Week 1 Lessons
Day 1, Monday- Introduction: History and Context
1. Iconic Images (Think, Pair, Share) 15 minutes: To begin this lesson, students will be presented with two images: one from the 1985 cover of the National Geographic , and a second from the 2011 cover of Time magazine (covers should be displayed with the headlines omitted). Students will be given 5 minutes to analyze and/or write any associations that come to mind when viewing these magazine covers. Next, students will share their associations/ideas with their elbow partner, noticing similarities and differences. Finally, students will share their associations/ideas with the entire class to facilitate a group discussion that activates student's prior knowledge.
1. Iconic Images (Think, Pair, Share) 15 minutes: To begin this lesson, students will be presented with two images: one from the 1985 cover of the National Geographic , and a second from the 2011 cover of Time magazine (covers should be displayed with the headlines omitted). Students will be given 5 minutes to analyze and/or write any associations that come to mind when viewing these magazine covers. Next, students will share their associations/ideas with their elbow partner, noticing similarities and differences. Finally, students will share their associations/ideas with the entire class to facilitate a group discussion that activates student's prior knowledge.
Images retrieved from: http://content.time.com/time/magazine/article/0,9171,2007415,00.html
http://www.theguardian.com/travel/2013/dec/06/125-years-of-national-geographic-photography
2. Muslim Veils (Handout) 10 minutes: Undoubtedly students will comment on the veils that each girl is wearing in the magazine covers. In order to contextualize and discuss the different veils that are worn by Muslim women, a handout has been created that identifies and explains the different veils. Since veiling is an important aspect of the novel, and will be discussed in the unit, it is important that students can visualize the differences and begin to use accurate vocabulary in discussion.
http://www.theguardian.com/travel/2013/dec/06/125-years-of-national-geographic-photography
2. Muslim Veils (Handout) 10 minutes: Undoubtedly students will comment on the veils that each girl is wearing in the magazine covers. In order to contextualize and discuss the different veils that are worn by Muslim women, a handout has been created that identifies and explains the different veils. Since veiling is an important aspect of the novel, and will be discussed in the unit, it is important that students can visualize the differences and begin to use accurate vocabulary in discussion.
Muslim Veils.pdf | |
File Size: | 116 kb |
File Type: |
3. Afghan Women's Lives PRE-Taliban (Group Work) 20 minutes: Students are divided into 5 groups. Each group is given one photo (each group has a different photo). Using chart paper, students are given approximately 10 minutes to first brainstorm all observations of the photo (Ie. Where do they think it was taken? When?) and second, to create a brief narrative that they think might accompany the photo. Students then rejoin to present their photos/ narratives to the class.
Depending on student's prior knowledge, they might be able to identify that these are Afghan women (pre-Taliban rule). If they do not, the teacher will need to inform the students of this. This is an important exercise because it helps to counter the single image that many of us have of Afghan women - that they are, and have always been, oppressed, confined, excluded from university and the public sphere.
This activity leads into a reading that briefly contextualizes the lives of women in Afghanistan from the mid 20th century to the present - noting the significant changes.
Images from: IndiaTVNews http://www.indiatvnews.com/news/world/know-how-women-lived-in-afghanistan-before-taliban-rule-15883.html
Depending on student's prior knowledge, they might be able to identify that these are Afghan women (pre-Taliban rule). If they do not, the teacher will need to inform the students of this. This is an important exercise because it helps to counter the single image that many of us have of Afghan women - that they are, and have always been, oppressed, confined, excluded from university and the public sphere.
This activity leads into a reading that briefly contextualizes the lives of women in Afghanistan from the mid 20th century to the present - noting the significant changes.
Images from: IndiaTVNews http://www.indiatvnews.com/news/world/know-how-women-lived-in-afghanistan-before-taliban-rule-15883.html
4. "The History of Afghanistan in 3 Minutes" (Video + Timeline Creation) 15 minutes: This three minute video clip by Ze Frank is packed with information and presented in a fun, engaging, narrative. The clip hits on all the major political and social changes that have occurred in Afghanistan's history. However, because the pace of the video is purposefully quick, and a lot of information is given at one time, it is important to unpack this chronology with the students after the clip by creating a timeline on the chalkboard. Students will participate in creating the timeline and record it in their notebooks for reference and context while reading the novel.
