Week 1 & 2 -Due 2/22
1. Read introduction in class with teacher.
2. Read pages 4-24 independently.
3. Complete Introduction to Afghanistan activity and discussion.
Afghanistan has approximately 8 major ethnic groups residing within 34 provinces or mini-states, each having its own distinct cultural and political identity. The 8 major ethnic groups are the Pashtuns, Tajiks, Hazaras, Uzbeks, Turkmen, Nuristanis, Aimaqs and Balochis. This activity will introduce you to the various ethnic groups of Aafghanistan and will also introduce you to important terminology that will be used later.
Meet with your advisor to get handout 1.1 and to determine which ethnicity(s) you will research. Using the handout and any additional online sources, answer the following questions about your ethnicity. You will be responsible for reporting back to the class on this so make sure that you are detailed and clear.
1. What is the population of Afghanistan?
2. How many major ethnic groups are there in Afghanistan?
3. What are the official languages of Afghanistan?
4. What is the major religion in Afghanistan?
5. Which two ethnic groups are the largest in Afghanistan?
6. What is the main language of the Pashtuns?
7. Why are the Pashtuns so influential in Afghanistan?
8. Approximately how many Tajiks are there in Afghanistan?
9. Where do most Hazaras reside?
10. According to the handout, which ethnic groups were historically best known
for farming?
11. Which ethnic groups are best known as nomads or for camel breeding?
Advanced questions
1. How many minor languages are spoken in Afghanistan?
2. What sect do the majority of Muslims in Afghanistan belong to?
3. What are the Tajiks best known for?
4. What sect of Muslims do most Hazaras belong to?
5. Hazaras have __________ origins.
6. Bonus: true or false: Afghanistan is in the Middle East.
7. Bonus: What other religions besides Islam are present in Afghanistan?
4. Where is Afghanistan Map Exercise
Meet with your advisor to get handout 1.2. Find the following locations and highlight them on the map.
• Afghanistan
• Pakistan
• India
• China
• Russia
• The Arabian Sea
• Iran
• Tajikistan
• Kyrgyzstan
• Turkmenistan
• Uzbekistan
• Azerbaijan
• Kazakhstan
• Bonus: Where is Peshawar? Why is Peshawar significant when studying Afghanistan?
On the back, write down the capitals for each country you were asked to find.
5. Vocabulary - meet with your advisor to collect handout 1.3a. Meet with a partner or by your self to determine what you think the word might mean. DO NOT LOOK THEM UP. When you are done, hand it in and your teacher will give you the 1.3b with the correct versions. Compare and contrast what you thought in a group discussion.
6. Read pages 24-50 as a class.
2. Read pages 4-24 independently.
3. Complete Introduction to Afghanistan activity and discussion.
Afghanistan has approximately 8 major ethnic groups residing within 34 provinces or mini-states, each having its own distinct cultural and political identity. The 8 major ethnic groups are the Pashtuns, Tajiks, Hazaras, Uzbeks, Turkmen, Nuristanis, Aimaqs and Balochis. This activity will introduce you to the various ethnic groups of Aafghanistan and will also introduce you to important terminology that will be used later.
Meet with your advisor to get handout 1.1 and to determine which ethnicity(s) you will research. Using the handout and any additional online sources, answer the following questions about your ethnicity. You will be responsible for reporting back to the class on this so make sure that you are detailed and clear.
1. What is the population of Afghanistan?
2. How many major ethnic groups are there in Afghanistan?
3. What are the official languages of Afghanistan?
4. What is the major religion in Afghanistan?
5. Which two ethnic groups are the largest in Afghanistan?
6. What is the main language of the Pashtuns?
7. Why are the Pashtuns so influential in Afghanistan?
8. Approximately how many Tajiks are there in Afghanistan?
9. Where do most Hazaras reside?
10. According to the handout, which ethnic groups were historically best known
for farming?
11. Which ethnic groups are best known as nomads or for camel breeding?
Advanced questions
1. How many minor languages are spoken in Afghanistan?
2. What sect do the majority of Muslims in Afghanistan belong to?
3. What are the Tajiks best known for?
4. What sect of Muslims do most Hazaras belong to?
5. Hazaras have __________ origins.
6. Bonus: true or false: Afghanistan is in the Middle East.
7. Bonus: What other religions besides Islam are present in Afghanistan?
4. Where is Afghanistan Map Exercise
Meet with your advisor to get handout 1.2. Find the following locations and highlight them on the map.
