change her clothes. Soon she tells her story.
Her name is Homa. She tells them that the Taliban has taken over Mazar, where
she lived. She witnessed the killing of her family, and fled the city on a truck.
Parvana is terrified for her family, and lies down until Shauzia comes and urges her
to go back to work. Father is brought home.
Questions
1. What is Homa’s story? What part of her story is particularly shocking and
upsetting to Parvana?
2. What does Parvana fear has happened to her family? How does she react to this
new shock?
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Chapter 15
Father has come home. The Taliban threw him out of prison, and two men found
him lying on the ground. They brought him to the apartment. Father is weak. Mrs.
Weera nurses him and puts poultices on the wounds on his back. Shauzia tells that
she must leave before her father’s family finds her a husband so they can get the
bride-price. Mrs. Weera hears that many people who left Mazar are in refugee
camps. Parvana and her father decide to go looking for the rest of the family. Mrs.
Weera announces that she is going to Pakistan to a refugee camp. Homa will go
with her. Parvana plants a flower to say goodbye to the Window Woman.
Questions
1. What circumstances force Shauzia to make a move to leave her family?
2. Why does Mrs. Weera choose to go to Pakistan? What does she plan to do there?
3. Why does Parvana choose to plant a flower at the base of the wall?
4. An old man helps Parvana plant her flower. Why, according to him, don’t people
appreciate what she is doing?
5. Mrs. Weera shows Parvana a copy of the magazine. What does she expect to
happen as a result of its publication?
6. What is Shauzia’s escape plan?
7. How do Parvana and Shauzia plan to keep in touch?
8. How do you feel at the end of the book? Do you think Parvana and her father
have any chance of finding their family? Do you believe Shauzia will be
successful?
9. What is life like in Afghanistan today? Are girls able to go to school now? Are
there still restrictions on women, or are they free to live as they please?
Following the reading of this book, some students might be interested in the other
two books in the trilogy.
Parvana’s Journey by Deborah Ellis follows Parvana, now 13, as she searches for her
family. She takes with her three children she finds on her travels, each one with a
story of struggle and survival.
Mud City by Deborah Ellis is Shauzia’s story. She has reached Pakistan, and met
Mrs. Weera in a refugee camp. She decides to strike out on her own, dressed as a
boy. She finds life extremely hard as she tries to make her own way.
For another view of the refugee camps, there is a mention of them in Will Hobbs’s
book Jessie’s Wild Seattle, in which the parents of the main character are in
Pakistan working at a refugee camp as part of the group Doctors without Borders.
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Classroom Lesson: AFGHANISTAN AND THE MIDDLE
EAST
Grades 10-12, Language Arts
Kite Runner by Khaled Hosseini
Introduction
The Kite Runner is a beautifully-written novel whose action takes place in the
country of Afghanistan. The Kite Runner was written by Khaled Hosseini who was
born in Afghanistan and moved to the United States at the age of 15 when his family
was granted political asylum.
This novel, the author’s first, includes family relationships, friendship, commitment,
and betrayal set among the tumultuous changes occurring in Afghanistan during
the last thirty years of the twentieth century. It offers a perspective on the struggles
of a country which has often been misunderstood or ignored.
This novel gets its name from the Afghan custom of competing with kites. Kite flying
is a complicated sport, involving strings with glass embedded in them to cut the
strings of other kites. The winner of the competition is the one with the last kite
flying, but also the one who catches the last cut kite: the kite runner.
Objectives
Assumption: The teacher will assume that all students in the class will have read
The Kite Runner so that accurate, insightful discussion can occur.
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Study Questions (obtained from published sources)
1. What is the significance of the novel’s title? What might the fighting tournament
symbolize? Does the competition’s combination of physical brutality and aesthetic
beauty parallel any other aspects of the book?
2. The author begins and ends the novel with Amir’s favorite pastime, kite flying. At
the novel’s beginning, Amir, while looking for Hassan who is “running” his kite,
witnesses a horrible tragedy. At the conclusion of the novel, Amir is once again
flying kites, this time with Hassan’s son. Why do you think he chooses to bookend
the novel with kite flying?