Video from: TIME http://content.time.com/time/video/player/0,32068,45950304001_1931954,00.html
Video from: TIME http://content.time.com/time/video/player/0,32068,45950304001_1931954,00.html
5. Title Analysis (Journal Writing) 10 minutes: An image of the cover of A Thousand Splendid Suns will be displayed on the projector for the class. Writing in their journals, students will predict what the novel might be about (informed by the day's lesson). They will be asked to directly relate the title of the novel and cover image to their prediction.
6. Novel Distribution/ Reading Schedule Assigned 5 minutes: Students are assigned copies of A Thousand Splendid Suns and presented with a reading schedule for the unit.
Reading Schedule ATSS.pdf | |
File Size: | 68 kb |
File Type: |
Day 2, Tuesday- Introduction: Hosseini and the Novel
1. Title Analysis (Class discussion) 10 minutes: To pick up from last class's journal exercise, students will be encouraged to share their thoughts on the novel's title. What predictions do they have? What allusions might the title contain? Might the title have a symbolic function?
2. "Kabul" Poem (Reading + Analysis) 40 minutes: Next, students will be presented with a copy of the poem "Kabul" by Saib-e-Tabrizi. Hosseini draws the title for his novel from this poem. The poem will be read aloud by 6 different readers - each reading one stanza. As the poem is being read, students are encouraged to circle any words they are unfamiliar with (such as Khizr, Allah, and Shayagan). When the poem has been read in its entirety, students are encouraged to ask for the meaning of the words they have circled. Students will then be presented with several key questions and given approximately 10 minutes to independently respond to the questions before discussing as a class.
Key Questions:
Why do think Kabul is feminized by the poet?
In the context of the poem, what do you think the poet means by the phrase "the evil eye of man"?
Select one metaphor or image from the poem that was the most significant for you. Why did this particular metaphor or image stand out to you?
What connection can be made between the poem and the novel?
2. "Kabul" Poem (Reading + Analysis) 40 minutes: Next, students will be presented with a copy of the poem "Kabul" by Saib-e-Tabrizi. Hosseini draws the title for his novel from this poem. The poem will be read aloud by 6 different readers - each reading one stanza. As the poem is being read, students are encouraged to circle any words they are unfamiliar with (such as Khizr, Allah, and Shayagan). When the poem has been read in its entirety, students are encouraged to ask for the meaning of the words they have circled. Students will then be presented with several key questions and given approximately 10 minutes to independently respond to the questions before discussing as a class.
Key Questions:
Why do think Kabul is feminized by the poet?
In the context of the poem, what do you think the poet means by the phrase "the evil eye of man"?
Select one metaphor or image from the poem that was the most significant for you. Why did this particular metaphor or image stand out to you?
What connection can be made between the poem and the novel?
Kabul Poem.pdf | |
File Size: | 7 kb |
File Type: |
3. Hosseini Reflects (Video + Journal Writing) 15 minutes: Students will watch a 6 minute video clip in which Hosseini discusses the inspiration for the novel, growing up in Kabul, and what he hopes readers will take away from the novel. Students will then respond to the following question in their journals:
Hosseini states that he hopes "people have a little bit more empathy for what happened to Afghans, particularly the Afghan women who really, I think, suffered the most out of everybody in Afghanistan, especially in the last fifteen years". What does the word empathy mean to you? How does it differ from sympathy?
Video from: YouTube: http://www.youtube.com/watch?v=S4kyalTT_wY
Hosseini states that he hopes "people have a little bit more empathy for what happened to Afghans, particularly the Afghan women who really, I think, suffered the most out of everybody in Afghanistan, especially in the last fifteen years". What does the word empathy mean to you? How does it differ from sympathy?
Video from: YouTube: http://www.youtube.com/watch?v=S4kyalTT_wY
4. "The Power of Empathy" (Video + Discussion) 10 minutes: To extend the journal writing the students have done, and to draw the class to a close, students will watch a brief, 3 minute, clip entitled "The Power of Empathy" produced by the Royal Society for the encouragement of Arts (RSA). Dr. Brené Brown is the speaker in the clip. In reading Hosseini's novel, it is crucial for students to be aware of the difference between empathy and sympathy. The clip highlights 4 qualities of empathy: 1. perspective taking 2. staying out of judgement 3. recognizing emotion in other people 4. communicating that emotion. The first two points here are particularly important for students to grasp before reading a novel that is very much removed from their own lives and culture.