• Afghanistan
• Pakistan
• India
• China
• Russia
• The Arabian Sea
• Iran
• Tajikistan
• Kyrgyzstan
• Turkmenistan
• Uzbekistan
• Azerbaijan
• Kazakhstan
• Bonus: Where is Peshawar? Why is Peshawar significant when studying Afghanistan?
On the back, write down the capitals for each country you were asked to find.
5. Vocabulary - meet with your advisor to collect handout 1.3a. Meet with a partner or by your self to determine what you think the word might mean. DO NOT LOOK THEM UP. When you are done, hand it in and your teacher will give you the 1.3b with the correct versions. Compare and contrast what you thought in a group discussion.
6. Read pages 24-50 as a class.
Week 3 - Due 2/29
Overview - Afghanistan is a country that has a history of being politically unstable. There are several states within a state, the lack of a strong central government has given rise to regionalism, warlordism and fundamentalism. As we saw through the depiction of the Russian invasion in the kite runner, there have also been multiple external factors and actions that have led to the country’s current state. For the last few centuries at least, Afghanistan has been a buffer zone as well as a zone of contention for a variety of foreign influencers. This lesson will give an overview of the political dynamic in Afghanistan, both past and present.
ACTIVITY 1
Understanding the Legacy Of External Influence In Afghanistan handout 2.1 is a chart that details every major influencer in Afghanistan. The chart is laid out to show that Afghanistan has never had a true sovereignty over its borders. Beginning at least about one hundred years ago, Afghanistan has been a political battlefield for several countries including Iran, Pakistan, the former USSR, Great Britain and the US. A history of economic, political and military influence has left Afghanistan dependent despite the fact that it is considered an independent nation-state. Handout 2.2 is a historical timeline that highlights this fact.
1. Collect handouts 2.1 and 2.2 from your advisor.
2. Have your advisor assign you a country: Iran, Pakistan, the former USSR, Great Britain, or the US.
3. Once you know your role, use the handout to study what your country's role has been in Afghanistan throughout the years.
4. Create a powerpoint or poster that explains how, when and why your country influenced Afghanistan over the past century (100 years).
- make sure to accurately describe the events.
- be prepared to present this poster on WEDNESDAY.
ACTIVITY 2
General questions
1. Do you see any patterns of influence upon Afghanistan? If so, what are they?
2. Based on what you have read, do you feel as though Afghanistan’s sovereignty was threatened by external players? How?
3. In the film, Baba agreed with the radio announcer when he said, “if they come, we will do what Afghans have always done. We will fight. We defeated the armies of Alexander the great, we defeated the armies of Genghis khan, and we defeated the armies of the British Empire. And we will defeat the Russians.” what do this quote and the handouts tell us about Afghanistan?
4. Do you feel as though human rights were threatened in Afghanistan as a result of external influence? Cite specific examples from the film to support your answer.
5. What are some of the trends or characteristics you noticed when studying
Handouts 1.1 and 1.2?
6. Why do you think so many countries were interested in the outcome of Afghanistan? What could have been the potential gains for them?
7. How do you think the constant political turmoil in Afghanistan could have affected other things such as access to water, food as well as other basic human rights? List at least 10 other human rights that could have been affected due to the political dynamic.
8. Whose responsibility is it to protect nation-states whose borders are not sufficiently protected by their own governments? (example, the U.n., etc)
9. What role could you as individuals play in ensuring the protection of Afghanistan’s sovereignty and the prevention of human rights abuses in the country? List some possible steps that you could take. (example. Peaceful protests, etc)
Advanced questions
1. Do you feel as though any of the influencing groups had an undeniable reason or right to challenge Afghanistan’s sovereignty? Why? Why not?
2. How do you think the different occupations have affected the afghan society?
3. How could the ever-changing power-plays in Afghanistan as well as the lack of a strong afghan government have given way to a number of human rights abuses?
ACTIVITY 3
As of July 25th, 2007, the United Nations has invited forensic specialists from an international organization to help investigate over 81 mass graves discovered in different parts of war-torn Afghanistan. According to the afghan independent human rights commission, in the last 13 months, these graves are sites where thousands of human beings have been buried. There is often little coverage of the history of external influence in Afghanistan and the human rights consequences of such influence. It is thought that most of these graves are from the soviet era; however some may be from the Taliban era. Both eras were featured in the film the kite runner. As a research activity, find reports of mass graves around the world as well as the human rights abuses that led up to the creation of those graves.
