The Kite Runner

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The Kite Runner. THE KITE RUNNER Khaled Hosseini. How can a flawed hero seek redemption?. Khaled Hosseini. Born in Kabul, Afghanistan , in 1965, the son of a diplomat and a teacher . - PowerPoint PPT Presentation

Transcript of The Kite Runner

  • The Kite Runner

  • How can a flawed hero seek redemption?

  • Khaled HosseiniBorn in Kabul, Afghanistan, in 1965, the son of a diplomat and a teacher.Lived in Tehran, Iran, and Paris, France, for parts of his childhood. In 1980, granted political asylum and moved to California. Graduated from high school, college and medical school in California. Practiced medicine and now a writer. The Kite Runner was his first novel, published 2003.Works with the United Nations Refugee Agency, as a goodwill envoy.

  • InspirationRelationship: Khaled taught Hossein Khan, the familys racial Hazara cook to read and write despite the social injustice and racial bias imposed by their society.Memories: Fond recollections of pre-Soviet era childhood in Afghanistan.Literature: Persian stories and poems, characters and themes presented in John Steinbecks The Grapes of Wrath.

  • Afghanistan is:

  • Before The Kite RunnerA landlocked country located in central Asia, focal point of regional trade and migration.1800-1900s: Buffer state in rivalry between British Indian Empire and Russia.1919, 1924: Declared full independence and first constitution is established. Through 1970s: Ruled by monarchy then constitutional monarchy. 1933 1973: King Mohammad Zahir Shah reigned during the longest period of stability.

  • Afghanistan during The Kite Runner1973: Kings brother-in-law waged a coup and declared a republic.1978: People's Democratic Party of Afghanistan organized an coup dtat, promoted freedom of religion and womens rights.1979: USSR invaded, killed the president and up to 2 million civilians. Over 5 million fled the country. 1989: U.S. sent aid to the mujahideen to stop communist expansion, Soviets withdrew.

  • Historical perspective:

    Since 1979, Afghanistan has been in a continuous state of open warfare.There are various ethnic groups: Pashtuns, Tajiks, Hazaras and others. Pashtu and Dari are considered the official languages. Approximately 99% of the population is Muslim; of those 84% are of the Sunni sect.There has been a long history of an ethnic hierarchy. Traditionally, Pashtuns have dominated the country.

  • Sunnis MuslimsThe largest denomination in Islam is Sunni Islam, which makes up over 75% to 90% of all MuslimsSunni Muslims also go by the name Ahl as-Sunnah which means "people of the tradition of MuhammadIn Arabic language, as-Sunnah literally means "tradition" or "path". Muslims are encouraged to emulate Muhammad's actions in their daily lives. Sunnis believe that the first four caliphs were the rightful successors to Muhammad; since God did not specify any particular leaders to succeed him, those leaders had to be elected. Sunnis believe that a caliph should be chosen by the whole community.

  • Shia MuslimsThe Shias constitute 1020% of Islam and are its second-largest branch.They believe in the political and religious leadership of Imams from the progeny of Ali ion Abi Talib, who Shia's believe was the true successor after Muhammad. They believe that Ali ibn Abi Talib was the first Imam (leader), rejecting the legitimacy of the previous Muslim caliphs. To most Shias, an Imam rules by right of divine appointment and holds "absolute spiritual authority" among Muslims, having final say in matters of doctrine and revelation. Shias regard Ali as the prophet's true successor and believe that a caliph is appointed by divine will. Although the Shi'as share many core practices with the Sunni, the two branches disagree over validity of specific collections of hadith, with Shias preferring hadiths attributed to the Ahl al-Bayt.

  • Ethnic groupsPashtun boyHazara boy

  • Cleft PalateCleft lip and cleft palate , which can also occur together as cleft lip and palate, are variations of a type of clefting, congenital deformity caused by abnormal facial development during gestation. A cleft is a fissure or openinga gap. It is the non-fusion of the body's natural structures that form before birth. Approximately 1 in 700 children born have a cleft lip and/or a cleft palate. An older term is harelip, based on the similarity to the cleft in the lip of a hare.Clefts can also affect other parts of the face, such as the eyes, ears, nose, cheeks, and forehead.

  • BUZKASHIThe national passion of AfghanistanReflects the boldness and fierce competitive spirit of the Afghan people. The great equestrian tradition out of which Buzkashi developed goes back as far as the time of Alexander the Great.

