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A STUDY GUIDE

TO THE PENGUIN EDITION

OF GREG MORTENSON

AND DAVID OLIVER RELIN’S

By Jeanne M. McGlinn

PenGUin GROUP (USa)

2 A STUDY GUIDE TO THE PENGUIN EDITION OF GREG MORTENSON AND DAVID OLIVER RELIN’S THREE CUPS OF TEA

INTRODUCTION

ABOUT THE AUTHOR

1. StudentscanaccessMortenson’sofficialwebsiteincludinghisbiography,booksigningschedule,andimagesofthestudentsandtheschoolshehashelpedtobuildforthem:

http://www.gregmortenson.com/

Asstudentslookattheimagesoftheschools(intheImageGalleryundertheMediaandPresslink),askthemaboutthechallengestheythinkmayhavebeeninvolvedinbuildingtheseschools.Whatcantheytellabouttheterrainthatmightmakebuildingdifficult?Whatcantheytellabouttheschoolsbylookingattheseimages?

2. Studentscanfinda2007interviewwithMortensonat

http://www.threecupsoftea.com/wp-includes/documents/3CTQA.pdf

TheinterviewcoversthebackgroundofMortenson’sdecisiontobuildaschoolinPakistan,hisfirsteffortstogetfinancing,hiskidnappingin1996byarmedPakistanitribesmen,thefatwehissuedagainsthim,andtheexpan-sionofhisworktoAfghanistan.Thisinterviewprovidesanoverviewofthebiography.AskstudentstoreadtheinterviewandcreateatimelineofeventsinMortenson’slife.Postthistimelineandadddetailstoitasthestudentsreadthebiography.

3. StudentswillfindnumerousinterviewswithMortensonandarticlesabouthislifeandworkathisblog:http://gregmortenson.blogspot.com/

StudentscanalsofindinterviewswithMortensonathttp://vimeo.com/902639andwww.youtube.comwheretheywilllearnaboutthemeaningofthetitleofthebook,Mortenson’scurrentprojects,andhisbeliefintheimpor-tanceofeducation,especiallyforgirls.Aftersurveyingseveralofthesearticlesandvideos,askstudentstolistwhattheyconsiderthetopfiveeventsinMortenson’slifeorwork.Askstudentstocomparetheirlists,havingthemexplaintheirchoices.

Discuss:WhatappearstomotivateMortenson?Whatdoeshevalue?Why?DoeshemakeagoodcaseforwhatherecommendsastheroutefortheU.S.initsencounterswiththeglobalcommunity?

4. StudentscanlearnabouttheCentralAsiaInstitutewhichMortensonco-foundedatthissite:http://www.ikat.org/.Thisagencypromotescommunity-basedprojectsmainlyintheKarakoramMountainsofPakistanandthePamirandHinduKushMountainsofAfghanistan.Projectsareinitiatedbythepeople,guidedbyacommitteeofelders,andrequireacommunitytomatchfundingwithlaborandlocalresources.AskstudentstosurveythiswebsitetolearnabouttheprojectsoftheCAI.Discussthephilos-ophyofthisagencythatrequiresthecooperationofthepeoplewhoarebeingserved.WhatkindsoflessonsmightAmericansocialagenciestakefromthemodelusedbytheCAI?

AfterafailedattempttoscaleK-2in1993,GregMortensonfindshiscallinginthevillageofKorphewhenheaskstovisitthe“villageschool.”Inplaceofthestandardclassroom,hefindseighty-twochildrenintheopenair,withoutateacher,kneelingonthegroundtopracticetheirmultiplicationtables.Mortensonrecalls,“Ifeltlikemyheartwasbeingtornout.Therewasafiercenessintheir[thechildren’s]desiretolearn,despitehowmightilyeverythingwasstackedagainstthem,thatremindedmeof[mysister]Christa.IknewIhadtodosomething.”Mortensonmakesapromisetothevillagechieftobuildaschoolforthechildren.ThusbeginshiscampaigntofinanceschoolsforthechildrenofthisandothervillagesinPakistanandlaterAfghanistan.Mortenson’sbiographyisastoryofcourageandperseveranceinthefaceoftremendousodds,thedrivetofulfillapromiseandthebeliefinthepowerofeducationtochangelives.

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BEFORE READING

Vocabulary Study

TheauthorsfreelyuseIslamicwordsthroughoutthetext,usuallyexplainingthemeaningofthewordorprovidingcontextclues.AskstudentstodefinethefollowingwordsfromcontextorinformationsuppliedbytheauthorsforaclassWordWall:

purdah (p.160),fatwa (p.184),sher (p.185),Shariat (p.185and307-308),fakhir (p.186),zakat (p.192),Wahhabi (p.242).

Studentscancheckthedefinitionsderivedfromcontextusinganonlinedictionary,suchashttp://www.thefreedic-tionary.com.Duringreading,studentsshouldwatchfornewIslamicwordstoaddtothewordwall.Studentsshouldalsonotewhentheyencounterawordtheyhavealreadydefined.