ACTIVITY 1
Understanding the Legacy Of External Influence In Afghanistan handout 2.1 is a chart that details every major influencer in Afghanistan. The chart is laid out to show that Afghanistan has never had a true sovereignty over its borders. Beginning at least about one hundred years ago, Afghanistan has been a political battlefield for several countries including Iran, Pakistan, the former USSR, Great Britain and the US. A history of economic, political and military influence has left Afghanistan dependent despite the fact that it is considered an independent nation-state. Handout 2.2 is a historical timeline that highlights this fact.
1. Collect handouts 2.1 and 2.2 from your advisor.
2. Have your advisor assign you a country: Iran, Pakistan, the former USSR, Great Britain, or the US.
3. Once you know your role, use the handout to study what your country's role has been in Afghanistan throughout the years.
4. Create a powerpoint or poster that explains how, when and why your country influenced Afghanistan over the past century (100 years).
- make sure to accurately describe the events.
- be prepared to present this poster on WEDNESDAY.
ACTIVITY 2
General questions
1. Do you see any patterns of influence upon Afghanistan? If so, what are they?
2. Based on what you have read, do you feel as though Afghanistan’s sovereignty was threatened by external players? How?
3. In the film, Baba agreed with the radio announcer when he said, “if they come, we will do what Afghans have always done. We will fight. We defeated the armies of Alexander the great, we defeated the armies of Genghis khan, and we defeated the armies of the British Empire. And we will defeat the Russians.” what do this quote and the handouts tell us about Afghanistan?
4. Do you feel as though human rights were threatened in Afghanistan as a result of external influence? Cite specific examples from the film to support your answer.
5. What are some of the trends or characteristics you noticed when studying
Handouts 1.1 and 1.2?
6. Why do you think so many countries were interested in the outcome of Afghanistan? What could have been the potential gains for them?
7. How do you think the constant political turmoil in Afghanistan could have affected other things such as access to water, food as well as other basic human rights? List at least 10 other human rights that could have been affected due to the political dynamic.
8. Whose responsibility is it to protect nation-states whose borders are not sufficiently protected by their own governments? (example, the U.n., etc)
9. What role could you as individuals play in ensuring the protection of Afghanistan’s sovereignty and the prevention of human rights abuses in the country? List some possible steps that you could take. (example. Peaceful protests, etc)
Advanced questions
1. Do you feel as though any of the influencing groups had an undeniable reason or right to challenge Afghanistan’s sovereignty? Why? Why not?
2. How do you think the different occupations have affected the afghan society?
3. How could the ever-changing power-plays in Afghanistan as well as the lack of a strong afghan government have given way to a number of human rights abuses?
ACTIVITY 3
As of July 25th, 2007, the United Nations has invited forensic specialists from an international organization to help investigate over 81 mass graves discovered in different parts of war-torn Afghanistan. According to the afghan independent human rights commission, in the last 13 months, these graves are sites where thousands of human beings have been buried. There is often little coverage of the history of external influence in Afghanistan and the human rights consequences of such influence. It is thought that most of these graves are from the soviet era; however some may be from the Taliban era. Both eras were featured in the film the kite runner. As a research activity, find reports of mass graves around the world as well as the human rights abuses that led up to the creation of those graves.
Week 4 - Due 3/7
Summary: As we saw in The Kite Runner, the soviet invasion of 1978 caused severe problems in Afghanistan. One major issue was that after this coup, the status quo in the country could not effectively be moderated by a strong central government. Instead, what has arisen since then are mini-states within a state that have made it easy for foreign occupation. Foreign occupiers have often used a ‘divide and conquer’ strategy rather than taking on the central government. As external players strengthened relationships with regional leaders, the central government significantly weakened, thus creating an anarchic situation in Afghanistan and an opening for human rights abuse.
ACTIVITY 1 - READ PAGES 100-150
ACTIVITY 2 - BECOMING AWARE OF THE POLITICAL CHALLENGES FACING AFGHANISTAN TODAY
Research a challenge given to you by your advisor using handout 3.1.
General questions
1. What are human rights?
2. Who has human rights?
3. Brainstorm a list of at least 10-15 human rights that everyone should have.
4. It was mentioned in the kite runner that the Taliban banned music, movies, TV, card playing, singing, dancing, boxing, kite-flying, education for girls and much more. To use Baba’s terminology, what basic human rights do you believe the Taliban stole from afghan citizens?
5. After reading the Kite Runner, would you say that any of the challenges in handout 3.1 directly affected any of the characters of the book? If so, how?
6. For each challenge facing Afghanistan, list at least 5 human rights that are threatened or could be threatened as a direct result of the challenge.
7. For each human rights concern regarding the challenges facing Afghanistan, brainstorm a possible solution or solutions with your classmates.