Video from: YouTube: http://www.youtube.com/watch?v=1Evwgu369Jw
Video from: YouTube: http://www.youtube.com/watch?v=1Evwgu369Jw
Day 3, Wednesday- Language Strategies
1. Definition Foldable (Group Activity) 15 minutes: To begin this lesson, the teacher will divide the class into groups of five or six students. The teacher will then hand each group a piece of paper with a single word from the novel (Farsi word) written at the top. Students will then be instructed to write a brief definition or explanation of the word, fold the paper over so that their definition is covered, and then pass the paper to the group member sitting to their right. This will continue until all group members have written a definition. Once each member has written a definition, the class rejoins and one group member unfolds the paper and reads the responses aloud to the entire class. Students and th teacher then discuss the responses and clarify any misunderstanding of the word. Though not every student will be able to define or explain each word, most should recognize that the words are taken from the novel.
Suggested words to use: "kolba", "tahamul", "jinn". These words can all be found in the first thirty pages of the novel (which students are expected to have read by this lesson).
2. Why Farsi Words? (Think, Pair, Share) 15 minutes: Next, ask students to independently brainstorm the possible reasons that Hosseini might have included Farsi words in a novel that is written in English. What was his purpose? After students have had five minutes to reflect on this question, they will pair with their elbow partner to discuss their ideas. Finally, the class will rejoin to discuss ideas together in a whole class discussion.
3. Glossing and Un-translated Words (Reading + Examples) 15 minutes: Next, students will independently read selected sections from “Strategies of Language Appropriation in Khaled Hosseini's A Thousand Splendid Suns” by Awan, M., & Ali, M.. A handout has been created for students that draws on two points made in Awan & Ali's article: "Glossing" and "Un-translated words". Once students have finished reading the brief handout, their task is to find an example (not mentioned in the handout) of either glossing or un-translated words in the chapters they have been assigned to read thus far. Students will then be encouraged to share the examples they have found with the class. This exercise ensures that students have understood the concepts of "glossing" and "un-translatd words" as they relate to the novel.
1. Definition Foldable (Group Activity) 15 minutes: To begin this lesson, the teacher will divide the class into groups of five or six students. The teacher will then hand each group a piece of paper with a single word from the novel (Farsi word) written at the top. Students will then be instructed to write a brief definition or explanation of the word, fold the paper over so that their definition is covered, and then pass the paper to the group member sitting to their right. This will continue until all group members have written a definition. Once each member has written a definition, the class rejoins and one group member unfolds the paper and reads the responses aloud to the entire class. Students and th teacher then discuss the responses and clarify any misunderstanding of the word. Though not every student will be able to define or explain each word, most should recognize that the words are taken from the novel.
Suggested words to use: "kolba", "tahamul", "jinn". These words can all be found in the first thirty pages of the novel (which students are expected to have read by this lesson).
2. Why Farsi Words? (Think, Pair, Share) 15 minutes: Next, ask students to independently brainstorm the possible reasons that Hosseini might have included Farsi words in a novel that is written in English. What was his purpose? After students have had five minutes to reflect on this question, they will pair with their elbow partner to discuss their ideas. Finally, the class will rejoin to discuss ideas together in a whole class discussion.
3. Glossing and Un-translated Words (Reading + Examples) 15 minutes: Next, students will independently read selected sections from “Strategies of Language Appropriation in Khaled Hosseini's A Thousand Splendid Suns” by Awan, M., & Ali, M.. A handout has been created for students that draws on two points made in Awan & Ali's article: "Glossing" and "Un-translated words". Once students have finished reading the brief handout, their task is to find an example (not mentioned in the handout) of either glossing or un-translated words in the chapters they have been assigned to read thus far. Students will then be encouraged to share the examples they have found with the class. This exercise ensures that students have understood the concepts of "glossing" and "un-translatd words" as they relate to the novel.
"Glossing" and "Un-translated Words" in ATSS.pdf | |
File Size: | 194 kb |
File Type: |
4. Definition Forum (Instruction + Trial Post) 30 minutes: Students are given copies of the "Definition Forum Post Instructions" handout created by the teacher. This handout outlines the instructions for this unit assignment. See handout below for details.
After the assignment has been discussed, and all students are clear on the instructions, the teacher models the exercise by creating a trial post with the entire class. Students will then have the rest of class to begin their posts for this week.
After the assignment has been discussed, and all students are clear on the instructions, the teacher models the exercise by creating a trial post with the entire class. Students will then have the rest of class to begin their posts for this week.