1. Studentswillbenefitfromanoverviewofthegeography,history,andrichcultureofPakistan.OnereliablesourcewhichcanserveasanintroductionistheCIAWorldFactbook:

https://www.cia.gov/library/publications/the-world-factbook/geos/pk.html

Herestudentscanlearnsignificantfactsaboutthepolit-icalhistory,geography,government,andpeople.

2. GooglemapsprovidesexcellentmapsofPakistanandAfghanistan.Studentscanselectsatelliteandterrainviewsandcanmanipulatethemaptoviewthecountry’sbordersandlandfeatures.DuringreadinghavestudentstraceMortenson’sjourneysinPakistanandAfghanistan.

3. StudentscanreadaboutthehistoryoftheeducationalsysteminPakistanat

http://education.stateuniversity.com/pages/1143/Pakistan-EDUCATIONAL-SYSTEM-OVERVIEW.html

OfparticularinterestisthehistoryoftheestablishmentofmadrassasinthecountrywhichwerefinancedbyaffluentPakistanibusinessmen,theUnitedArabEmirates,SaudiArabia,andIran,andledtotheestablishmentoftheTaliban.Also,askstudentstofocusonthestatusofeducationforgirls.

4. AlthoughPakistanisofteninthenews,studentsmayhaveonlyavagueunderstandingofitspoliticalsituation.AskstudentstoreadseveralcurrentnewsstoriesaboutPakistanandmakealistofwhattheylearnaboutitsrela-tionshipwiththeU.S.,IndiaandAfghanistan,anditsrelationshipwithmilitantIslamandtheTaliban.Afterstudentshavereviewedthenewsstories,discusstheirsenseoftheissuesandproblemsfacingPakistan.WhatarethebiggestthreatstoPakistan’ssecurity?Whatarepossiblesolutionstotheseproblems?

5. MortensontravelstheKarakoramHighwaytobringsuppliestoKorphetobuildtheschool.Studentscanlookatviewsofthehighwayandgetasenseofthelandscapeatthefollowingsite:

http://www.adventurephotographs.com/karakoram/karakoram_highway/index.asp

Amapisavailableathttp://www.johnthemap.co.uk/pages/kkh_page1.html

Studentscanreadadescriptionofthehighwayonp.75-77ofThree Cups of Tea.DiscusswithstudentstheobstaclestheterrainpresentedtoMortenson’saspirationofbuildingschoolsintheremotevillagesofnorthernPakistan.

6. AstheKorpheSchoolnearscompletionin1996,MortensontravelstoPeshawar,“capitalofPakistan’swildwest”and“gatewaytotheKhyberPass”(p.155).Studentscanviewimagesofthishighwayatthiswebsite:

http://www.google.com/images?hl=en&q=khyber+pass&um=1&ie=UTF-8&source=univ&ei=Flv8S8bkGML88Aa57fzXBQ&sa=X&oi=image_result_group&ct=title&resnum=4&ved=0CDQQsAQwAw

andreadadescriptiononp.155ofThree Cups of Tea.In1996theKhyberPasshadbecomethegatewayforPaki-stan’sstudentsfromthemadrassastotravelintoAfghani-stantofightagainstits“corrupt”government.OsamaBinLadenwasoneoftheleaders.Afterstudentshaveviewedimagesofthemountainousterrain,askthemtospeculateabouthowitsremotenessmightsupportthechaosofwar.

Discuss:Howwouldatravelerneedtopreparetotraveltheseroads?Whatwouldatravelerneed?Whatwouldbethebenefitsofhiringaknowledgeableguide?

7. MortensonisintriguedbytheWazirtribe.Theirhistoryisnarratedonp.158-161ofThree Cups of Tea.AbriefhistoryofWaziristancanalsobefoundathttp://en.wikipedia.org/wiki/Waziristan.Afterreadingthehistoryofthisarea,askstudentstosummarizewhattheyhavelearned.

Discuss:Whatappearstobethesituationforpeopleinthisarea?Whatmotivatesthepeople?ConsiderwhyMortensonmightwishtoworkwiththeWazir.Whatwouldhehopetoaccomplishinthisplace?

HISTORICAL OVERVIEW OF PAKISTAN AND ITS NEIGHBORS


Discussion Activities

1. WhenMortensonfirstentersthevillageofKorpheheisgreetedbythechiefandescortedtohishutwhereheisinvitedtoshareacupoftea.Readthissectiontothestudents:“Therewasnotalkasteawasprepared…”(p.25).

Discuss:Whatprinciplesofhospitalityoperateinthisculture?Whatissignificantaboutsharingacupofteawithaguest?Comparethiscustomtowhatyouhaveobservedinwesternculture.Isthereanythingsimilarthatyouhaveexperienced?

2. AskstudentstoreadRelin’sintroduction,“InMr.Mortenson’sOrbit,”asawaytodiscussthegenreofbiography.WhatimpressionofMortensondotheygetfromRelin’sdescriptionofhiswelcomeinthevillageofKorphe?WhydoesRelinwantthereadertoknowfromthebeginningthatheispersonallyimpressedbyMortenson?