8. How can these solutions come about?
9. Whose responsibility is it to bring about solutions to human rights issues? Individuals? Communities? Organizations? Governments? All? None?
Advanced questions
1. How does the lack of a strong central government create the opportunity for human rights abuse? Cite specific examples from the film to support your answer.
2. What are some possible human rights violations that you think took place as a direct result of ‘regionalism’?
3. Is the rise of ‘warlordism’ or ‘fundamentalism’ a human rights threat? How? Cite specific examples from the film to support your answer.
4. Recently, foreign actors have focused their aid and resources on Kabul and not on the other provinces. Do you think that this poses a human rights threat? How?
5. List some ways in which Afghanistan could progress in maintaining ‘ethnic harmony’ and achieving ‘national integration’. It may be helpful to think of your own environment. Do you think that there is ‘ethnic harmony’ within your own community? If so, what are some of the factors that allow you to live in harmony with your neighbors?
6. Do you believe that there is national integration in your own country? If so, was it always that way? List some key events or key players that contributed to national integration in your country. (example, MLK, etc)
7. List human rights issues that may occur if national integration is not a priority of the government of a country. You may want to draw examples from your own country’s history.
8. How can individuals foster national integration starting in their own communities?
ACTIVITY 3 CASE STUDY: AFGHANISTAN AS A NARCO-STATE
For you to truly understand the state of human rights in Afghanistan, a lesson cannot be complete without a discussion of the opium trade. activity two is a case study activity which goes into in-depth detail regarding the story of opium in Afghanistan and how it plays an enormous role in preventing human rights.
1. Collect HANDOUT 3.2 from your advisor.
2. Either alone or with a partner, read over the information presented and discuss what you have learned.
3. LONG ANSWER QUESTIONS - Make sure to write a 5-sentence answer for each question.
1. Why can Afghanistan be considered a ‘narco-state’?
2. When did opium cultivation begin in Afghanistan?
3. What were the factors that led to the rise of opium production?
4. Why is opium easier to harvest and trade than other crops?
5. Is opium trade legal in Afghanistan?
6. What is the current dilemma regarding opium that leaders of Afghanistan as well as rural farmers must face?
7. How does the dilemma relate to human rights?
8. Should the opium economy be eliminated? If so, list some of the human rights consequences that can arise from this within Afghanistan and worldwide.
9. Should the opium economy be left to thrive? If so, list some of the human rights consequences that can arise from this within Afghanistan and worldwide.
10. Imagine living on less than $2 per day. If you were offered the option to make a lot more money by harvesting opium, what criteria would you use to make a choice? How could your individual choice impact the lives of others?
11. What alternatives to opium harvesting could be provided for local farmers?
12. How does the choice to buy or sell drugs here at home affect the people of Afghanistan?
13. Do drugs aid perpetrators in committing human rights abuses? How?
14. Can drugs fuel or lengthen wars? How? What does this mean for human rights?
15. Based on what you have learned from handout 3.2, if you were the president of Afghanistan, how do you think you might handle the opium dilemma?
16. As citizens of the world, do we have an individual and collective responsibility to act on the opium trade dilemma and to promote human rights in Afghanistan? If so, what would be the first few steps one could take to act on the issue?
ACTIVITY 1 - READ PAGES 100-150
ACTIVITY 2 - BECOMING AWARE OF THE POLITICAL CHALLENGES FACING AFGHANISTAN TODAY
Research a challenge given to you by your advisor using handout 3.1.
General questions
1. What are human rights?
2. Who has human rights?
3. Brainstorm a list of at least 10-15 human rights that everyone should have.
4. It was mentioned in the kite runner that the Taliban banned music, movies, TV, card playing, singing, dancing, boxing, kite-flying, education for girls and much more. To use Baba’s terminology, what basic human rights do you believe the Taliban stole from afghan citizens?
5. After reading the Kite Runner, would you say that any of the challenges in handout 3.1 directly affected any of the characters of the book? If so, how?
6. For each challenge facing Afghanistan, list at least 5 human rights that are threatened or could be threatened as a direct result of the challenge.
7. For each human rights concern regarding the challenges facing Afghanistan, brainstorm a possible solution or solutions with your classmates.
8. How can these solutions come about?
9. Whose responsibility is it to bring about solutions to human rights issues? Individuals? Communities? Organizations? Governments? All? None?
Advanced questions
1. How does the lack of a strong central government create the opportunity for human rights abuse? Cite specific examples from the film to support your answer.