3. One website notes that using glass on the strings of kites to cut down your
opponent’s kite and the subsequent race for the downed kites in not only an Afghan
hobby but also a metaphor for the violent tribal, religious, and government fighting
throughout Afghanistan’s history. It wasn’t until the Taliban assumed power that
kite flying was banned. Why? How is the kite flying episode in the first third of the
novel different than the one in the last third? What does that suggest about the
author’s hope for the future of Afghanistan?
4. Were you satisfied with the novel’s ending? Does it resolve the conflicts which had
developed throughout the entire novel?
After discussion of these questions and the way in which they relate to the title of
The Kite Runner, it would be very appropriate to require students to write a
composition combining their answers to the four questions above.
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Parent-Child Activities: AFGHANISTAN AND THE
MIDDLE EAST
National Geographic
http://news.nationalgeographic.com/news/2004/11/1117_041117_afghan_treasure.html
Read an article about recently discovered ancient Afghan treasures. Great photos.
Afghan Web
http://www.afghan-web.com/index.html
Afghan Web features information on all aspects of life in Afghanistan
including food, culture, and history.
Afghani Recipes
http://asiarecipe.com/afghanistan.html
Try making a traditional Afghanistan dish with one of the recipes that can be
found at this website. Also includes information about the culture of
Afghanistan, parables, superstitions, and general information about the food
of the county.
Afghanistan in Photos
http://www.canajun.com/rmcguire/travel/asia/afghanistan/
Get a look at traditional life in Afghanistan in the early ‘70s thanks to the photographs on
this website.
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Kite Runner related resources for children and Kite Runner related resources for children and Kite Runner related resources for children and
teens… teens… teens…
Nonfiction Books: About Immigration Nonfiction Books: About Immigration Nonfiction Books: About Immigration
(See other books in call numbers J 304.873 and J 973.049) (See other books in call numbers J 304.873 and J 973.049) (See other books in call numbers J 304.873 and J 973.049)
Fiction Books: About Immigration Fiction Books: About Immigration Fiction Books: About Immigration
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Cohen, Barbara Cohen, Barbara Cohen, Barbara
Molly’s Pilgrim Molly’s Pilgrim Molly’s Pilgrim
The Pilgrim doll that Russian-Immigrant Molly makes is The Pilgrim doll that Russian-Immigrant Molly makes is The Pilgrim doll that Russian-Immigrant Molly makes is
different from everyone else’s in her class and even more different from everyone else’s in her class and even more different from everyone else’s in her class and even more
special. special. special.
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Library Program – Family Storytime: IMMIGRATION
(approximately 45 minutes with craft)
Advance Preparation: Have at least one large globe or world map on hand.
Allow participants who know where their families came to the United States from
time to go up to the map or globe and find their country (countries) of origin.
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Lesson Plans and Curriculum Support: IMMIGRATION
Electronic Field Trips – Ellis Island
http://commtechlab.msu.edu/sites/letsnet/noframes/Subjects/la/b1u1.html
Middle School – High School, 5 days minimum
Tied to national social studies standards
Education World
http://www.education-world.com/a_lesson/lesson204.shtml
Links to immigration units for kindergarten through twelfth graders.
Library of Congress
http://lcweb2.loc.gov/ammem/ndlpedu/features/immig/immigration_set2.html
Immigration resources for teachers
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Parent-Child Activities: IMMIGRATION
Online Activities:
History Channel’s Ellis Island Online Exhibit
http://www.historychannel.com/ellisisland/index2.html
Visit the museum from the comfort of your house or the library by taking this
virtual tour.
Games:
Words: Many words we use in English actually come from other
languages (see the list below). How many more can you find?
Cooking:
Teach your child a family recipe or go to the library and look through
international cookbooks to find a new “family” recipe. Try the 641.5 section
or ask your librarian.