3. Togetstudentstothinkaboutthechoicesabiographermakeswhentellingalifestory,askthemtocreateatimelineoftheirownlivessofar.Theyshouldstartwiththedateandplaceoftheirbirthandthenindicatekeydatesonthetimeline.Foreachdate,theyshouldindicatetheplaceithappenedandakeyeventtheyassociatewiththedate.Afterstudentshavecompletedtheirtimelines,askthemtoselectthekeyepisodesintheirlivestheywouldliketodescribeinmoredetail.Thenstudentscansharethestoriesoftheseeventswithapartner.Afterwardsinitiateawholeclassdiscussionaboutthechoicesthey

made.Whydidtheyselectcertainevents?Whydidtheyleaveoutcertainevents?Whataffectedtheirchoices?Whatimpressiondidtheywanttogiveabouttheirlives?Didtheybegintodiscernapatternintheeventsoftheirlives?Doesthisprocessofselectionmakeabiographylessthantrue?Inwhatwaysisabiographythetruthaboutaperson?Howshouldareaderapproachabiography?

Thematic Topics

StudentsmayexplorethefollowingtopicswhilereadingMortenson’sbiography:

• Humanitarianism • Impactofanindividualperson • Natureoftribalandpatriarchalsystems • NatureofIslam • Valueofaneducation • Impactofeducationonwomen

Introducestudentstothislistoftopicsandmakesurethattheyunderstandeachtopic.Askstudentstonotetheseparticulartopicsintheirreadingjournalsoronpost-itnotesastheyread.Afterstudentshavereadseveralchapters,askthemtoreviewtheirjournalorpost-itnotestoidentifywhattheyconsiderthemaintopicofthisparticularsectionofthebiography.Listthetopic(s)onalargechartandbrainstormtheauthor’spossiblemeanings.

Askstudents:Whathavetheylearnedaboutthissubject?Whyisitimportantorsignificant?Whatistheauthor’satti-tudeaboutthissubject?

DURING READING

Discussion Questions and Reader Response Quotes

YoucanusethefollowingquestionstoengagestudentsinthinkingabouttheeventsinMortenson’slife,hisdecisiontobuildschoolsinPakistanandlaterAfghanistan,andthewaysinwhichheovercomestheenormousobstaclesonthewaytohisgoal.Questionscanbeadaptedforreaderresponseorasstartersforsmallandwholegroupdiscus-sions.Readerresponsepromptsareopen-ended,askingstudentstoarticulatetheirreactionstoaparticularsceneordevelopmentinthenarrative.Discussionquestionsgenerallybuildonstudents’literalrecalloftheeventsinthenarrativetobuildupinferencesaboutwhattheseeventsmeanandwhattheytellthereaderabouttheoverallmeaningofthenarrative.Studentsshouldgobacktothetexttoidentifyandanalyzekeypassagesastheybuildmeaning.Studentscanusethequoteslistedhereorchoosetheirownquotesastheyread,explainingthemeaningofthequoteanditssignifi-canceintheirreadingjournals.

I. Part One, Chapters 1-3 Introduction: “Mortenson Lost and Found”

1. WhatrealizationdoesGregMortensoncometoabouthispersonalabilityandlimitsinthelongnighthespentfollowinghisdescentfromafailedattempttoreachthesummitofK2?

2. WhatdoesthereaderdiscoveraboutMortenson’sphysicalmake-up,abouthischaractertraitsintheopeningchapters?

3. WhydoesMortensonreturntoKorphe?

4. HowdoesMortensonconnecthissisterChrista’slifewiththatofthechildrenofKorphe?

Reader Response Quotes

“…MortensonfeltsomethingtugginghimbackupintotheKarakoram.HefelthehadfoundsomethingrareinKorpheandreturnedassoonashecouldarrangearide.”(p.29)


“‘I’mgoingtobuildyouaschool,’hesaid,notyetrealizingthatwiththosewords,thepathofhislifehadjustdetoureddownanothertrail,aroutefarmoreserpentineandarduousthanthewrongturnshe’dtakensinceretreatingfromK-2.”(p.33)

“He[myDad]taughtme,hetaughtallofus,thatifyoubelieveinyourself,youcanaccomplishanything.”(p.38)

II. Part Two, Chapters 4-14 “Challenges and Obstacles: Building Korphe’s First School”

1. WhatattractedMortensontomountainclimbing?

2. WhateffectdoesChrista’sdeathhaveonMortenson’slife?

3. HowdoesMortensonfirstgoaboutsecuringfundingtobuildaschoolforKorphe?

4. HowdoesMortenson’squestaffecthisrelationshipwithMarina,thedoctorhemeetsduringhisworkintheERattheUCSFMedicalCenter?

5. OnhisreturntoPakistantobegintoacquiresuppliesfortheschool,MortensonspendssometimeinIslamabad’stwincity,Rawalpindi.WhatvaluesofPakistan’sculturearerevealedinthebarteringforbuildingsuppliesandtheprayerritualsofIslam?

6. WhydoesMortensonfeelthathehaspersonallyfailedinhisefforttobuildtheschoolinKorphewhenhearriveswiththebuildingsupplies?Hasthisbeenapersonalfailure?

