by Khaled Hosseini

Name:

Unit GuideLisa Joye

IHS Literature and the Arts2019

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Table of Contents

Resources and Materials for A Thousand Splendid Suns

Why are we reading ATSS?

ATSS Girl Rising Free Write

ATSS Opening Activity

Women in Afghanistan

ATSS Historical Background Information

Hope, Courage and Perseverance Chart

ATSS Research Project Requirements

ATSS Reading Questions

Letter 6

Grading

10 pts Girl Rising free write10 pts for ATSS opening activity46 pts for reading quizzes 114 pts for Novel Study Guide30 pts for the Hope, Courage, and Perseverance Chart50 pts for Research Project Presentation10 pts for Letter 610 pts for Self Reflection and Parent Feedback

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Why are we reading A Thousand Splendid Suns

by Khaled Hosseini?A Thousand Splendid Suns is a 2007 novel by Afghan-American author Khaled Hosseini. It is his second, following his bestselling 2003 debut, The Kite Runner.

Hosseini visited Afghanistan in 2003, and heard so many stories about what happened to women, the tragedies that they had endured, the difficulties, the gender-based violence that they had suffered, the discrimination, the being barred from active life during the Taliban, having their movement restricted, being banned essentially from practicing their legal, social rights, and political rights. This motivated him to write A Thousand Splendid Suns.

The book spans a period of over fifty years, from the 1960s to 2003. A Thousand Splendid Suns tells the intertwined stories of the lives of two Afghan women, Mariam and Laila, both married to the same abusive man, during the years of the Soviet occupation, then the civil war and the Taliban dictatorship.

Why are we reading it? The novel is a multicultural text that will expose us to a culture

and an area that is very different from our own. We will learn about the politics, religion and social customs that

are central to Afghani life. We will gain a deeper understanding of the violence and

oppression that the Soviets, mujahedeen and the Taliban imposed on its citizens, particularly women.

Comparing these differences to the political and religious cultures of our own country will help us to better appreciate the freedoms and privileges that we have grown up with.

"Books provide young readers with windows to other worlds, other times, other cultures..." (Burke

xviii)

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Additionally, A Thousand Splendid Suns is a very useful text for teaching about certain important literary devices!

For example, the novel is divided up into various sections and we will hear the story from two different characters, Mariam's and Laila's, point of view.

Therefore, the novel lends itself to teaching about point of view, perspective and narrative voice.

Perhaps the most important reason why we are reading this novel, is that it helps us discuss the key question: how can literature be used as a vehicle for social change?

"stories- whether fiction or nonfiction- have the power to change us in ways that information cannot. They

challenge, they demand, they inspire, they threaten." (Burke 56)

The novel will open our eyes to the existence of oppression and inequality in the world and address the concept of humanity's capacity to do evil.

Ultimately this is a story of endurance and hope for a better future. This text has the power to inspire us to look at the world around us and find changes that need to be made, even if they are small ones at first.

Finally, we are reading this book because it is engaging and is a beloved text among many young readers. The characters are realistic and multi-dimensional so as to keep us invested in their story, the plot has twists, turns and surprises, and the author appeals to a wide range of emotions: hope, grief, shame, love, fear, etc. so that we can connect and relate to the text.

AwardsAmazon’s #1 book of the year, 2007

Nominated for ALA’s Best Book for Young Readers Award, 2008Book Sense Book of the Year Award for Adult Fiction 2008

Exclusive Books Book Prize Nominee 2007Abraham Lincoln Award Nominee

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In the first week following its release, A Thousand Splendid Suns sold over one-million copies, becoming a number one New York Times bestseller for fifteen-weeks.

Time magazine's Lev Grossman placed it at number three in the Top 10 Fiction Books of 2007, and praised it as a "dense, rich, pressure-packed guide to enduring the unendurable."

Jonathan Yardley said in the Washington Post "Book World", "Just in case you're wondering whether Khaled Hosseini's A Thousand Splendid Suns is as good as The Kite Runner, here's the answer: No. It's better."

A Thousand Splendid Suns received significant praise from reviewers, with Publishers Weekly calling it "a powerful, harrowing depiction of Afghanistan" and USA Today describing the prose as "achingly beautiful".

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A Thousand Splendid SunsGirl Rising Documentary

Opening Brainstorm Do you know where are some of the most dangerous places in the world to be a woman? Can you name some of the countries? Can you describe what dangers exist for women in some of these areas?

Emotional Reactions After watching some of the stories in the documentary Girl Rising, what are your emotional reactions and what have you learned?

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A Thousand Splendid SunsOpening Activity

Journal Notes (5 pts)You have the next 5 minutes to write about what you did yesterday. What activities did you participate in? What did you wear? Did you watch TV or listen to music? What friends did you spend time with or talk with?

Emotional Reactions (5 pts)Now we are going to visit: http://www.rawa.org/rules.htm

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A Thousand Splendid SunsWomen in Afghanistan

In the late 20th century, prior to the rise of the Taliban, women in Afghanistan were making strides toward equality as they enjoyed the right of education and employment (PBS.org). Kabul was the epicenter for women's advancement in Afghanistan prior to the Civil War and Taliban control" "50% of the students and 60% of the teachers at Kabul University were women, and 70% of school teachers, 50% of civilian government workers, and 40% of doctors in Kabul were women" (Feminist Majority Foundation).

