America After 9-11

Daily Plan Organized around Focus Questions

Day 1: What happened on 9-11?

  • DISCUSSION: Nachtwey 9-11 photograph – “What do you see exercise?”  FOLLOWED BY “What do you know about the attack and how they think such an event may have affected the US.
  • DISCUSSION: What do we collectively know about what happened next?  What questions are raised both by what we know and what we don’t know?  

Day 2: Why were we attacked?

Day 3: How did we respond?

  • DISCUSSION“What do you see exercise?”  What further questions are raised by this 1996 Nachtwey image of an Afghan cemetery?  Brainstorm class responses and record questions in order to focus future inquiry around 4 decades of war culminating with Taliban rule.
  • CRITICAL READING DISCUSSION: Thesis development/Argument & Support and Detecting Bias
    ♦ “A Just Response,” The Nation
    ♦ “Pakistan, the Taliban and the US,” The Nation

Day 4:  Why Afghanistan? 

  • CHOICES lesson on “Life Under the Taliban” from The United States in Afghanistan
  • Introduce Khaled Hosseini novels, The Kite Runner & A Thousand Splendid Suns with timeline and Book Group assignment.

Day 5: Why Afghanistan?  [continued]

  • CHOICES lesson on “Geography of Afghanistan” with Note taking   SW Asiasheet used with PowerPoint of different maps
  • Ethnic groups in Afghanistan Lesson adapted from The Kite Runner Companion Curriculum from Amnesty International
    http://www.amnestyusa.org/sites/default/files/kiterunnerhigh_0.pdf
     The United States in Afghanistan: Part I & II – “Afghanistan’s People & History” & “The Soviet Invasion and the Rise of the Taliban”

 Day 6: How were Afghans affected by decades of war preceding our attack?

  • Introductory discussion on novels: What do we know so far?  How do the plot lines coordinate with contemporary events?
  • Divide class according to novels to answer student generated clarifying questions from chapters 1-4; other half reviews historical setting & time line. Historical setting hand-out & Time line hand-out

Day 7: How did the US war on Afghanistan proceed? How did it end? 

Day 8: Hosseini Book Group Discussions – Part I

  • Reading Group Project Assignment: The Kite Runner & A Thousand Splendid Suns
    Book group members start by collectively summarizing plot of assigned reading, then continue sharing what each has found based on individual responsibility.  Conclude by reviewing study questions as formative assessment.

 Day 9: Assessment on the novels

  • Hosseini Reading Response Test – Part I

Day 10: How did the US war on Afghanistan proceed? How did it end? Why did we go from Afghanistan to Iraq?

  • TIMELINE Discussion: War in Afghanistan, using collective outline, CHOICES Part III Study Guide, & readings:
    ♦ “Summary Judgment,” Time
    ♦ “21 Rationales For War,” Foreign Policy

 Days 11 & 12: How did the US war on Iraq proceed? [events, strategy, alliances]  How did it end? 

Day 13: How did the US war on Iraq proceed? How did it end?  

  • Lesson on deconstructing opposing arguments
    ♦ “Why Did We Invade Iraq?,” National Review
    ♦ “The Iraq Disaster,” Nation

Day 14: Hosseini Book Group Discussions – Part II

  • Reading Group Project Assignment
    Book group members start by collectively summarizing plot of assigned reading, then continue sharing what each has found based on individual responsibility.  Conclude by reviewing study questions as formative assessment.

Day 15: Assessment on the novels

  • Hosseini Reading Response Test – Part II

Day 16: Why was it necessary to revitalize the war in Afghanistan?  What happened while we focused on Iraq?

  • Review timeline of events.
  • Discuss misconceptions and strategy used in both places.

Day 17: How does Hosseini’s use of contemporary events complement the narrative woven through The Kite Runner and A Thousand Splendid Suns?

  • Merge fact and fiction.
    Using all materials and notes from the chronology of events in Afghanistan, students will place the fictional characters within the actual time frame, creating a chart which shows the impact of actual events on the development of characters and plot.
    http://www.sos4tkhf.com/downloads/Exploring_Afghanistan_Lesson.pdf

Day 18: How do the themes of shelter, courage, and shame develop throughout both Hosseini’s novels, The Kite Runner and A Thousand Splendid Suns?