7. HowdoesMortensonfindthestrengthtokeepworkingonhisquestdespitesetbacks?

8. WhyarethemenofKorphecheerfulaboutcarryingthe800lb.cablesthelongdistancetothevillage?

9. In1995MortensonmeetshisfuturewifeattheAmericanHimalayanAssociationeventwhereSirEdmundHillaryisthekeynotespeaker.WhatdoMortensonandTaraBishophaveincommon?

10.WhataresomeofthelessonsthatHajiAliteachesMortenson?

11.HowdoesHajiAlishowthegreatvalueheplacesontheschool?

12.HajiAlitellsMortensonhecannotreadbutMortensoncallshimthe“wisestmanI’veevermet.”What,doyouthink,isthesourceofHajiAli’swisdom?

13.WhatattractsMortensontotheWazirpeople?

14.HowisMortenson’sreceptioninKotLangarkhel,Khan’sancestralhomeinWaziristan,differentfromhisfirstreceptioninKorphe?Whyistherethisdifference?

15.HowistheschoolthatMortensonwantstoestablishinWaziristandifferentfromthemadrassasalreadythere?

16.Afterhiscaptivity,whydotheWazirthrowMortensonaparty?


“HetoldMarinathathewasgoingtofollowthispathhe’dbeenonsincehemetherallthewaytotheend—untilhefulfilledthepromisehemadetothechildrenofKorphe.”(p.56)

“AcrossRawalpindi,muezzins’ criesfromhalfadozenothermosquesflavoredthedarkeningairwithexhortations…[they]seemedtobespeakingdirectlytohim.Theirancientvoices,tingedwithacenturies-oldadvocacyoffaithandduty,soundedlikecallstoaction.”(p.59)

“…forthefirsttime,kneelingamongonehundredstrangers,watchingthemwashawaynotonlyimpurities,butalso,obviously,theachesandcaresoftheirdailylives,heglimpsedthepleasuretobefoundinsubmissiontoaritual-izedfellowshipofprayer.”(p.68)

“Byafternoon,adensecrowdhadgatheredaroundtheBedfordaswordspreadthatanenormousinfidelinbrownpajamaswasloadingatruckfullofsuppliesforMuslimschoolchildren.”(p.72)

“BeforetheibexcanclimbK-2,hemustlearntocrosstheriver.Beforeitispossibletobuildaschool,wemustbuildabridge.”(p.97)

“…waitingwasasmuchapartoftheir[Korphemen’s]makeupasbreathingthethinairattenthousandfeet.”(p.103-104)

“Travelingwithapartyofmenhuntingtoeat,ratherthanWesternersaimingforsummitswithmorecomplicatedmotives,Mortensonsawthiswildernessoficewithneweyes.”(p.116-117)

“…Mortensonfeltsurethat,despiteallthattheylacked,theBaltistillheldthekeytoakindofuncomplicatedhappinessthatwasdisappearinginthedevelopingworldasfastasold-growthforests.”(p.120)

“DoctorGregg,youmustmaketimetosharethreecupsoftea.Wemaybeuneducated.Butwearenotstupid.Wehavelivedandsurvivedhereforalongtime.”(p.150)

“He[Mortenson]sawtheregion[CentralAsia]forwhatitwas—bandsoftribalpowers,shuntedintostatescreatedarbitrarilybyEuropeans,statesthattooklittleaccountofeachtribe’sprimalalliancetoitsownpeople.”(p.158)

“Sinceatleast600B.C.,Wazirhaveresistedtheinfluenceoftheworldoutsidetheirwalls,preferringinsteadtokeepallofWaziristanaspureandveiledasitswomen.”(p.160)

III. Part Three, Chapters 15-23 “Expanding Operations”

1. Whatenablesthequickprogressinbuildingsubsequentschools?

2. Howhavetheschoolshadapositiveeffectonthecondi-tionofwomeninPakistanivillages?


3. OnwhatbasisdidtheSupremeCouncilapproveMorten-son’swork?Whatdoesthissuggestabouttheirinterpre-tationofIslam,aboutthevaluesofIslamthattheyhold?

4. Whatistheadvantageofenablingvillagegirlstogainaneducation?

5. WhatdoesthecurriculumMortensonapprovedforCAIschoolsreflectabouthisviewsofPakistaniculture?

6. HowdoesFatimarevealawayforAmericanstobuildpeacefulrelationshipswithPakistanis?

7. MortensondescribesMotherTeresaasa“shroudedfigure.”HowhasMortensonbecameashroudedfigureinadifferentsense?

8. HowdotheCAIschoolscontrastwiththemadrassas?

9. Whatpoweredthegrowthofthemadrassas?Whyweretheysoeffectiveinrecruitingstudents?

10.WhentheopportunitypresentsitselfMortensonsitsdowntoteawithanofficeroftheTalibanduringatimewhentheU.S.ispreparingforwaronthisgroupinAfghanistan.WhatdoesthisrevealaboutMortenson’sapproachindealingwithpeople?

11.AfterbeinginvitedtothePentagonbyaMarineGeneral,MortensonmeetsDonaldRumsfeld.HowdoesMorten-son’sviewoftheeffectsoftheU.S.’sbombingoperationsinAfghanistandifferfromtheofficialPentagonview?Whathascontributedtothisdifferenceinperspective?