However, after the Civil War when the Taliban came to power in 1996, they instituted a system of gender apartheid, which put women in a state of constant house arrest unless accompanied by a male relative. Women's progress in education and employment was crushed with the harsh laws imposed by the Taliban. "Under Taliban rule women have been stripped of their visibility, voice, and mobility" (Feminist Majority Foundation). In addition to restricting the advancement of women, the Taliban enforced laws that any windows of a woman's house that were visible to the public must be painted black. Women could not leave the house without a burqa, which covered their bodies entirely, leaving only one mesh area in order to allow the woman to see (PBS). Women's health care was also put into jeopardy during the Taliban's reign, as women were prohibited from seeing male physicians. Yet, the majority of female doctors were prohibited from going to work, except for a select few who were stationed in women only wards (Feminist Majority Foundation).

Additionally, women were no longer in control of their life decisions. The Taliban encouraged girls under the age of 16 to enter into marriage. "Amnesty International reported that 80 percent of Afghan marriages were considered to be by force" (PBS). The Taliban appointed a violent religious police force, who often would beat women who violated the Taliban code which regulated the behavior of women. Some of the violations which warranted a beating included a woman exposing her ankles, laughing too

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loud, wearing shoes that made noise when walking, and/or wearing the wrong type of burka/burqa. No due process was followed when these violations were punished, and the beating often occurred on site as soon as the police officer recognized the violation (PBS).

Women suffered violence not only from the Taliban forces, but from their biological relatives and their husbands. This violence was only reinforced by the powers in authority. Often militia forces would contribute to the violence. "In some instances, female members of the family have a role in upholding patriarchal structures, and may also commit violence" (Amnesty International). When alleging rape, women found it extremely difficult to convict a suspect. As a plaintiff, a woman had to find four male witnesses to provide testimony corroborating the story of the woman. "If they failed to provide this testimony, they faced flogging or even stoning in the case of adultery" (PBS).

The fall of the Taliban brought hope to many in Afghanistan that the situation would improve for women. However, violent acts toward women have perpetuated in Afghanistan even after the Taliban's reign had ended. "In 2006, more than 1,650 cases of violence against women were registered with Afghanistan’s Independent Human Rights Commission" and over 100 women are documented as having committed suicide (Integrated Regional Information Networks).

Violence against women does not come down to the citizens of Afghanistan from those who accept it in the government. This sort of violence is widely accepted and practiced in the community. "Abusers are rarely prosecuted; if cases are prosecuted, the accused are often exonerated or punished lightly" (Amnesty International).

Those that attempt to defend the women who have fallen victim to violence in Afghanistan have found great difficulty themselves. Human rights advocates and teachers of women continue to face harassment, intimidation, and even violence, with greater danger for minorities and women. "For example, in June 2007 two gunmen opened fire on schoolgirls outside of

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Kabul, shooting six and killing two, in what was apparently a politically-motivated attack against female education" (Amnesty International).

Subraya Subhrang, of the Afghanistan Independent Human Rights Commission theorizes, “There are likely to be numerous unregistered cases of violence against women." Women often do not risk speaking out about the violence they have suffered for fear of violating social codes (Integrated Regional Information Networks).

The Integrated Regional Information Networks point out that in 2007 "Every 30 minutes, an Afghan woman dies during childbirth, 87 percent of Afghan women are illiterate, 30 percent of girls have access to education in Afghanistan, 1 in every 3 Afghan women experience physical, psychological or sexual violence, 44 years is the average life expectancy rate for women in Afghanistan, and 70 to 80 percent of women face forced marriages in Afghanistan."

Changes have been made to increase the rights of women in Kabul, but the rest of Afghanistan has not seen much change in the way of women's rights. "Fawzia Aminiy, head of department for legal affairs at Afghanistan’s Ministry of Women’s Affairs, is working towards an ambitious Millennium Development Goal on gender equality by 2020." However, she remarks that a 50-year plan would be far more realistic (Integrated Regional Information Networks).

A Thousand Splendid SunsHistorical Background Information

United Nations defines terrorism as, “any action, in addition to actions already specified by the existing conventions on aspects of terrorism, the Geneva Conventions (the laws that govern legally sanctioned war)… that is intended to cause death or serious bodily harm to civilians or non-combatants, when the purpose of such an act, by its nature or context, is to intimidate a population, or to compel a Government or an international organization to do or to abstain from doing any act”.

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political movement - a group of people working together to achieve a political goal

The Soviet Occupation of AfghanistanAfter World War II, as both the United States and the Soviet Union

competed for global power, Afghanistan increasingly turned to the Soviet Union for support after the United States established military ties with Pakistan in 1954, according to an October 2001 report from Human Rights Watch.

The Soviets in return used the strategic location of Afghanistan, at the juncture of Asia and the Middle East, to counter the U.S. alliance with Pakistan and the surrounding Persian Gulf states.The Soviets entered Afghanistan in 1979 with the aim of establishing a key position in Asia, one with trade possibilities and access to Gulf oil, Barnett Rubin said in his book, “The Fragmentation of Afghanistan.”