Definition Forum Posts Instructional Handout.pdf | |
File Size: | 106 kb |
File Type: |
Day 4, Thursday- Mariam's Opportunities
1. Memories (Fast Write) 10 minutes: Students will begin this lesson by completing a quick writing activity. The teacher should ask students to think of their earliest memory and then write a brief summary of it down on a sheet of paper. The teacher may then encourage some students to share their earliest memory, although this should be done only on a volunteer basis. After students share their memories the teacher should then lead a discussion that focuses on eliciting responses based on the following questions:
What senses are involved in memory recollection?
Why do you think we remembered the moments that we did?
Is there a link between our earliest memories and our current, or at least more recent, lives?
If so, is this link significant in any way?
2. Mariam’s Memory (Passage Analysis) 15 minutes: Following this activity the teacher will read aloud, from the start of chapter 3, Mariam’s description of her earliest memory to the class. Afterwards, the teacher should ask students to respond to the scene, using the following questions to encourage critical thinking:
Why do you think Mariam remembers the sounds of the squeaky wheelbarrow?
Think about the rations that are brought in the wheelbarrow. What do you think those rations mean to Nana? To Mariam?
Do you think you read this memory differently now compared to the first time you encountered it (now that you have read all of part one)?
Considering the rest of part 1 of A Thousand Splendid Suns, how do you read this memory now knowing what happens to Mariam's and Nana's fates, as well as the role that Jalil plays in those fates? In other words, how does this memory shape your response to later events, or how do later events shape your response to this memory?
2. Equal Opportunity – does it exist? (Class Simulation) 25 minutes : The next activity will be a class simulation where students will be divided into two groups: Group One and Group Two. The teacher will need to prepare for this activity ahead of time as other materials will be required. Each person in group one is given one step in a set of instructions that describe how to make an origami animal and a coloured sheet of construction paper. Group one is also provided with scissors and tape. Group two, on the other hand, is given only half the required instructions and each person is given a fairly small sheet of white printer paper. Each group is then given 10 minutes to follow the instructions they were given. Essentially, what this means is that group one has all the materials that they need whereas group two does not.
Following the activity, the class will then have a discussion about how people in each group felt and whether they believed they were treated fairly. The teacher should then lead this conversation into a discussion that focuses on the following questions:
What do you think the term equal opportunity means?
Do you think that class systems create equal opportunity for everyone?
How are racial and gender oppression related to class structure? In other words think about how race and gender are routed through class systems?
2. “Gramo. Phone.” (Close Reading) 25 minutes: This section of the lesson will begin with a viewing of the following Molson Canadian commercial from 2012:
1. Memories (Fast Write) 10 minutes: Students will begin this lesson by completing a quick writing activity. The teacher should ask students to think of their earliest memory and then write a brief summary of it down on a sheet of paper. The teacher may then encourage some students to share their earliest memory, although this should be done only on a volunteer basis. After students share their memories the teacher should then lead a discussion that focuses on eliciting responses based on the following questions:
What senses are involved in memory recollection?
Why do you think we remembered the moments that we did?
Is there a link between our earliest memories and our current, or at least more recent, lives?
If so, is this link significant in any way?
2. Mariam’s Memory (Passage Analysis) 15 minutes: Following this activity the teacher will read aloud, from the start of chapter 3, Mariam’s description of her earliest memory to the class. Afterwards, the teacher should ask students to respond to the scene, using the following questions to encourage critical thinking:
Why do you think Mariam remembers the sounds of the squeaky wheelbarrow?
Think about the rations that are brought in the wheelbarrow. What do you think those rations mean to Nana? To Mariam?
Do you think you read this memory differently now compared to the first time you encountered it (now that you have read all of part one)?
Considering the rest of part 1 of A Thousand Splendid Suns, how do you read this memory now knowing what happens to Mariam's and Nana's fates, as well as the role that Jalil plays in those fates? In other words, how does this memory shape your response to later events, or how do later events shape your response to this memory?
2. Equal Opportunity – does it exist? (Class Simulation) 25 minutes : The next activity will be a class simulation where students will be divided into two groups: Group One and Group Two. The teacher will need to prepare for this activity ahead of time as other materials will be required. Each person in group one is given one step in a set of instructions that describe how to make an origami animal and a coloured sheet of construction paper. Group one is also provided with scissors and tape. Group two, on the other hand, is given only half the required instructions and each person is given a fairly small sheet of white printer paper. Each group is then given 10 minutes to follow the instructions they were given. Essentially, what this means is that group one has all the materials that they need whereas group two does not.