12.WhydoesMortensonturndowntheofferfor$2.2millioninfundingbythemilitaryforCAIschools?DoyouthinkMortensonwasjustifiedinhisdecision?Whyorwhynot?

13.MortensonreceivedalotofhatemailwhenhispleatoeducateMuslimchildrenratherthandroppingbombswascarriedbyseveralAmericannewspapers.However,thearticleonhiminParade Magazine resultedinanavalancheofsupportivemail.Howcanoneaccountforthediffer-enceinthesetworesponsesbytheAmericanpeople?

14.HowhasHajiAli’sgranddaughter,Jahan,demonstratedthemeritofMortenson’svisionandhisquestforeduca-tionfortheruralpoorinPakistanandAfghanistan?

15.WhatinspiresMortensontoexpandhismissionofbuildingschoolstotheWakhanCorridorinBadakshanProvince,Afghanistan?


“TheBritishpolicywas‘divideandconquer.’ButIsay‘uniteandconquer.’”(p.189)

“…I[SyedAbbas]lookedintohisheartthatday…andsawhimforwhatheis—aninfidel,butanoblemannonetheless,whodedicateshislifetotheeducationofchildren.”(p.191)

“Thesmallyellowschool,freshlypaintedfortheoccasionandfestoonedwithbannersandPakistaniflags,wasclearlyvisibleasthegroupclimbedtoKorphe.”(p.194)

“…ourHolyKorantellsusallchildrenshouldreceiveeducation,includingourdaughtersandsisters.YournobleworkfollowsthehighestprinciplesofIslam,totendtothepoorandsick.”(p.199)

“Onehadtowateraplantbeforeitcouldbecoaxedtogrow;childrenhadtosurvivelongenoughtobenefitfromschool.”(p.201)

“Ifyoureallywanttochangeaculture,toempowerwomen,improvebasichygieneandhealthcare,andfighthighratesofinfantmortality,theansweristoeducategirls.”(p.209)

“Intimesofwar,youoftenhearleaders—Christian,Jewish,andMuslim—saying,‘Godisonourside.’Butthatisn’ttrue.Inwar,Godisonthesideofrefugees,widows,andorphans.”(p.239)

“…ourresourceswerepeanutscomparedtotheWahhabi.EverytimeIvisitedtocheckononeofourprojects,itseemedtenWahhabi madrassas hadpoppedupovernight.”(p.243)

“IwishalloftheAmericanswhothinkthat‘Muslim’isjustanotherwayofsaying‘terrorist’couldhavebeentherethatday.ThetruecoretenetsofIslamarejustice,tolerance,andcharity,andSyedAbbasrepresentedthemoderatecenterofMuslimfaitheloquently.”(p.257)

“ThisguyGregquietly,doggedlyheadingbackintoawarzonetodobattlewiththerealcausesofterroriseverybitasheroicasthosefiremenrunningupthestairsoftheburningtowerswhileeveryoneelsewasfranticallytryingtogetout.”(p.273)

“…atfirst,MortensonhadsupportedthewarinAfghanistan.Butashe...hearddetails…aboutthenumbersofchildrenwhowerebeingkilledwhentheymistakenlypickedupthebrightyellowpodsofunexplodedclusterbombs,whichcloselyresembledtheyellowmilitaryfoodpacketsAmericanplaneswerealsodroppingasahumanitariangesture,hisatti-tudebegantochange.”(p.279)

“He[Ahmed]explainedthat…hisfatherhadbeenbringingacartfulofpotatoeshe’dboughtinPeshawarbacktotheirsmallvillageoutsideJalalabadtosell,whenhehadbeenkilledbyamissilefiredfromanAmericanplane,alongwithfifteenotherpeoplecartingfoodandsupplies.”(p.284)

“Butwherewastheaid?I’dheardsomuchaboutwhatAmericapromisedAfghanistan’speoplewhileIwasathome—howrebuildingthecountrywasoneofourtoppriorities.Butbeingthere,andseeingsolittleevidenceofourhelpforAfghanistan’schildren…wasreallyembarrassingandfrustratingforme.”(p.288-289)

“I’velearnedthatterrordoesn’thappenbecausesomegroupofpeoplesomewherelikePakistanorAfghanistansimplydecidetohateus.Ithappensbecausechildrenaren’tbeingofferedabrightenoughfuturethattheyhaveareasontochooselifeoverdeath.”(p.292)


“Nowtakethecostofoneofthosemissiles…whichIthinkisabout$840,000.Forthatmuchmoney,youcouldbuilddozensofschoolsthatcouldprovidetensofthousandsofstudentswithabalancednon-extremisteducationoverthecourseofageneration.Whichdoyouthinkwillmakeusmoresecure?”(p.294-295)

“She[Jahan,HajiAli’sgranddaughter]hadgraduatedfromschoolandwasthefirsteducatedwomaninavalleyofthreethousandpeople.Shedidn’tdefertoanyone,satdownrightinfrontofGreg,andhandedhimtheproductoftherevolu-tionaryskillsshe’dacquired—aproposalinEnglish,tobetterherself,andimprovethelifeoftheirvillage.”(p.300)