At the time, Afghanistan was a vulnerable monarchy. It was led by King Zahir Shah, who, like his predecessors, was unable to merge the existing tribal society with a central government. This separation of the Afghan elite and the central government from local tribal leaders eventually caused a revolt against the monarchy.

The Saur Revolution of April 1978 in which the Afghan communist party, the People’s Democratic Party of Afghanistan, seized power in a coup and killed the country’s prime minister, also created space for a foreign invasion into a country that lacked a legitimate government.

Soon after their entry into Afghanistan, the Soviets imposed military and social reforms that began to make enemies within different sectors of the indigenous population. They initiated land reforms that troubled tribal leaders. They implemented economic measures that worsened conditions for the poor, and tried to curb ethnic uprisings by mass arrests, torture,

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executions of dissidents and aerial bombardments, according to a November 2001 Amnesty International report.

According to Amnesty International, some 1 million Afghans died during this period, with more than 8,000 people were executed after being put on trial between 1980 and 1988.

The resistance was led by Mujahadeen, or Afghan freedom fighters, who were backed by the United States. In an effort to resist the Soviet occupation in Afghanistan, the United States — then at the height of a nuclear arms race with the Soviets and fearing a southward movement toward the oil-rich Persian Gulf — soon partnered with Pakistani intelligence to recruit and train guerilla fighters, known as the Mujahadeen, who could put up a resistance against the Soviet army.

The resistance was a success. By the early 1980s various Mujahadeen groups were fighting against Soviet forces and pro-Soviet Afghan government troops.

The United States’ donation of anti-aircraft missiles to the Mujahadeen fighters caused major losses to Soviet aircraft and troops.

The United States also expressed its opposition to the Soviet occupation by boycotting the Olympics in Moscow in 1980.

Two years later, the U.N. General Assembly called for withdrawal of Soviet forces.

In 1988, Soviet Premier Mikhail Gorbachev, who called the occupation of Afghanistan a “bleeding wound,” withdrew his forces from the country.

The Afghan civil warDespite the Geneva Accords and the withdrawal of Soviet forces, civil

war continued in Afghanistan as the Mujahadeen continued to fight the government of Soviet-backed Najibullah. The resistance ousted Najibullah in

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1992 and installed the Taliban government whose hard-line policies ended the fighting.

The Taliban seized Kabul on September 27, 1996, and established the Islamic Emirate of Afghanistan. They imposed on the parts of Afghanistan under their control their political and judicial interpretation of Islam, issuing edicts forbidding women from working outside the home, attending school or leaving their homes unless accompanied by a male relative. Physicians for Human Rights (PHR) said: “To PHR's knowledge, no other regime in the world has methodically and violently forced half of its population into virtual house arrest, prohibiting them on pain of physical punishment.”

Osama bin Laden 10 March 1957 – 2 May 2011 Osama was the founder of al-Qaeda, the militant organization that claimed responsibility for the September 11 attacks on the United States, along with thousands of other mass-casualty attacks against civilian and military targets.

He was a Saudi Arabian, a member of the wealthy bin Laden family. Bin Laden was born to the family of billionaire Mohammed bin Awad bin Laden in Saudi Arabia. He studied at university in the country until 1979, when he joined mujahideen forces in Pakistan fighting against the Soviet Union in Afghanistan.

(Mujahideen is the term for one engaged in Jihad. In English usage, it refers to guerrilla type military outfits of radical Islamists, specifically in reference to the Taliban in their role as guerrilla force in the Soviet war in Afghanistan. Since the phenomenon of radical Islamic irregular forces becoming more widespread in the wake of the wars in Iraq and in Afghanistan, the alternative term "jihadist" has also gained popularity).

Osama bin Laden helped to fund the mujahideen by funneling arms, money and fighters from the Arab world into Afghanistan, and gained popularity among many Arabs. In 1988, he formed al-Qaeda.

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(Al-Qaeda translation: "The Base" and alternatively spelled al-Qaida and is a global militant Islamist organization founded by Osama bin Laden, Abdullah Azzam, and several other militants, at some point between August 1988 and late 1989, with origins traceable to the Soviet war in Afghanistan. It has been designated as a terrorist organization by the United Nations Security Council, the North Atlantic Treaty Organization (NATO), the European Union, the United States, Russia, India and various other countries.)

Osama bin Laden was banished from Saudi Arabia in 1992, and shifted his base to Sudan, until U.S. pressure forced him to leave Sudan in 1996. After establishing a new base in Afghanistan, he declared a war against the United States, initiating a series of bombings and related attacks.

From 2001 to 2011, bin Laden was a major target of the War on Terror, as the FBI placed a $25 million bounty on him in their search for him. On May 2, 2011, bin Laden was shot and killed inside a private residential compound.

The September 11 attacks were a series of four coordinated terrorist attacks by the Islamic terrorist group al-Qaeda on the United States in New York City and the Washington, D.C., metropolitan area on Tuesday, September 11, 2001. The attacks killed 2,996 people and caused at least $10 billion in property and infrastructure damage.