Day 19: How do the themes of shelter, courage, and shame develop throughout both Hosseini’s novels, The Kite Runner and A Thousand Splendid Suns?

  • Discussion of novels in Book Groups focusing on themes of shelter, courage, & shame based on previous day’s text research.

Day 20: Hosseini Book Group Discussions – Part III

  • Reading Group Project Assignment
    Book group members start by collectively summarizing plot of assigned reading, then continue sharing what each has found based on individual responsibility.  Conclude by reviewing study questions as formative assessment.

Day 21: Assessment on the novels                                                        A Thousand Splendid Suns

  • Hosseini Reading Response Test – Part III

Day 22: Paired discussions of the novels to share stories

  • Partners, each who read the other novel, will share the plot development and critical features of characterization, using Structured discussion of outline.


Day 23: Paired discussions of the novels to share stories

  • Partners’ discussions of the novels to share stories continue, focusing on common thematic elements of both novels, using Graphic organizer to record illustrations of themes.

Day 24: What is the situation now in Afghanistan & Iraq?

  • DISCUSSION: on leaving Afghanistan with Discussion exercise
    ♦ “Green On Blue,” Time
    ♦ “The Right Way Out Of Afghanistan,” Foreign Affairs
     “Exit from Afghanistan & Iraq: Right Time, Right Pace?,” Great Decisions
  • Quiz

Day 25: What is the situation now in Afghanistan & Iraq? [Continued]

  • Critical reading lesson to dissect the argument as to whether civil war is inevitable, using:
    ♦ “After America,” New Yorker – edited with reading guide questions
    ♦ “The Odds In Afghanistan,” National Review – with reading guide
    Additional resources:

    “Leaving Afghanistan to the Afghans,” Foreign Affairs
    “AFGHANISTAN: AN AFTER-ACTION REPORT,” Foreign Policy
    “Why zero is not an option,” The Economist

Day 26: How do US relations with Pakistan complicate any resolution to tensions?

 

 Day 27: Should negotiations with the Taliban be a legitimate part of the process? 

  • Debate regarding appropriate role for the Taliban: Should the Taliban be included in negotiations?
    ♦ “Talking to the Taliban,” The Economist
  • Write Precis: “The Future of Political Islam,” Foreign Affairs Précis Evaluation

Day 28: What is the situation now in Pakistan?  How important was the alliance with Pakistan to the effort?

Day 29: How are predator drones used?                                                         

  • Critical reading exercise on “The Predator War”

Day 30:  Discussion 1st half of Hamid’s The Reluctant Fundamentalist

  • Discuss: characters & relationships, using Discussion prompts

Day 31: Are drones effective?

  • Prepare for debate using articles in Foreign Affairs articles on drones    
    ♦ “Why Drones Work,” Foreign Affairs
    ♦ “Why Drones Fail,” Foreign Affairs

Day 32:  DEBATE on Drones

Day 33: What have been the costs of the two wars since 9-11?

Day 34:  Introduce Quest Essay & Rubric

  • Review archetype of the quest and critical quest components: Call to adventure, Struggles/Obstacles, Tests of Will & Endurance, Reward, & Resolution, then apply to familiar quest stories such as those involving Harry Potter
  • Brainstorm quest elements for Amir, Miriam, & Changez

Day 35: Discussion 2nd half of Hamid’s The Reluctant Fundamentalist 

  • Discuss: themes using Discussion prompts

Day 36: Thematic Essay Test for Hamid’s The Reluctant Fundamentalist  

Day 37: What Are the options for U.S. policy in Southwest Asia?

Day 38: Revision conferencing for quest essays

Day 39: What are the options for US Policy?

 Day 40: Option 5 essay

  • Introduction to essay, using “Focusing Your Thoughts” & “Your Option 5” worksheets
    Review Option 5 Rubric

Day 41: LIBRARY Research & note taking to support Option 5 argument

Day 42-4: FILM: The Kite Runner

 Day 45 Reflections

  • Discussion of cinematic representation of Hosseini’s The Kite Runner
  • Reflections Response“What do you see?” exercise using Nachtwey photograph of boys playing on a tank.
    How might this photograph be interpreted?  What questions/comments are raised by this image?