“‘Ifwetrytoresolveterrorismwithmilitarymightandnothingelse,’MortensonarguedtoParade’sreaders,‘thenwewillbenosaferthanwewerebefore9/11.Ifwetrulywantalegacyofpeaceforourchildren,weneedtounderstandthatthisisawarthatwillultimatelybewonwithbooks,notwithbombs.’”(p.301)

“‘Everyrock,everyboulderthatyouseebeforeyouisoneofmymujahedeen, shahids, martyrs,whosacrificedtheirlivesfightingtheRussiansandtheTaliban.Nowwemustmaketheirsacrificeworthwhile,’Khansaid,turningtofaceMortenson.‘Wemustturnthesestonesintoschools.’”(p.330)

Post Reading Discussion Questions

1. HowhasMortenson’sviewofthevalueofschoolsandeducationevolvedovertheyearssincehebeganworkontheschoolinKorphe?

2. AccordingtothePakistaniGeneralBashiBaz,OsamabinLadenisa“creationofAmerica,”andAmericashouldattackthesourceofitsenemies’strength:theignoranceofthepeople.Inwhatwayscanignorancecontributetothepoweroffundamentalistextremism?

3. StudentapathyhasoftenbeenidentifiedasaprobleminAmericanpublicschools.WhatlessonsabouteducationcanAmericanstudentslearnfromThree Cups of Tea?

4. WhathaveyoulearnedaboutPakistan,itstribalareasandtheirconnectiontothecentralgovernment,itscolonialpast,anditschangingrelationshipwiththeU.S.?WhathaveyoulearnedaboutAfghanistan?CompareandcontrastPakistanandAfghanistan.Howaretheysimilaranddifferent?Considertheirgeography,history,culture,andmoderndaygovernment.

5. WhathaveyoulearnedaboutthepracticeofIslamanditsimpactinthedailylivesofpeople?

6. AsyourevieweverythingyouhavelearnedaboutMortenson’slifeandwork,describewhatmotivateshim.Whyhashemadehislife’sworkbuildingschoolsinPaki-stanandAfghanistan?

7. WhataretheadvantagesofbuildingschoolsinPakistanandAfghanistanasopposedtodirectaid?

8. WhatisthephilosophyoftheCAIinfundingprojectssuchasbuildingschools?Whatmakesthisapproacheffective?

9. HowdoesMortenson’slifeshowthe“powerofoneperson”toaffectsignificantsocialchange?Whatchar-acterorpersonalitytraitsdoesMortensonhavethatmakehimaneffectiveambassadorofsuchchange?

10.HowisyourimpressionofthepeopleofPakistanandAfghanistandifferentfrombeforeyoureadthebook?HowdoMortenson’sexperienceswiththeWazirandthepeopleofKorpheunderminecommonorpopularperceptionsaboutthesepeoples?

11.Thereisanassumptioninthebookthateducationforwomencanhaveanevenmoreprofoundimpactonasocietythaneducationforboys.Isthistrue?ThinkabouttheimpactofeducationonwomeninAmerica.HaseducationimprovedtheconditionofwomenintheU.S.?Howandinwhatways?WhatisthebenefittoAmericansocietytoprovideequaleducationforwomen?

12.Whatistheoverallpurposeofthisbook?Whatkeyideadoyoupersonallytakefromthebook?

Post Reading Activities

1. AskstudentstopretendtobefeaturewritersforPeople Magazine whoareassignedtowriteacoverstoryabouttheworkofGregMortenson.FirststudentsshouldbefamiliarwiththetypicalformatforafeatureinPeople Magazine.Theycanreviewseveralissuestogetafeelforthetypicallengthandcombinationofpicturesandtextforafeaturestory.BrainstormtogetherwhatkeyeventsinMortenson’slifeandworktheywishtoincludeinhisprofile.Thenindividuallystudentsshoulddrafttheirprofiles,includingpicturesfromthewebtoillustratetheirfeaturestory.Ifthereistime,studentscoulddesignandpreparethecoverforthis“specialissue.”

2. WhileaccompanyingKorphe’smenonahuntforibex,MortensonseesthebridgetoAskolethathehadmissedonhiswaybackfromK-2.Thenarratorsays,“Itwaslikelookingattheless-interestingpathhislifemighthavetakenhadhenotdetoureddownthetrailtoKorphe”(p.115).HavestudentsreadFrost’spoem,“TheRoadNotTaken,”anddiscusshowthispoemmightbeconsideredameta-phorforMortenson’slifestory.Askstudentstoconsiderwaysinwhichtheirliveshavechangedasaresultofchanceeventsorchoices.Brainstormsomeoftheseeventsasaclass,consideringhow“wayleadsontoway.”Somestudentsmaychoosetowriteapersonalnarrativeaboutachoicetheymadeandwhathappenedasaresult.

3. WatchingHusseinbutchertheibexfollowingthesuccessfulhunt,Mortensoncommentsonhissuitabilitytoleadtheschool:“Bentoverthecarcassinthiscave,hisforearmsslickwithblood,HusseinseemedtoMortensonimmea-


surablyremovedfromhisdaysofscholarshipontheswelteringplainsofthePunjab.HewouldbetheperfectteacherforKorphe’sschool,Mortensonrealized.He’dbeabletobridgebothworlds”(p.119).Discusswithstudents:WhatqualitiesdoesMortensonimplyareneededforasuccessfulteacher?Havestudentsmetteacherswiththesequalities?Havestudentsencounteredteacherswholivein“twoworlds”?Inwhatwaysisthispositiveornegative?