Four passenger airliners were hijacked by 19 al-Qaeda terrorists to be flown into buildings in suicide attacks. Two of the planes, American Airlines Flight 11 and United Airlines Flight 175, were crashed into the North and South towers, respectively, of the World Trade Center complex in New York City.

Within two hours, both 110-story towers collapsed with debris and the resulting fires causing partial or complete collapse of all other buildings in the WTC complex, including the 47-story 7 World Trade Center tower, as well as significant damage to ten other large surrounding structures. A third plane, American Airlines Flight 77, was crashed into the Pentagon (the headquarters of the United States Department of Defense), leading to a partial collapse in its western side. The fourth plane, United Airlines Flight

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93, was targeted at Washington, D.C., but crashed into a field near Shanksville, Pennsylvania after its passengers tried to overcome the hijackers.

In total, 2,996 people died in the attacks, including the 227 civilians and 19 hijackers aboard the four planes. It was the deadliest incident for firefighters and law enforcement officers in the history of the United States, with 343 and 72 killed respectively.

Suspicion quickly fell on al-Qaeda. Although the group's leader, Osama bin Laden, initially denied any involvement, in 2004, he claimed responsibility for the attacks.Al-Qaeda and bin Laden cited U.S. support of Israel, the presence of U.S. troops in Saudi Arabia, and sanctions against Iraq as motives.

The United States responded by launching the War on Terror and invading Afghanistan to depose the Taliban, which had harbored al-Qaeda. Many countries strengthened their anti-terrorism legislation and expanded law enforcement powers.

Having evaded capture for almost a decade, bin Laden was located and killed by U.S. forces in May 2011.

Interested in learning more? http://www.history.com/topics/9-11-attacks

A Thousand Splendid SunsHope – Courage – Perseverance

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“Strength does not come from physical capacity. It comes from an indomitable will.”

-Mahatma Gandhi

List some examples of HOPE in the novel. (10pts)

YOUR NOTES:

CLASS DISCUSSION NOTES:

HOPE1. noun

a feeling of expectation and desire for a certain thing to happena feeling of trustverbwanting something to happen or to be the case

COURAGE2. noun

strength in the face of pain or grief 16

List some examples of COURAGE in the novel: (10pts)

YOUR NOTES:

CLASS DISCUSSION NOTES:

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List some examples of PERSEVERANCE in the novel: (10pts)

YOUR NOTES:

CLASS DISCUSSION NOTES:

PERSEVERANCE3. noun1. steady persistence in a course of action, a purpose, etc.,

especially in spite of difficulties, obstacles, or discouragement

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A Thousand Splendid SunsRESEARCH ASSIGNMENT

Assignment:  You will research a topic from the list below and complete a report of your findings in a digital presentation (Power point, Prezi, Google Slides, etc.) to the class.

Rationale:  A Thousand Splendid Suns is a moving and emotional read. The reality that there are women, and men, suffering in oppressive societies all around the world can cause heartbreak and frustration. After reading the novel, feeling empowered to help foster change is rewarding.

Directions: Look over the topics below and do some initial research into which topic you feel most drawn to learn more about. Once you have chosen a topic, please let your teacher know. For your final presentation you will be educating your peers on one of these areas. We will watch this as a class before we begin our research: https://www.makers.com/playlists/5c589eb4b2f44c0001126e48/5c5cc14e0822e82b3d2c5787

Research topics:

A. What are the benefits of an IB education? (Why is learning about the world through an IB world experience powerful?)

B. What kinds of International Studies Degrees are available if I want to continue my international studies in college?

C. What kinds of careers exist for those who are bilingual and interested in international studies?

D. What is the difference between the US legal system and the Afghan legal system?

E. What is the country of Afghanistan and the treatment of women and men like today?

Places in the world where there is powerful and positive work happening to empower and educate women:

F. The Malala Fund (investing in educators in developing countries)G. In Afghanistan they are recruiting female teachers to work in rural schoolsH. Nigeria they are running mentorship clubs to help girls resist family pressure to

drop out and marry as young as 13 years oldI. In Lebanon they are developing e-learning programs to teach STEM skills to

Syrian refugee girlsJ. Choose your own

Requirements for the presentation:

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Must have at least 3 SUBSTANTIVE NEWS AND GENERAL INTEREST and/or SCHOLARLY SOURCES

Presentation must be edited for spelling and grammar All sources, images, graphs, etc. must be cited There must a Works Cited slide at the end of the presentation that is in MLA

format Presentation must be visually appealing and well organized

Tips for Citing GIVE CREDIT TO YOUR SOURCES IN YOUR PRESENTATION:

MLA does not provide exact guidance for creating citations and a Works Cited page within a PowerPoint presentation, but you should handle them using the same rules you would for a paper. Create an in-text citation within the sentence or bullet point on your slide and have a Works Cited page on your last slide.

Reproducing Images, Charts, Tables & Graphs

Reproducing happens when you copy or recreate a photo, image, chart, graph, or table that is not your original creation. If you reproduce one of these works in your presentation, you must create a note (or "caption") underneath the photo, image, chart, graph, or table to show where you found it. If you do not refer to it anywhere else in your presentation, you do not have to include the citation for this source in a Works Cited list.