Following the activity, the class will then have a discussion about how people in each group felt and whether they believed they were treated fairly. The teacher should then lead this conversation into a discussion that focuses on the following questions:
What do you think the term equal opportunity means?
Do you think that class systems create equal opportunity for everyone?
How are racial and gender oppression related to class structure? In other words think about how race and gender are routed through class systems?
2. “Gramo. Phone.” (Close Reading) 25 minutes: This section of the lesson will begin with a viewing of the following Molson Canadian commercial from 2012:
After watching the video the teacher should ask students for their opinions on the commercial, and lead students into a discussion on belonging. The following guiding questions may be used:
Do you think this is an effective commercial? If so, why?
Think about your identity as Canadian; because you identify as Canadian you feel a sense of belonging to the land. How does that sense of belonging make you feel? How would you feel if you did not belong?
Note: If there are students who are not Canadian in your class then you may ask them how their response to this commercial may differ from other students in the class.
Students will be given a set of questions and told to re-read the passage on pages 40-42 from Chapter 6 of A Thousand Splendid Suns. Students will have the remainder of the class to complete the questions individually. Any questions that are not completed in class should be done for homework. The questions are listed below:
Do you think this is an effective commercial? If so, why?
Think about your identity as Canadian; because you identify as Canadian you feel a sense of belonging to the land. How does that sense of belonging make you feel? How would you feel if you did not belong?
Note: If there are students who are not Canadian in your class then you may ask them how their response to this commercial may differ from other students in the class.
Students will be given a set of questions and told to re-read the passage on pages 40-42 from Chapter 6 of A Thousand Splendid Suns. Students will have the remainder of the class to complete the questions individually. Any questions that are not completed in class should be done for homework. The questions are listed below:
- Why does Mariam feel that she does not belong at Jalil’s house? Why do you think the concept of belonging is an important in the context of the novel? Reflect on our classroom discussion when answering this question.
- "I will use a flower petal for paper, and write you the sweetest letter, you are the sultan of my heart, the sultan of my heart," are the lyrics from the song that Nilofaur plays on the gramophone for Mariam, explaining that she first heard it at Jalil's cinema. How do you think Mariam responds to these lyrics? Explain your response. (Hint: In your response consider Mariam's relationship with Jalil).
- Niloufar says that she will teach Mariam how to do a handstand? What are the implications of Nilofar teaching Mariam? In other words, what does this statement suggest regarding Mariam’s position in the novel?
- Contrast Mariam’s home to Jalil’s house. How is the beauty of Jalil’s house disillusioned? Think about this disillusionment in relation to how Mariam’s view of Jalil becomes disillusioned and explain the connection.
Day 5, Friday: Consent to Marriage
1. Defining Marriage (Brainstorm) 5 minutes: Students will begin this lesson by brainstorming what the term marriage means to them. The teacher should draw a concept map on the board and fill it in with student answers.
2. Saying Yes to the Dress (Group Close Reading) 15 minutes: The teacher should then lead a class discussion about chapter 8, specifically Mariam and Rasheed's wedding. The teacher should encourage students to analyze the scenes for their own ideas and participate as this is a university prep course. However, the teacher may encourage and facilitate discussion by drawing attention to specific lines. The teacher may use the following questions to do so:
What do you notice about this wedding that is different from your typical idea of what a wedding entails?
This is Maraim’s first time meeting Rasheed. What does she notice about him?
When does Mariam speak? Voice is often considered a characteristic of agency, meaning voice is one way in which we exercise power over our self. Do you think Mariam has agency in this scene? In other words, does she have any control over whether or not she marries Rasheed?
In this scene Rasheed forces the ring onto Mariam’s finger. How do you read that moment?
3. How do you Define Rape? (Four Corners) 10 minutes: The teacher should preface this section of the lesson by explaining that the next topic may be a sensitive one, but as it is a crucial scene in the novel, and especially because it is such a sensitive topic, it must be discussed. The teacher should then write the word ‘rape’ on the chalkboard along with the definitions listed below. The teacher should have each corner of the classroom represent one definition of rape and tell students to stand in the corner that represents the definition that they agree with most. None of the definitions are necessarily wrong, but students should pay attention to the word choices (for instance, "will" versus "consent"), as well as the additions in each definition. After students choose their corner the teacher should facilitate a discussion, asking students in each corner to explain their position. If all students agree on one definition then they should discuss why they believe it is the most correct. Again, before starting this discussion the teacher needs to stress that this is a topic that must be discussed respectfully.