4. WhatdoGregMortenson’sheroeshaveincommon?ReviewMortenson’sreflectionsonsomeofhispersonalheroes:LouReichardt(p.106),SirEdmundHillary(p.129-130),andMotherTeresa(p.236-237).Insmallgroups,askstudentstodiscusswhatcharacteristicsMortensonvaluesinthesepeople?Howdoeshedemon-stratethesequalitiesinhisownlife?

5. DuringhisearlyeffortstobuildtheschoolforKorphevillage,Mortensonmentionsabookhehasbeenreading,Ancient Futures byHelenaNorberg-Hodge(p.111).Norberg-Hodgestudiedtheimpactofdevelopmentonisolatedvillagesandtheirpeople.Sheconcludedthatprogressisnotinevitableandthatitdoesnotalwaysleadtothebestwayoflife.AvideoaboutherstudyoftheLadakhpeoplecanbefoundatthiswebsite:http://video.google.com/videoplay?docid=-7846941319183318053#

Norberg-HodgeisthefounderoftheInternationalSocietyforEcologyandCultureandtheco-founderoftheInternationalForumonGlobalization(www.ifg.org).

Askstudentstoresearchtheseorganizationstoidentifytheirmissionsandgoals.Whatworkaretheyengagedinpromoting?

Norberg-HodgehasbeenawardedtheRightLivelihoodAward,sometimescalledtheAlternativeNobel.Askstudentstoresearchthisawardanddetermineitscriteria.Thehome-pageoftheorganizationishttp://www.rightlivelihood.org/

Discusswithstudents:Whatistheimpactofmoderniza-tionontraditionalcultures?Whatarepositiveandnega-tiveimpacts?Howcanculturessustaintheirvaluesevenastheybenefitfromtechnologicalchanges?

6. SomeofMortenson’sadmirersbelievethatheshouldbeawardedtheNobelPeacePrize.AccordingtotheofficialNobelCommitteeinOslo:“Inadditiontohumanitarianeffortsandpeacemovements,theNobelPeacePrizehasbeenawardedforworkinawiderangeoffieldsincludingadvocacyofhumanrights,mediationofinternationalconflicts,andarmscontrol.”FormoreinformationaboutthePeacePrize,studentscaninvestigatethefollowingwebsite:http://nobelprize.org/nobel_prizes/peace/shortfacts.html

BrainstormwithstudentswhatargumentscanbemadetotheNobeljudgesinsupportofthisprizeforMortenson.Asaclass,composeaneditorialtoalocalnewspaperrecommendingMortensonfortheNobelPeacePrize.

7. AskstudentstoreadtheUnitedNationsUniversalDeclarationofHumanRightsathttp://www.un.org/en/documents/udhr/index.shtml,particularlyArticle26whichdescribestherighttoeducation.

Article 26 1. Everyone has the right to education.

Education shall be free, at least in theelementary and fundamental stages.Elementary education shall be compul-sory. Technical and professional educa-tion shall be made generally availableand higher education shall be equallyaccessibletoallonthebasisofmerit.

2. Education shall be directed to the fulldevelopment of the human personalityand to the strengthening of respect forhuman rights and fundamental free-doms. It shall promote understanding,tolerance and friendship among allnations, racial or religious groups, andshall furthertheactivitiesoftheUnitedNationsforthemaintenanceofpeace.

3. Parentshaveapriorrighttochoosethekindofeducation that shallbegiven totheirchildren.

Discuss:Whyistherighttoeducationsocentraltothewellbeingofanindividual?ofacountry?DoAmericanpublicschoolsfulfillthestandardslistedinArticle26?

8. Studentscangobacktosomeoftheirfavoritepassagesofpersonalnarrativeinthebiography,forexampleMorten-son’sdescriptionofhisdescentfromthefailedattemptonK-2whenhestumblesintoKorpheorhisencounterwiththeWazirisandhissolitaryconfinementforeightdays.Asaclassaskstudentstoexaminetheepisodestheyhavechosen.Discuss:Whatmakestheepisodeinteresting?Whatdoesthewriterdotoengagethereader?Afterdiscussingtheelementsofaneffectivepersonalnarrative,studentscanchooseanepisodeintheirlivesandwritetheirownpersonalnarratives.

Foravariationonthewritingactivityabove,askstudentstochooseanepisodeinthenarrativeandretellitfromthepointofviewofanotherpersonwhowitnessedtheevent.Forexample,tellthestoryofMortenson’sfirstencounterwithKorphefromthepointofviewofHajiAliorthestoryofthebuildingoftheschoolfromthepointofviewofoneofthechildrenofthevillage.Afterstudentshavewrittentheirstories,askthemaboutthechangestheymadeinordertomakeitauthentic.Discuss:Howdoesusinganothercharacterasanarratorchangewhatisemphasizedinthestory?