Label your figures starting at 1. Information about the figure (the caption) is placed directly below the image in

your assignment. If the image appears in your paper the full citation appears underneath the

image (as shown below) and does not need to be included in the Works Cited List. If you are referring to an image but not including it in your paper you must provide an in-text citation and include an entry in the Works Cited List.

Example:

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Fig. 1. Man exercising from: Green, Annie. "Yoga: Stretching Out." Sports Digest, 8 May 2006, p. 22.

Works Cited page FORMATING REQUIREMENTS

According to MLA style, you must have a Works Cited page at the end of your research presentation.

Basic rules

Begin your Works Cited page on a separate slide at the end of your research presentation.

Label the page Works Cited (do not italicize the words Works Cited or put them in quotation marks) and center the words Works Cited at the top of the page.

o Only the title should be centered. The citation entries themselves should be aligned with the left margin.

Double space all citations, but do not skip spaces between entries.

Indent the second and subsequent lines of citations to create a hanging indent.

List page numbers of sources efficiently, when needed. If you refer to a journal article that appeared on pages 225 through 250, list the page numbers on your Works Cited page as 225-250. Note that MLA style uses a hyphen in a span of pages.

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If you're citing an article or a publication that was originally issued in print form but that you retrieved from an online database, you should type the online database name in italics. You do not need to provide subscription information in addition to the database name.

All works cited entries end with a period.

Additional basic rules new to MLA 2016New to MLA 2016:

For online sources, you should include a location to show readers where you found the source. Many scholarly databases use a DOI (digital object identifier). Use a DOI in your citation if you can; otherwise use a URL. Delete “http://” from URLs. The DOI or URL is usually the last element in a citation and should be followed by a period.

Capitalization and punctuation Capitalize each word in the titles of articles, books, etc, but do not capitalize articles (the, an),

prepositions, or conjunctions unless one is the first word of the title or subtitle: Gone with the Wind, The Art of War, There Is Nothing Left to Lose.

Use italics (instead of underlining) for titles of larger works (books, magazines) and quotation marks for titles of shorter works (poems, articles)

Listing author namesEntries are listed alphabetically by the author's last name (or, for entire edited collections, editor names). Author names are written last name first; middle names or middle initials follow the first name:

Burke, Kenneth

Levy, David M.

Wallace, David Foster

Do not list titles (Dr., Sir, Saint, etc.) or degrees (PhD, MA, DDS, etc.) with names. A book listing an author named "John Bigbrain, PhD" appears simply as "Bigbrain, John"; do, however, include suffixes like "Jr." or "II." Putting it all together, a work by Dr. Martin Luther King, Jr. would be cited as "King, Martin Luther, Jr." Here the suffix following the first or middle name and a comma.

More than one work by an authorIf you have cited more than one work by a particular author, order the entries alphabetically by title, and use three hyphens in place of the author's name for every entry after the first:

Burke, Kenneth. A Grammar of Motives. [...]

---. A Rhetoric of Motives. [...]

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When an author or collection editor appears both as the sole author of a text and as the first author of a group, list solo-author entries first:

Heller, Steven, ed. The Education of an E-Designer.

Heller, Steven, and Karen Pomeroy. Design Literacy: Understanding Graphic Design.

Work with no known authorAlphabetize works with no known author by their title; use a shortened version of the title in the parenthetical citations in your paper. In this case, Boring Postcards USA has no known author:

Baudrillard, Jean. Simulacra and Simulations. [...]

Boring Postcards USA. [...]

Burke, Kenneth. A Rhetoric of Motives. [...]

Works Cited(Sample)

Dean, Cornelia. "Executive on a Mission: Saving the Planet." The New York Times, 22 May 2007,

www.nytimes.com/2007/05/22/science/earth/22ander.html?_r=0. Accessed 12 May 2016.

Ebert, Roger. Review of An Inconvenient Truth, directed by Davis Guggenheim. rogerebert.com, 1 June 2006,

www.rogerebert.com/reviews/an-inconvenient-truth-2006. Accessed 15 June 2016.

Gowdy, John. "Avoiding Self-organized Extinction: Toward a Co-evolutionary Economics of

Sustainability." International Journal of Sustainable Development and World Ecology, vol. 14, no. 1, 2007,

pp. 27-36.

An Inconvenient Truth. Directed by Davis Guggenheim, performances by Al Gore and Billy West, Paramount,

2006.

Leroux, Marcel. Global Warming: Myth or Reality?: The Erring Ways of Climatology. Springer, 2005.23

Milken, Michael, et al. "On Global Warming and Financial Imbalances." New Perspectives Quarterly, vol. 23,

no. 4, 2006, p. 63.

Nordhaus, William D. "After Kyoto: Alternative Mechanisms to Control Global Warming." American

Economic Review, vol. 96, no. 2, 2006, pp. 31-34.

---. "Global Warming Economics." Science, vol. 294, no. 5545, 9 Nov. 2001, pp. 1283-84, DOI:

10.1126/science.1065007.

Revkin, Andrew C. “Clinton on Climate Change.” The New York Times, 17 May 2007,

www.nytimes.com/video/world/americas/1194817109438/clinton-on-climate-change.html. Accessed 29

July 2016.