2. What are some possible human rights violations that you think took place as a direct result of ‘regionalism’?
3. Is the rise of ‘warlordism’ or ‘fundamentalism’ a human rights threat? How? Cite specific examples from the film to support your answer.
4. Recently, foreign actors have focused their aid and resources on Kabul and not on the other provinces. Do you think that this poses a human rights threat? How?
5. List some ways in which Afghanistan could progress in maintaining ‘ethnic harmony’ and achieving ‘national integration’. It may be helpful to think of your own environment. Do you think that there is ‘ethnic harmony’ within your own community? If so, what are some of the factors that allow you to live in harmony with your neighbors?
6. Do you believe that there is national integration in your own country? If so, was it always that way? List some key events or key players that contributed to national integration in your country. (example, MLK, etc)
7. List human rights issues that may occur if national integration is not a priority of the government of a country. You may want to draw examples from your own country’s history.
8. How can individuals foster national integration starting in their own communities?
ACTIVITY 3 CASE STUDY: AFGHANISTAN AS A NARCO-STATE
For you to truly understand the state of human rights in Afghanistan, a lesson cannot be complete without a discussion of the opium trade. activity two is a case study activity which goes into in-depth detail regarding the story of opium in Afghanistan and how it plays an enormous role in preventing human rights.
1. Collect HANDOUT 3.2 from your advisor.
2. Either alone or with a partner, read over the information presented and discuss what you have learned.
3. LONG ANSWER QUESTIONS - Make sure to write a 5-sentence answer for each question.
1. Why can Afghanistan be considered a ‘narco-state’?
2. When did opium cultivation begin in Afghanistan?
3. What were the factors that led to the rise of opium production?
4. Why is opium easier to harvest and trade than other crops?
5. Is opium trade legal in Afghanistan?
6. What is the current dilemma regarding opium that leaders of Afghanistan as well as rural farmers must face?
7. How does the dilemma relate to human rights?
8. Should the opium economy be eliminated? If so, list some of the human rights consequences that can arise from this within Afghanistan and worldwide.
9. Should the opium economy be left to thrive? If so, list some of the human rights consequences that can arise from this within Afghanistan and worldwide.
10. Imagine living on less than $2 per day. If you were offered the option to make a lot more money by harvesting opium, what criteria would you use to make a choice? How could your individual choice impact the lives of others?
11. What alternatives to opium harvesting could be provided for local farmers?
12. How does the choice to buy or sell drugs here at home affect the people of Afghanistan?
13. Do drugs aid perpetrators in committing human rights abuses? How?
14. Can drugs fuel or lengthen wars? How? What does this mean for human rights?
15. Based on what you have learned from handout 3.2, if you were the president of Afghanistan, how do you think you might handle the opium dilemma?
16. As citizens of the world, do we have an individual and collective responsibility to act on the opium trade dilemma and to promote human rights in Afghanistan? If so, what would be the first few steps one could take to act on the issue?
Week 5 - Due 3/14
SUMMARY: One of the main outcomes from any war or conflict is the high number of refugees and internally displaced peoples, most of whom are women and children. According to the United Nations refugee agency, the majority of the world’s refugees are from Afghanistan. As of the end of 2006, there were 2.1 million refugees from that country in 71 different asylum countries, or 21 percent of the global refugee population. In addition there are approximately 130,000 internally displaced peoples. This lesson is designed to have students explore the difference between refugees and internally displaced peoples and to gain an understanding of the resettlement process. It is important to note that resettlement is not a viable option for most refugees.
ACTIVITY 1:
In the early morning you are jolted awake by the sound of gunfire. At first you think that you are dreaming, but then you realize the sound of gunfire is getting louder, closer. From your window you can see your neighbors running by, struck with fear. Suddenly you realize it is not a dream, war has broken out in your country and danger is near. You have no choice but to flee on foot and you are unsure if you will ever return. You have three minutes to gather what you can carry in a small backpack or bag, what do you bring? Remember that you can only take what you can carry in a small backpack or bag.
ACTIVITY 2: GENERAL QUESTIONS - WHO ARE REFUGEES AND IDPS?
1. What are a “refugee” and “internally displaced person”?
2. List 5 reasons how you think people become refugees or idps
3. Refer to handout 5.1 to answer the following questions:
1. How do your initial definitions of refugees and idps compare to the official definitions found in handout 5.1?
2. What was on your list of “5 reasons why people become refugees or idps”? How do your reasons compare to the reasons listed on handout 5.1? What did you learn from handout 5.1 that you did not previously know?