  • BuzkashiExpert horsemen, the nomads of northern Afghanistan fought Alexander's triumphant army to a standstill. When the ancient Greeks first saw these formidable and accomplished horsemen of Central Asia, they believed the legend of the centaur (half horse, half man) had materialized. Many people associate Buzkashi with the infamous Genghis Khan. The Mongol horsemen were adept at advancing swiftly on enemy campsites and, without dismounting, swooping up sheep, goats, and other pillage at a full gallop. One theory is that in retaliation, the inhabitants of northern Afghanistan established a mounted defense against the raids, and this practice might be the direct forbearer of today's Buzkashi.

  • THE CHAPANDAZ AND HIS HORSEBuzkashi produces many of Afghanistan's sports heroes. "Chapandaz" (master players) are legendary figures. Demands the highest degree of horsemanship, courage, physical strength, and competitive spirit from its participants.Experience is vital - the better chapandaz must be at least forty years old.

  • The HorsesHorses are also classified for the purpose of Buzkashi from the stand point of color. There are nine types of colors commonly referred to by "Chapandaz" and Sayez (trainer). These are: Jerand (red), Toroq (dark red), Mushki (black), Kahar (yellowish), Gul Badam (dotted), Ablaq (Mixed) and Kabood (gray).Years of patient instruction are needed to prepare a stallion for the big matches. A "Chapandaz" or "mehtar" or "Sayez" (trainer) teaches a prospective horse never to trample a fallen rider and to swerve away from collisions without a gesture from their rider. To enable the chapandaz to pick the calf from the ground, the best Buzkashi horses will push and ram their opponents, forcing their way into the middle of the fray around the starting circle. But when a rider makes the perilous reach down to grab the calf, his horse will stand perfectly still, waiting for the real action to begin.

  • The Rules

    Seldom played according to "official" rules. Two rules which apply to every Buzkashi contest: rider may never hit an opponent intentionally with his whip, and he may never deliberately knock an opponent off his horse.Means "goat dragging," but a decapitated calf is now used; it is stronger and heavier, and able to withstand the game. The object of the game is to drop the calf into the scoring circle. For championship Buzkashi in Kabul, teams are limited to ten riders each. Five players take the field during the first 45 minutes of play; the other five compete during the second period. The teams approach the headless carcass which has been placed in the starting circle. The horses try to gain an advantageous position so their player can pick up the calf. The game appears to be absolute chaos. The simplicity of the rules is lost in the furious action of the contest, but the highpoint in the game for comes when one chapandaz has bested the rest and gallops to the scoring circle alone.

  • "It is better to be in chains with friends, than to be in a garden with strangers."

    -Persian Proverb

  • Chapters 1-9 Essay QuizDefine friendship in your own words. Do NOT copy a dictionary definition or use a quote.Evaluate the relationship between Amir and Hassan from the standpoint of your definition of friendship. Consider how both of the boys would characterize their relationship. Are they friends? Why/why not?Cite textual examples (quotes& paraphrases w/ page numbers) to back up your position.Send essay to turnitin.com by 11:59 p.m. 12/21.

  • Quiz continuedCite textual examples (quotes& paraphrases w/ page numbers) to back up your position.Keep response under two typed pages; use MLA format w/ works cited page for TKR.Send essay to turnitin.com by 11:59 p.m. 12/21.

  • Lesson 2: AgendaWhat is the role of friendship in the novel?Discuss characters we have metLook at dynamics and relationships between characters with Venn DiagramsTextual EvidenceExit Slip

  • What FRIENDS have we met so far? ____________ & ____________ ____________ & ____________ ____________ & ____________ ____________ & ____________

  • Protagonist: AMIR

  • HASSAN

  • In groups, discuss the similarities/ differences between the core characters in the novel:Amir & Hassan (sons) Group 1 & 4Baba & Ali (fathers) Group 2 & 5Baba & Amir Group 3 & 6

    Then, share your main ideas with the class.

  • AMIRHASSAN

  • BABAALI

  • BABAAMIR

  • AnticipationWhat can we see about characters early on based on * how they act * things they say?Textual evidence helps us support ideas we form about characters.

  • AMIR & HASSANP. 4 Amir about Hassan: Hassan never wanted to, but if I asked, really asked, he wouldnt deny me. Hassan never denied me anything.P. 29 Amir to Hassan: You dont know what it means?.. Everyone in my school knows what (that word) means Imbecile. It means smart, intelligent.P. 34 Hassan to Amir: No. You will be great and famous

  • BABA & ALIP. 8 Amir about Ali: Ali turned around, caught me aping him. He didnt say anything. Not then, not ever. He just kept walking.P. 15 Amir about Baba: People were always doubting him so Baba proved