Shulte, Bret. "Putting a Price on Pollution." US News & World Report, vol. 142, no. 17, 14 May 2007, p.

37. Ebsco, Access no: 24984616Research Project

- Sources -

Journals, magazines, and newspapers are important sources for up-to-date information in all disciplines.

The criteria for evaluating periodical literature has been divided into four categories:

Sensational and TabloidPopular

News and General InterestScholarly

Keep these definitions in mind, and realize that none of the lines drawn between types of journals can ever be totally clear cut.

SENSATIONAL AND TABLOID (DO NOT USE THESE SOURCES FOR THIS ASSIGNMENT) AVOID, AVOID, AVOID

Sensational periodicals come in a variety of styles, but most often use a small newspaper format. "Tabloid" newspapers have been a staple in the U.S. since the 19th century.

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Sensational and tabloid publications use elementary, inflammatory language meant to arouse curiosity, cater to popular superstitions, increase sales, and promote the publisher's political agenda. They often do so with flashy headlines designed to astonish (e.g., Half-man Half-woman Makes Self Pregnant) or by falsely reporting on domestic and international events. The recent spate of fake news reporting is a recent, online version of this type of publication.

Examples of Sensational/Tabloid Publications

Globe National Enquirer Star Weekly World News News Stories through Social Media (Facebook for example) Blogs

POPULAR(DO NOT USE THESE SOURCES FOR THIS ASSIGNMENT) AVOID, AVOID, AVOID

Popular periodicals come in many formats, although often slick and attractive in appearance with lots of color graphics (photographs, drawings, etc.).These publications do not cite sources in a bibliography. Information published in popular periodicals is often second or third hand and the original source is rarely mentioned.

Articles are usually very short and written in simple language. The main purpose of popular periodicals is to entertain the reader, to sell products (their own or their advertisers), or to promote a viewpoint.

Examples of Popular Periodicals

Vogue People Weekly Men’s Health Sports Illustrated

SUBSTANTIVE NEWS AND GENERAL INTEREST

These periodicals may be quite attractive in appearance, although some are in newspaper format in their printed versions. Articles are often illustrated, generally with photographs.

Articles may be written by a member of the editorial staff, a scholar or a free lance writer. The author information is called a byline in news sources. News and general interest periodicals sometimes cite sources, though more often do not.

The language of these publications is geared to any educated audience. There is no specialty assumed, only interest and a certain level of intelligence. These articles are generally published by commercial enterprises or individuals, although some emanate from specific professional organizations.

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The main purpose of periodicals in this category is to provide information, in a general manner, to a broad audience of concerned citizens. Substantive news sources are accountable for the accuracy of their reporting and use recognized journalistic standards.

The Economist National Geographic The New York Times Scientific American

SCHOLARLY(THE MOST IMPORTANT AND RELIABLE SOURCES IN OUR SEARCH)

Scholarly journals are also called academic, peer-reviewed, or refereed journals. Strictly speaking, peer-reviewed (also called refereed) journals refer only to those scholarly journals that submit articles to several other scholars, experts, or academics (peers) in the field for review and comment. These reviewers must agree that the article represents properly conducted original research or writing before it can be published.

Scholarly journal articles often have an abstract, a descriptive summary of the article contents, before the main text of the article. Scholarly journals generally have a sober, serious look. They often contain many graphs and charts but few glossy pages or exciting pictures. Scholarly journals always cite their sources in the form of footnotes or bibliographies. These bibliographies are generally lengthy and cite other scholarly writings.

Articles are written by a scholar in the field or by someone who has done research in the field. The affiliations of the authors are listed, usually at the bottom of the first page or at the end of the article--universities, research institutions, think tanks, and the like.

The language of scholarly journals is that of the discipline covered. It assumes some technical background on the part of the reader. The main purpose of a scholarly journal is to report on original research or experimentation in order to make such information available to the rest of the scholarly world. Many scholarly journals, though by no means all, are published by a specific professional organization.

American Economic Review Applied Geography JAMA: The Journal of the American Medical Association Journal of Marriage and the Family (published by the National Council on Family

Relations)Evaluating a Source– Applying the CRAAP Test

Currency: The timeliness of the information.

When was the information published or posted? Has the information been revised or updated?

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Does your topic require current information, or will older sources work as well?

Are the links functional?

Relevance: The importance of the information for your needs.

Does the information relate to your topic or answer your question? Who is the intended audience? Is the information at an appropriate level (i.e. not too elementary or

advanced for your needs)? Have you looked at a variety of sources before determining this is

one you will use? Would you be comfortable citing this source in your research?

Authority: The source of the information.

Who is the author/publisher/source/sponsor? What are the author's credentials or organizational affiliations? Is the author qualified to write on the topic? Is there contact information, such as a publisher or email address? Does the URL reveal anything about the author or source? examples: .com .edu .gov .org .net

Accuracy: The reliability, truthfulness and correctness of the content.

Where does the information come from? Is the information supported by evidence? Has the information been reviewed or refereed? Can you verify any of the information in another source or from

personal knowledge? Does the language or tone seem unbiased and free of emotion? Are there spelling, grammar or typographical errors?

Purpose: The reason the information exists.

