1000+Splendid+Suns

1000 Splendid Suns

Hosseini writes the novel so well that you feel (as a reader) you know the characters. By seeing their world through their eyes, the reader learns something about their culture and way of life.

a) I'd use this lesson anywhere from grade 10 -12 because it draws on their prior knowledge of that area and its people, and it allows the student's understanding and knowledge to be enriched and expanded or even corrected. I'm skeptical to use it with gr. 9's because of it's length and it's graphic content (even though it's mild, in my point of view). Are those viable reasons? I also wonder if gr. 9 students would be interested in fully understanding another culture other than their own.

b) There are many themes that this text touches upon and as a teacher, would emphasize: the importance of family, redemption, war, cultural differences, and so forth.

The book serves as a history lesson and provides an understanding of the middle eastern culture, in a traditional sense and a modern sense. As I read this book my perception of gender roles gradually changed and my understanding of the traditional and cultural beliefs expanded significantly. The key word here is understanding. Understanding the traditional practices found in the middle east and the reasons behind the way things are: the purpose of the hijab, of the burqa, the way a husband treats and perceives his wife and overall traditionalist thinking. Then there's the impact of western culture, the effect of war both global and civil and the origin and purpose of the Taliban.

Our cultural knowledge is challenged and grown from the point of beginning the text and to finishing it. It unravels the cultural history and values/beliefs associated with the Middle East, but specifically Afghanistan. Hosseini includes Afghani words that are Italicized, which in my opinion, engages the reader to learn the word's meaning.

We also see our social knowledge become more enriched by seeing the daily life of two entirely different people, in a world different from ours. The joys and struggles of a city girl and a village girl, and the differences observed while growing up and maturing.

c) My only challenge is that I may encounter students who aren't readily willing or interested in having their understanding or perception of another culture, changed while reading this book, despite the emotional content. I've seen students read books as powerful as this one and yet there was no change in them. The trouble with using a text to create cultural awareness is that with grade 11's or 12's, there's a slight chance that students simply aren't interested or willing to understand a culture other than the one they associate themselves with. I'm also concerned that some students may not appreciate it as much as they should. My job then would be to find means to spark their interest.

d) Because I found myself learning more than I previously knew before reading this novel and understanding the culture a lot more, I expect the same to happen with my students. This would be the focus of my lesson.

My lesson would be ideal to student learning and cultural awareness because it draws on their prior knowledge of that area and its people, and it allows the student's understanding and knowledge to be enriched and expanded.

I would begin my lesson by having students begin writing a journal and improve reflective writing. The first entry would be on what they know of the Middle East culture. What they've learned through the media and other resources. Students have preconceived ideas of the culture based on the media and so it would be important to ask them before reading the novel, so they could see a change in their perception afterwards.

While reading the novel, I expect students to continue writing journal entries. When they read the book, they would write entries describing what new things they have learned. How it surprised them. How it was different from what they previously knew. Has their impressions changed? Do they understand the culture more now? I also would encourage them to write questions that emerge about the culture while they read it. If their questions are answered I expect them to write entries where they reflect on that. Once they finish the novel, I expect them to write a personal essay on their newly found understanding of the culture and reflect on how it has changed since writing their first entry.

During the time students are reading the novel, I would show students works of art made by artists who originated in the Middle East and briefly describe other novels that revolve around the same issues, to further gain their interest. I would also have them spend time in the library and use the internet to look up resources that compliment the novel.

This reflective writing would improve students thinking of other cultures and improve inclusive language. By understanding the culture better, language becomes more equitable because assumptions that are discriminative are eliminated. By writing journals based on writing a student can monitor their own learning while reading the text and improve their metacognitive skills by "understanding their perspectives" and misconceptions.

And of course if students have further interest and inquiries by the end, I'll provide resources to quench their interest

Artwork by Middle Eastern Artists

Shirin Neshat

Turbulent





Source: Artnet.com