9. Studentscancreatea“foundpoem”usinglinesandphrasesfromoneoftheepisodesinthenarrativereso-


1. InvitestudentstoreadthepicturebookversionofMortenson’scampaigntopromoteeducationandbuildschoolsinPakistan,Listen to the Wind: The Story of Dr. Greg and Three Cups of Tea, byMortensonandSusanL.Roth(Dial,2009).ThepicturebooktellsthestoryofthefirstpartofMortenson’sbiographywhenhedecidestobuildaschoolforKorphe.Itincludesa“KorpheScrap-book”withmapsandphotosoftheschoolsandtheinhabitantsofthevillages.Askstudentstocreatetheirownelectronicscrapbookfromwebphotosandresearch,reflectingtheirreactionstoMortenson’sworktobuildschoolsinPakistanandAfghanistan.

2. SomestudentsmaywishtoreadsectionsofMortenson’sStones into Schools: Promoting Peace with Books, not Bombs, in Afghanistan and Pakistan (Penguin,2010).ThisnarrativepicksupwhereThree Cups of Tea leavesoffin2003;itrecountseffortstopromoteeducationforgirlsinAfghanistanandtherebuildingeffortsinAzadKashmirandPakistanafteramassiveearthquakein2005.Studentscanmakelistsofideasabouteducationthattheyfindinthenarrative.Thenaskstudentstomakeaposter,listingthevaluesofcomprehensiveeducationalopportunityforbothboysandgirls.

3. MortensonandRelinhavewrittenaguidetoThree Cups of Tea whichincludesasummaryanddiscussionques-tions.Youcanfindthisguideatthissite:

http://www.threecupsoftea.com/about-the-book/

Films

ViewoneofthefollowingfilmsthatfeaturePakistanandwriteareviewinwhichyoudescribehowthefilmdepictionofPakistancomparestothedescriptionsinthenovel,partic-ularlyinthedepictionofthelivesofwomen.

A Mighty Heart. MichaelWinterbottom,director;producedbyAndrewEaton,DedeGarnder,BradPitt.ScreenplaybyJohnOrloff.ParamountHomeEntertain-ment,2007.DanielPearl,WallStreetReporter,waskidnappedinPakistanin2002andheldinexchangefortheliberationofprisonersfromGuantanamoBay.Thisisthestoryofhiswife’sstruggletosearchforherhusbandinPakistaninthemidstofincreasingchaossurroundinghisimprisonmentanddeath.

The Clay Bird. TarequeMasud,director;producedbyCatherineMasud.MilestoneFilm&Video,2006.Basedonthedirector’schildhood,thefilmtellsthestoryof1960sPakistanwhenAnu,themaincharacter,issentawaybyhisfathertoaMadrasah.AnustrugglestoadapttotheharshmonasticlifeattheIslamicschoolwhichisbecomingpolarizedbetweenmoderateandextremistforces.

Khamosh Pani: Silent Waters. SabihaSumar,director.ScreenplaybySabihaSumar.2004.Setin1979PakistanwhenitisdeclaredaMuslimstate,thefilmdepictsthelifeofawidowwhoanxiouslywatchesthechangesinhersonasheisintroducedtomilitantIslam.

OTHER RESOURCES

natingitsideasandthemes.Theyshouldunderlinekeywords,phrases,andsentencesorwriteoutalistonnotecards.Thentheycanorganizetheselinesintoafreeversepoem.Theycansharethesepoemsinsmallgroupsormountthemonconstructionpaperorlarge“Post-It”sheetstopostintheclassroom.

10.Askstudentstogobacktothephotosinthemiddleofthebooknowthattheyhavereadthebiography.AskthemtochooseoneofthephotosandwriteaBiopoemforthatperson.FormatsforBio-poemscanbefoundatvarioussitesonline.Hereistheusualpatternforthis11-linepoem:Line1:Thecharacter’sname;Line2:Four

wordsthatdescribethecharacter;Line3:Brotherorsisterof…;Line4:Loverof…(threeideasorpeople);Line5:Whofeels…(threeideas);Line6:Whoneeds…(threeideas);Line7:Whogives…(threeideas);Line8:Whofears…(threeideas);Line9:Whowouldliketosee…;Line10:Residentof…;Line11:Hisorherlastname.

11.AttheendoftheAcknowledgmentstoThree Cups of Tea isalistofsuggestionsforwaystosupportMortenson’sefforts(p.337-338).Askstudentstoreadthroughthelistanddetermineiftheywishtoengageinoneormoreoftheactivities.Formsmallgroupsaccordingtostudents’choicesandhavestudentscarryoutthesuggestedaction.

JeAnne M. McGlinn, ProfessorintheDepartmentofEducationattheUniversityofNorthCarolinaatAsheville,teachesChildren’sandAdolescentLiteratureanddirectsthefieldexperiencesof9-12Englishlicensurecandidates.Sheservesonvariouseditorialandprofessionalboards,suchas

theLanguageExperienceSpecialInterestGroupoftheInter-nationalReadingAssociation.Shehaswrittenextensivelyintheareaofadolescentliterature,includingacriticalbookonthehistoricalfictionofadolescentwriterAnnRinaldiforScarecrowPressYoungAdultWritersseries.

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