What is the purpose of the information? Is it to inform, teach, sell, entertain or persuade?

Do the authors/sponsors make their intentions or purpose clear? Is the information fact, opinion or propaganda? Does the point of view appear objective and impartial? Are there political, ideological, cultural, religious, institutional or

personal biases?The CRAAP Test Worksheet

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Currency: the timeliness of the information………………………………………….........................• When was the information published or posted?• Has the information been revised or updated?• Is the information current or out-of date for your topic?• Are the links functional?

Relevance: the importance of the information for your needs………………………………………• Does the information relate to your topic or answer your question?• Who is the intended audience?• Is the information at an appropriate level?• Have you looked at a variety of sources before choosing this one?• Would you be comfortable using this source for a research paper?

Authority: the source of the information…………………………………........................................• Who is the author/publisher/source/sponsor?• Are the author's credentials or organizational affiliations given?• What are the author's credentials or organizational affiliations given?• What are the author's qualifications to write on the topic?• Is there contact information, such as a publisher or e-mail address?• Does the URL reveal anything about the author or source?

Accuracy: the reliability, truthfulness, and correctness of the content…………….........................• Where does the information come from?• Is the information supported by evidence?• Has the information been reviewed or refereed?• Can you verify any of the information in another source?• Does the language or tone seem biased and free of emotion?• Are there spelling, grammar, or other typographical errors?

Purpose: the reason the information exists……………………………………………………………• What is the purpose of the information?• Do the authors/sponsors make their intentions or purpose clear?• Is the information fact? opinion? propaganda?

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• Does the point of view appear objective and impartial?• Are there political, ideological, cultural, religious, institutional, or personal biases?

A Thousand Splendid SunsNovel Study Guide

Please answer the following questions in detail (names, places, sensory experiences, character analysis…show me that you have absorbed the reading). You may use your Splendid Suns book to help you with names, places and spelling (3 pts per question).

1. The novel opens with a curse word, uttered in frustration by Mariam’s mother, when Mariam breaks a treasured heirloom. What does Mariam’s memory of this suggest about her sense of herself and her relationship with her mother? How does this opening set the tone for the novel? (3-10)

2. Nana said, "Learn this now and learn it well, my daughter: Like a compass needle that points north, a man's accusing finger always finds a woman. Always. You remember that, Mariam." What does Nana mean by this? (3-10)

3. Jalil, Mariam’s father, is a complex character. Does he love his daughter? How does he show his love? How does he show that he does not fully recognize her as his daughter? (3-20)

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4. Mariam loves having visitors in the kolba. Describe the people who visit her. (11-20)

5. What does Mariam want for her 15th birthday? Why is this request unrealistic? (21-30)

6. Mariam takes matters into her own hands. How does she decide to confront Jalil and what is the result of her leaving the kolba? (31-41)

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7. What does Jalil decide is best decision regarding Mariam’s future? How does Mariam feel about this decision? How does she react? Can she say “no”? Why or why not? (42-51)

8. Based on Nana’s and Mariam’s experiences, what can you infer about the lives of women in Afghanistan in the sixties? What is a hijab? What are some of the reasons that women in Afghanistan wear a hijab? (52-68)

9. Rasheed takes something from Mariam. Describe what happens and how Mariam reacts to the situation. Do you think Rasheed and Mariam are well matched for each other? (69-70)

10. What events result in Rasheed, Miriam’s husband, becoming an abusive husband? In what ways is he abusive? (78-94) (the end of part one)

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11. In opening pages of Part Two we meet Laila. Describe what she looks like, and how she is. Describe her family. What is her mother and father like, where are her brothers? Who is Tariq? And last, what is happening politically in Kabul during this time? (95-104)

12. Babi says, “I know you’re still young, but I want you to understand and learn this now, he said. Marriage can wait, education cannot. You’re a very, very bright girl. Truly, you are. And I also know that when this war is over, Afghanistan is going to need you as much as its men, maybe even more. Because a society has not chance of success if its women are uneducated, Laila. No chance” (103). After watching Girl Rising, do you agree with Babi? Why or why not?

13. Laila enjoys spending time with Tariq’s family. How does his family differ from Laila’s and why? (114-117)

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14. In Chapter 20 Mammy says, “Some days, Mammy said in a hoarse voice, “I listen to the clock ticking in the hallway. Then I think of all the ticks, all the minutes, all the hours and days and weeks and months and years waiting for me. All of it without them. I can’t breathe then, like someone’s stepping on my heart, Laila. I get so weak. So weak I just want to collapse somewhere” (128-129) Explain this quote.

15. Laila says, “Mammy’s heart was like a pallid beach where Laila’s footprints would wash away beneath the waves of sorrow that swelled and crashed, swelled and crashed” (130) Explain this quote.

