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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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3 A STUDY GUIDE TO THE PENGUIN EDITION OF GREG MORTENSON AND DAVID OLIVER RELIN’S THREE CUPS OF TEA
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
4 A STUDY GUIDE TO THE PENGUIN EDITION OF GREG MORTENSON AND DAVID OLIVER RELIN’S THREE CUPS OF TEA
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)
5 A STUDY GUIDE TO THE PENGUIN EDITION OF GREG MORTENSON AND DAVID OLIVER RELIN’S THREE CUPS OF TEA
“‘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?
Reader Response Quotes
“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?
6 A STUDY GUIDE TO THE PENGUIN EDITION OF GREG MORTENSON AND DAVID OLIVER RELIN’S THREE CUPS OF TEA
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?
Reader Response Quotes
“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)
7 A STUDY GUIDE TO THE PENGUIN EDITION OF GREG MORTENSON AND DAVID OLIVER RELIN’S THREE CUPS OF TEA
“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-
8 A STUDY GUIDE TO THE PENGUIN EDITION OF GREG MORTENSON AND DAVID OLIVER RELIN’S THREE CUPS OF TEA
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-
9 A STUDY GUIDE TO THE PENGUIN EDITION OF GREG MORTENSON AND DAVID OLIVER RELIN’S THREE CUPS OF TEA
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.
ABOUT THE AUTHOR OF THIS GUIDE