Crafts:
Find a variety of ideas for multicultural art projects in your library in the
372.5 or 745 sections or try an online site like:
Kinderart - http://www.kinderart.com/multic/
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Kite Runner related resources for children and Kite Runner related resources for children and
Kite Runner related resources for children and
teens… teens…
teens…
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Fleischman, Sid Fleischman, Sid Fleischman, Sid
The Whipping Boy The Whipping Boy The Whipping Boy
An unlikely friendship blooms between a bratty prince and An unlikely friendship blooms between a bratty prince and An unlikely friendship blooms between a bratty prince and
his whipping boy in this historical novel for children. his whipping boy in this historical novel for children. his whipping boy in this historical novel for children.
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School Library/Public Library Cooperative Program:
FRIENDSHIP
Lesson Plan:
Public Librarian:
First visit:
• Visits the school library and shares reading stories and poems about friends
with the school librarian.
Second visit:
• Participates in a discussion about friendship/bullying with classes and school
librarian.
• Helps school librarian to choose students who will be in the play about
friendship.
• The school and public librarian also choose which students will read poems
and which students will read what they wrote about friendship.
In the classroom:
Classroom Teacher:
• Given a prompt, students write about what friendship means to them.
School Librarian:
• Gathers stories, poems, and plays about friendship.
• Participates during both visits by Public Librarian.
• Works with the students selected to be in the play during their lunch recess.
Provides the classroom teacher with materials for the classroom to support
the project.
• Helps publicize the play and is present when it is performed at the public
library.
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School Library/Public Library Cooperative Program (cont)
Resources:
Bauer, Caroline Feller. Presenting Reader’s Theater; Plays and Poems to Read
Aloud. New York: H. W. Wilson, 1987. “Dragons and Giants”
Danziger, Paula. Amber Brown Goes Fourth. New York: Putnam , 1995.
DeRegniers, Beatrice Schenk. A Week In the Life of Best Friends and Other Poems
About Friendship. New York: Atheneum, 1986.
Giff, Patricia Reilly. All About Stacy. New York: Young Yearling Book, 1988.
Kaiser, Cecily. If you’re Angry and You Know It! New York: Scholastic, Inc., 2004.
Lobel, Arnold. Frog and Toad Are Friends. New York: Harper Collins, 1970.
Martin, Ann, et al. Friends: Stories About New Friends, Old Friends, and
Unexpectedly True Friends. New York: Scholastic, Inc.,
You Can Choose Series # 9, “Being Friends.” San Francisco, CA: Live Wire Video
(www.goodcharacter.com/YCC/YouCanChoose.html)
Websites:
www.goodcharacter.com/YCC/BeingFriends.html
www.Idonline.org/Id_indepth/teaching_techniques/childlit_socskills.html
www.sdcoe.k12.ca.us/score/frog/frogtg.html
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Lesson Plans and Curriculum Support: FRIENDSHIP
A to Z Teacher Stuff
http://www.atozteacherstuff.com/pages/320.shtml
Kindergarten lesson on the book, Do You Want to Be My Friend? by Eric Carle.
EdSITEment
http://edsitement.neh.gov/view_lesson_plan.asp?id=346
A lesson for elementary school age children using quilts to discuss friendship
In the Mix
http://www.pbs.org/inthemix/educators/lessons/schoolviol2/
Lesson for 9-12 graders that examines friendships versus cliques.
PBS Kids
http://pbskids.org/mayaandmiguel/english/parentsteachers/lessonplans/language.html
Lesson for 1-4 graders related to the PBS Maya & Miguel series. Tied to national
curriculum standards.
Education World
http://www.educationworld.com/a_lesson/03/lp294-03.shtml
Lesson on acceptance and being open to new people adaptable for kindergarten
through eight grades and tied to national curriculum standards.
edHelper.com
http://www.edhelper.com/books/Frog_and_Toad_Are_Friends.htm
Frog and Toad are Friends by Arnold Lobel form the basis for many lessons
appropriate for 1-3 graders.
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Parent-Child Activities: FRIENDSHIP
Crafts:
Reading:
Read the book Do You Want to Be My Friend by Eric Carle and talk to your
child/children about what they think the qualities of of being a good friend are.
Read the packet from Penn State Extension about bullying here:
http://pubs.cas.psu.edu/freepubs/pdfs/ui368.pdf
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