3. Why do refugees and idps have special rights?
4. What does it mean to leave your home?
5. During the activity, what did you choose to bring with you and why?
6. Which item on your list do you think was the most important? Why?
7. Would you really be able to survive with the items that you chose?
8. You just reached the border of a neighboring country where you will be able to find safety, but a guard has demanded you show identification before being allowed to cross the border. How many of you included a form of identification on your list?
9. What happens if you don’t have identification?
10. Did you find it difficult to compile a list of important items in just _ minutes? Why?
11. How do you think you would feel if you were really forced to leave your own home?
12. What are some of the pros and cons of fleeing?
13. What happens to your human rights when you flee? Do they come with you? How?
14. What happens to your culture when you flee? Does it come with you?
15. Try to remember the scene in The Kite Runner where Baba and Amir had just gotten to the Russian army checkpoint. Karim translates what the Russian soldier wants. Karim says to Baba “he wants a half hour with the lady in the back of the truck.” the young wife pulls the shawl down over her face and beings to cry. Karim cannot look the husband in the eye, and he tells the rest of them that this is the Russian soldier’s price for letting them pass the checkpoint. Baba stands up and looks directly at the Russian. He says “I want you to ask this man something. Ask him where his shame is.” the Russian responds, “this is war, there is no shame in war.” does war negate human rights and human decency? Why or why not?
16. Baba continues to karim to translate his message to the Russian man, “war does not negate decency...tell him I’ll take a thousand of his bullets before I let this indecency take place. Tell him he’d better kill me good with that first shot. Because if I don’t go down, I’m tearing him to pieces...” the soldier lets them go. What does this tell you?
17. Many often have the misconception that when refugees and idps leave their home country that they would do anything to ensure asylum elsewhere, how ever Baba’s fervent retaliation against the Russian soldier teaches us that when you flee a country your decency, integrity and dignity most certainly travel with you. How does this change any previous thoughts you may have had about refugees and idps?
18. There may be refugees from many different countries in our own communities and schools. What is our personal responsibility to refugees in our own communities? What should we ensure about their human rights?
ACTIVITY 3 - WHAT IS RESETTLEMENT?
1. Brainstorm the meaning of resettlement
2. Write down 5 positive aspects you can associate with the idea of resettlement as well as 5 negatives.
3. Refer to handout 5.2 and answer the critical thinking questions below
1. What do you think are some of the potential positives associated with resettlement? (example, possible better access to health, opportunity to learn English, etc)
2. What do you think are some of the potential negatives associated with resettlement? (example waiting in limbo before being resettled, separation from families.)
3. What steps do you think a refugee has to go through before having the opportunity to be resettled? Can a refugee be resettled immediately after fleeing?
4. Between fleeing and resettlement, where do you think refugees go? Where do they live? Write a short paragraph in which you map a potential journey or scenario of someone who flees a place of conflict. Be sure to include what could possibly happen to them as an IDP and continue mapping up to the point when they actually become a refugee and then further on until they are resettled.
5. Do you think that all refugees live in camps? Where else might they live?
6. What do you imagine the conditions of refugee camps to be? What kind of human rights issues might you find in a refugee camp?
7. Based on what you saw in The Kite Runner, how did Baba and Amir’s economic status changed when they became refugees?
8. Despite what Baba and Amir had lost, do you feel as though they were able to hold on to their dignity and integrity? How important is this?
9. Does a person lose his/her self-worth if his economic status decreases? Consider a refugee who was previously a doctor in his home country but who is not certified to practice medicine in the country in which he has been resettled. Instead, he works as a taxi driver. Should this negate his/her human rights?
10. Eleanor Roosevelt said that “human rights start in small spaces”- how could we apply her famous quote to the question above?
11. What is our responsibility to the people around us?
ACTIVITY 4
1. What is a refugee camp? Who runs them?
2. How long do you think refugees have to stay in a refugee camp before getting the option of resettlement? (consider doing research on the camps in Peshawar, khost and torba-e-Jam)
3. What are some of the positives and negatives that you may find in camps? (consider doing research on the camps in Peshawar, khost and torba-e-Jam)
4. Find a personal voice case study of any refugee or IDP from any country who has been resettled and present to your class about the refugee’s personal story in order to raise awareness about the plight of refugees and idps. Talk specifically about which of his/her human rights were upheld as a refugee/idp and which were denied students should consider using the following websites for their research:
• Afghanistan relief organization: http://www.afghanrelief.com/
• amnesty international: http://www.amnesty.org
• the international rescue committee: http://www.theirc.org
• human rights watch: http://www.hrw.org
• revolutionary association of the women of Afghanistan: http://www.rawa.org
ACTIVITY 5 - UNDERSTANDING WHAT IT MEANS TO BE RESETTLED
1With a partner, refer to guides 5.3A and 5.3B. Make a list of 10 lessons learned about resettlement throughout this lesson and through these case studies