16. Describe both Tariq’s physical and emotional characteristics. How does the relationship between Tariq and Laila change as they develop feelings for each other? (144-165)

17. How do Laila’s feelings about leaving Kabul contrast with her

parents’ feelings? (Part Two)

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18. What incident finally convinces Laila’s mother to leave Kabul? (169-170)

19. “One could not count the moons that shimmer on her roofs, or the thousand splendid suns that hide behind her walls” (Hosseini 172). Why does Babi share this quote with Laila? Why did Hosseini has titled his novel A Thousand Splendid Suns? (172)

20. What event happens at the end of part two that alters Laila’s life forever? (172-175)

21. Why does Laila agree to marry Rasheed, a sixty-year-old man, even when she considered the act dishonorable? (179-197)

22. Why does Mariam see Laila as a competitor for Rasheed? (198-203)

23. What is significant about Mariam and Laila having tea together? (223-226)

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24. How has Aziza’s love begun to heal both Laila and Mariam? (Part Three)

25. Mariam and Laila ask a young man for help when they are trying to leave Kabul. What are 3 reasons why he might have betrayed them to the soldiers? (230-240)

26. Why has Rasheed become so cruel to Mariam and Laila? How has the breakdown of society, as a result of the war, allowed this to happen? (Part Three)

27. Why does Laila not go through aborting Rasheed’s baby? (253)

28. Laila has to do the unthinkable and make an incredible sacrifice for the health of her 2nd child. Explain the decision that she makes and why she makes it. (254-260)

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29. How does Zalmai show that he is following his father’s example in how he responds to Laila and Mariam? (262-264)

30. How does Mariam feel when she finds out that her father tried to visit her when he was dying and she refused to see him?

31. “One day, a young Talib beat Laila with a radio antenna. When he was done, he gave a final whack to the back of her neck and said, “I see you again, I’ll beat you until your mother’s milk leaks out of your bones.’ That time, Laila went home. She lay on her stomach, feeling like a stupid, pitable animal, and hissed as Mariam arranged damp cloths across her bloodied back and thighs” (286). What does the suffering that Laila endures to visit her daughter in the orphanage say about her determination and grit?

32. How is Aziza changing in the orphanage? (287-290)

33. “Laila never would have believed that a human body could withstand this much beating, this viciously, this regularly, and keep

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functioning” (Hosseini 287). Is Mariam justified in her final act against Rasheed? Does this act require hope, courage or perseverance on Mariam’s behalf? (307-311)

34. While in prison, during her sentencing, and finally in death, how does Mariam demonstrate that she is a woman of strong character?

35. How does Mariam find peace on her final day?

36. How has Laila’s life changed for the better after being reunited with Tariq?

37. Why does Laila return to Kabul?

38. In ways are you left with hope at the end of the novel?

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Letter SixIHS Global Literature and the Arts / Lisa JoyeLetter Due Date:__________________________________________________________________________

Directions: You will write a series of letters throughout our literature course. The audience will change, each prompt will be different, but the intention will always be consistent. These letters will be a record of your thoughts, feelings, perspective and growth throughout your sophomore year. Each letter is a safe place to let your unique voice be heard. Your letter must be hand written.

Please label your letter as such: Your NameDate (Month, Day, Year)

Dear Me,

Please include four paragraphs in your letter

In paragraph one, write about a time when you desperately hoped for something to be true, or for something to happen. You wished, yearned, and pinned hope on an idea, an event, a person, a thing, or something special. Did you get or achieve what you hoped for? Why or why not? How did this experience make you feel?

In the second paragraph write about a time when you had to muster courage in a situation. Explain what happened. Why did you need courage? Did you surprise yourself with your willingness to step forward or did you surprise yourself with your hesitation? What was the result of conjuring your courage? How did you feel about the experience?

In the third paragraph describe a time when you persevered through a hardship or a difficult time. What obstacle did you have to overcome? Did you persever on your own or with the help of others? What was the result of your perseverance? How did you feel about the experience?

For the fourth paragraph, describe what you have learned from these life experiences. How has you sense of self become stronger as a result of hope, courage or perseverance? What are you most proud of about yourself in these situations? What advice do you have for your future self?

End your letter with some sort of salutation...(yours truly, sincerely, be well, with great respect, etc.) and then sign your name.

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Literature and the ArtsA Thousand Splendid Suns Unit

Final Grade Sheet Self Reflection / Parent Feedback

Name_______________________________________________________________________________Date___________________________________Section_______________________________________

Final Scores

______/10 points for Girl Rising free write______/10 points for ATSS opening activity______/46 pts for reading quizzes ______/114 pts for Novel Study Guide______/30 pts for the Hope, Courage, and Perseverance Chart______/50 pts for Research Project Presentation______/10 pts for Letter 6______/10 points for the Self-Reflection / Parent Feedback Sheet

______/280 Final Score

Student Self Reflection: (5 points)List 3 things that you enjoyed about the unit and explain why you enjoyed each one.1.

2.

3.

Which part of the unit was the most challenging for you in a positive way? What was the positive result of this challenge?

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Which part of the unit did you put the most effort into? How did you feel about the

end result?

What are some new things that you learned about yourself in this unit? (think about time management, organization, speaking in front of your peers, writing skills, learning about other cultures, analyzing Literature)

Parent / Guardian Feedback: (5 points)

What kinds of conversation were generated at home around this unit?

In which areas did you see your child grow (reading, writing, research, critical thinking, time management, engagement in the class, etc.)

Additional feedback:

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Parent / Guardian Signature________________________________________________________________Date_________

Parent / Guardian printed name_______________________________________________________________________

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