Definition 1: The crime, typically committed by a man, of forcing another person to have sexual intercourse with the offender against their will.
Definition 2: Without the consent of another person, he applies force intentionally to that other person, directly or indirectly or he attempts or threatens, by an act or a gesture, to apply force to another person, if he has, or causes that other person to believe on reasonable grounds that he has, present ability to effect his purpose.
Definition 3: Rape can be defined as sexual intercourse that is non-consensual (not agreed upon), or as when a person forces another person to have sex against his or her will, and it can occur when the victim is intoxicated from alcohol or drugs.
Definition 4: Rape occurs when sexual intercourse is non-consensual (not agreed upon), or when a person forces another person to have sex against his or her will. It also can occur when the victim is intoxicated from alcohol or drugs. Rape includes intercourse in the vagina, anus, or mouth. Men as well as women and children can be raped.
1. Defining Marriage (Brainstorm) 5 minutes: Students will begin this lesson by brainstorming what the term marriage means to them. The teacher should draw a concept map on the board and fill it in with student answers.
2. Saying Yes to the Dress (Group Close Reading) 15 minutes: The teacher should then lead a class discussion about chapter 8, specifically Mariam and Rasheed's wedding. The teacher should encourage students to analyze the scenes for their own ideas and participate as this is a university prep course. However, the teacher may encourage and facilitate discussion by drawing attention to specific lines. The teacher may use the following questions to do so:
What do you notice about this wedding that is different from your typical idea of what a wedding entails?
This is Maraim’s first time meeting Rasheed. What does she notice about him?
When does Mariam speak? Voice is often considered a characteristic of agency, meaning voice is one way in which we exercise power over our self. Do you think Mariam has agency in this scene? In other words, does she have any control over whether or not she marries Rasheed?
In this scene Rasheed forces the ring onto Mariam’s finger. How do you read that moment?
3. How do you Define Rape? (Four Corners) 10 minutes: The teacher should preface this section of the lesson by explaining that the next topic may be a sensitive one, but as it is a crucial scene in the novel, and especially because it is such a sensitive topic, it must be discussed. The teacher should then write the word ‘rape’ on the chalkboard along with the definitions listed below. The teacher should have each corner of the classroom represent one definition of rape and tell students to stand in the corner that represents the definition that they agree with most. None of the definitions are necessarily wrong, but students should pay attention to the word choices (for instance, "will" versus "consent"), as well as the additions in each definition. After students choose their corner the teacher should facilitate a discussion, asking students in each corner to explain their position. If all students agree on one definition then they should discuss why they believe it is the most correct. Again, before starting this discussion the teacher needs to stress that this is a topic that must be discussed respectfully.
Definition 1: The crime, typically committed by a man, of forcing another person to have sexual intercourse with the offender against their will.
Definition 2: Without the consent of another person, he applies force intentionally to that other person, directly or indirectly or he attempts or threatens, by an act or a gesture, to apply force to another person, if he has, or causes that other person to believe on reasonable grounds that he has, present ability to effect his purpose.
Definition 3: Rape can be defined as sexual intercourse that is non-consensual (not agreed upon), or as when a person forces another person to have sex against his or her will, and it can occur when the victim is intoxicated from alcohol or drugs.
Definition 4: Rape occurs when sexual intercourse is non-consensual (not agreed upon), or when a person forces another person to have sex against his or her will. It also can occur when the victim is intoxicated from alcohol or drugs. Rape includes intercourse in the vagina, anus, or mouth. Men as well as women and children can be raped.
4. Consent - Having a Voice (Relating Articles to the Novel) 45 minutes: The articles listed below will be brought in and the class will be divided into three groups. Each group will be given one article to read and each individual on the group should silently read a copy of their article with the following questions in mind:
The final 10-15 minutes should then be spent discussing the connection to A Thousand Splendid Suns, specifically with regard to the scene where Mariam is raped by Rasheed. The teacher should highlight how consent is dealt with in the novel.
- How do you define consent?
- How do you think the article defines rape and consent?
- How is consent an issue in the article that you read?
- How are the issues in the article related to the scene on page 76 to 77 of chapter 11 of A Thousand Splendid Suns?
The final 10-15 minutes should then be spent discussing the connection to A Thousand Splendid Suns, specifically with regard to the scene where Mariam is raped by Rasheed. The teacher should highlight how consent is dealt with in the novel.