2. For each case study, determine the human rights issues associated with the case study.
ACTIVITY 1:
In the early morning you are jolted awake by the sound of gunfire. At first you think that you are dreaming, but then you realize the sound of gunfire is getting louder, closer. From your window you can see your neighbors running by, struck with fear. Suddenly you realize it is not a dream, war has broken out in your country and danger is near. You have no choice but to flee on foot and you are unsure if you will ever return. You have three minutes to gather what you can carry in a small backpack or bag, what do you bring? Remember that you can only take what you can carry in a small backpack or bag.
ACTIVITY 2: GENERAL QUESTIONS - WHO ARE REFUGEES AND IDPS?
1. What are a “refugee” and “internally displaced person”?
2. List 5 reasons how you think people become refugees or idps
3. Refer to handout 5.1 to answer the following questions:
1. How do your initial definitions of refugees and idps compare to the official definitions found in handout 5.1?
2. What was on your list of “5 reasons why people become refugees or idps”? How do your reasons compare to the reasons listed on handout 5.1? What did you learn from handout 5.1 that you did not previously know?
3. Why do refugees and idps have special rights?
4. What does it mean to leave your home?
5. During the activity, what did you choose to bring with you and why?
6. Which item on your list do you think was the most important? Why?
7. Would you really be able to survive with the items that you chose?
8. You just reached the border of a neighboring country where you will be able to find safety, but a guard has demanded you show identification before being allowed to cross the border. How many of you included a form of identification on your list?
9. What happens if you don’t have identification?
10. Did you find it difficult to compile a list of important items in just _ minutes? Why?
11. How do you think you would feel if you were really forced to leave your own home?
12. What are some of the pros and cons of fleeing?
13. What happens to your human rights when you flee? Do they come with you? How?
14. What happens to your culture when you flee? Does it come with you?
15. Try to remember the scene in The Kite Runner where Baba and Amir had just gotten to the Russian army checkpoint. Karim translates what the Russian soldier wants. Karim says to Baba “he wants a half hour with the lady in the back of the truck.” the young wife pulls the shawl down over her face and beings to cry. Karim cannot look the husband in the eye, and he tells the rest of them that this is the Russian soldier’s price for letting them pass the checkpoint. Baba stands up and looks directly at the Russian. He says “I want you to ask this man something. Ask him where his shame is.” the Russian responds, “this is war, there is no shame in war.” does war negate human rights and human decency? Why or why not?
16. Baba continues to karim to translate his message to the Russian man, “war does not negate decency...tell him I’ll take a thousand of his bullets before I let this indecency take place. Tell him he’d better kill me good with that first shot. Because if I don’t go down, I’m tearing him to pieces...” the soldier lets them go. What does this tell you?
17. Many often have the misconception that when refugees and idps leave their home country that they would do anything to ensure asylum elsewhere, how ever Baba’s fervent retaliation against the Russian soldier teaches us that when you flee a country your decency, integrity and dignity most certainly travel with you. How does this change any previous thoughts you may have had about refugees and idps?
18. There may be refugees from many different countries in our own communities and schools. What is our personal responsibility to refugees in our own communities? What should we ensure about their human rights?
ACTIVITY 3 - WHAT IS RESETTLEMENT?
1. Brainstorm the meaning of resettlement
2. Write down 5 positive aspects you can associate with the idea of resettlement as well as 5 negatives.
3. Refer to handout 5.2 and answer the critical thinking questions below
1. What do you think are some of the potential positives associated with resettlement? (example, possible better access to health, opportunity to learn English, etc)
2. What do you think are some of the potential negatives associated with resettlement? (example waiting in limbo before being resettled, separation from families.)
3. What steps do you think a refugee has to go through before having the opportunity to be resettled? Can a refugee be resettled immediately after fleeing?
4. Between fleeing and resettlement, where do you think refugees go? Where do they live? Write a short paragraph in which you map a potential journey or scenario of someone who flees a place of conflict. Be sure to include what could possibly happen to them as an IDP and continue mapping up to the point when they actually become a refugee and then further on until they are resettled.
5. Do you think that all refugees live in camps? Where else might they live?
6. What do you imagine the conditions of refugee camps to be? What kind of human rights issues might you find in a refugee camp?
7. Based on what you saw in The Kite Runner, how did Baba and Amir’s economic status changed when they became refugees?
8. Despite what Baba and Amir had lost, do you feel as though they were able to hold on to their dignity and integrity? How important is this?
9. Does a person lose his/her self-worth if his economic status decreases? Consider a refugee who was previously a doctor in his home country but who is not certified to practice medicine in the country in which he has been resettled. Instead, he works as a taxi driver. Should this negate his/her human rights?
10. Eleanor Roosevelt said that “human rights start in small spaces”- how could we apply her famous quote to the question above?
11. What is our responsibility to the people around us?
ACTIVITY 4
1. What is a refugee camp? Who runs them?
2. How long do you think refugees have to stay in a refugee camp before getting the option of resettlement? (consider doing research on the camps in Peshawar, khost and torba-e-Jam)
3. What are some of the positives and negatives that you may find in camps? (consider doing research on the camps in Peshawar, khost and torba-e-Jam)
4. Find a personal voice case study of any refugee or IDP from any country who has been resettled and present to your class about the refugee’s personal story in order to raise awareness about the plight of refugees and idps. Talk specifically about which of his/her human rights were upheld as a refugee/idp and which were denied students should consider using the following websites for their research:
• Afghanistan relief organization: http://www.afghanrelief.com/
• amnesty international: http://www.amnesty.org
• the international rescue committee: http://www.theirc.org
• human rights watch: http://www.hrw.org
• revolutionary association of the women of Afghanistan: http://www.rawa.org
ACTIVITY 5 - UNDERSTANDING WHAT IT MEANS TO BE RESETTLED
1With a partner, refer to guides 5.3A and 5.3B. Make a list of 10 lessons learned about resettlement throughout this lesson and through these case studies
2. For each case study, determine the human rights issues associated with the case study.
Movie Discussion Questions
1. What are some of the human rights issues or injustices that are portrayed in this film?
2. What was happening politically in Afghanistan during the film?
3. List some of the recurring themes of the film.
4. In one of the opening scenes, we see Amir and Hassan returning home from a game of kite-fighting. The boys part ways and Amir walks up his redbrick driveway lined with trees and rosebushes towards his magnificent house; whereas Hassan walks towards a little mud hut. In what way does this scene set the stage for this film?
5. Could Hassan be considered wealthier than Amir in some ways? Why or why not? Define wealth. What are some criteria we can use to measure one’s personal inner wealth?
6. A quote in the first chapter of the kite runner book was “afghans like to say: Life goes on, unmindful or beginning, end...crisis or catharsis, moving forward like a slow dusty caravan of Kochis (nomads).” how does this idea resonate throughout
The film?
7. How did war, conflict and human rights abuse change the characters of the book?
8. Who chose to stay in Afghanistan during the soviet invasion? Who chose to flee? Who did not have a choice? Why?
9. Did Amir and Baba Jan become internally displaced peoples? Refugees? Or both? What rights were taken away from them when they had to leave their home?
10. What kind of resettlement process did Baba and Amir have to go through? What kind of resettlement process did some of the other characters endure?
11. When Amir failed Hassan, would you consider his action a human rights abuse? Why?
12. What did Rahim khan mean when he said to Amir, “there is a way to be good again”? Was it important for Amir to redeem himself? Why? Are we always able to reconcile with past mistakes or past human rights abuses? Is it important to do so? Why?
13. How do pride and privilege affect Amir and his actions?
14. Baba says to Amir “there is only one sin, only one. And that is theft. Every other sin is a variation of theft...when you kill a man, you steal a life. You steal his wife’s right to her husband, his children’s right to their father. When you tell a lie, you steal someone’s right to the truth...there is no act more wretched than stealing.” do you agree with Baba? List some other rights that could be violated by stealing that Baba does not mention.
15. In the scene where assef attacks Hassan, what rights did he steal from Hassan?
16. Assef says in the film to Amir, “Afghanistan is the land of Pashtuns. We are the true Afghans, not this flat-nose here. His people pollute our homeland. They dirty our blood.” how does Assef’s attitude compare to some of the individuals or groups we have learned about in our history classes? (the KKK, Hitler, etc) can Assef’s attitude lead to human rights issues, such as hate crimes in our neighborhoods? How?
17. Baba says to Amir, “I grew up with Ali. My father took him in, loved him like his own son. Forty years Ali’s been with my family.” yet the cycle continues where neither Ali nor Hassan could read or write and both eat Baba’s and Amir’s leftover food. In a society where individual roles are so defined and ingrained, how can one go about changing them? What responsibility do we have to break these unjust norms? How Can we?
