October 31, 2001

FOSTERING HOME
A Roundtable Discussion Exploring the Lives of Child Afghan Refugees

Grades:  6-8,9-12

Subjects:  Current Events, Language Arts, Social Studies

Related New York Times Article
"Escaping Afghanistan, Children Pay Price", By BARRY BEARAK, October 31, 2001

Overview of Lesson Plan: In this lesson, students participate in a roundtable discussion about the lives of child refugees who have escaped Afghanistan since the start of American military aggression in the country.

SUGGESTED TIME ALLOWANCE:
1 hour

OBJECTIVES:
Students will:

  1. Consider the implications of the increasing numbers of Afghan refugees for Afghanistan's neighboring countries and for those committing acts of military aggression in Afghanistan.
  2. Learn about the impact of Taliban rule and bombing of Afghanistan on child refugees by reading and discussing "Escaping Afghanistan: Children Pay Price."
  3. Explore, through discussion, topics related to the Afghan refugee crisis, focusing on Afghan children, including issues of grief and mourning, education, social status of women and girls, personal perspectives of those who have escaped, and living conditions in refugee settlements.
  4. Write letters from the perspective of Afghan child refugees to the government of Pakistan, the Taliban regime, or the United States government.

RESOURCES / MATERIALS:

ACTIVITIES / PROCEDURES:

  1. WARM-UP/DO-NOW: Students respond to the following prompt in their journals, written on the board prior to class: "Hundreds of thousands of Afghans have fled both the Taliban government and United States bombing campaign in the past weeks. What do you think neighboring countries should do to help new arrivals? Do countries committing acts of military aggression, such as the United States, have an obligation to assist those who have fled? Why or why not?" Students then share their responses.
  2. As a class, read and discuss "Escaping Afghanistan: Children Pay Price," focusing on the following questions:
    1. Who is Haziza, and what did she experience during the month of October 2001, according to the article?
    2. Where is Peshawar?
    3. Who are the newly arrived students at the Ariana School in Peshawar?
    4. How do they behave, and why?
    5. Why is Haziza older than most of the children in her class?
    6. What is the "silver lining" in the refugee situation, according to the article?
    7. What are some of the "repeated themes" in the personal stories of children who have just arrived from Afghanistan?
    8. Where is Tajabad?
    9. Describe some of the living conditions in Tajabad.
    10. Who helped Haziza enroll in the Ariana School?
    11. How many students are at the school, according to the article?
    12. Of these, how many have just arrived from Afghanistan?
    13. According to the article, what is the learning environment like at the Ariana School?
    14. Who are Farishta and Mahtab, according to the article?
    15. Why did Mahtab leave Afghanistan, and what does she mean when she says, "It is easier to understand if it is you being bombed"?
    16. How did education differ for boys and girls under Taliban rule in Afghanistan?
    17. Where are the new teachers at the Ariana School from, according to the article?
    18. What are their opinions of the conditions in their home country?
    19. s. What do you think the reporter means when he writes, "the rebukes often flip-flop"?
    20. Why is teacher Naheeda Kohistani upset?
  3. In a roundtable discussion format, students discuss the current conditions for Afghan child refugees. Though the discussion will most likely be driven by student comments, some guiding questions are offered below. Because this is an emotionally-charged subject, teachers may decide to maintain a "speaker's list." Students who wish to add to the discussion raise their hands, and the teacher writes their names on a list. Students will be called on in the order in which their names appear on the list and may only talk in turn. Suggested questions include:
    • What is a refugee? How does one become a refugee?
    • How do you think Afghan children who have lost family members due to the bombing campaign in Afghanistan are coping with their grief? How do you think you might feel in their situation?
    • Do you think that the educational situation described in the article will prove to be a positive or negative experience for the Afghan children? Why?
    • In what ways does the social status of women and girls in Afghanistan, under Taliban rule, differ from the status of men? Why? Do you think if there were to be a different government in Afghanistan that it would be easier for women to be viewed in higher esteem? Why or why not?
    • In what other ways do you think that life for Afghan children in refugee settlements differs from the lives they led before they fled? How do you think this experience will impact them as adults?
    • In your opinion, is there a "silver lining" to the situation for children who have fled Afghanistan? Why or why not?
    • Do you feel that the acts of military aggression in Afghanistan are justified? Why or why not? Do you think military action in Afghanistan should continue in light of the civilian casualties reported in this article? Why or why not?
    • How do you think citizens of Pakistan might feel about the influx of Afghan refugees in their country? How do you think they might feel about military action in Afghanistan?
    • Do you think countries other than Pakistan have an obligation to help Afghans who have fled their countries? Why or why not?
  4. WRAP-UP/HOMEWORK: Each student writes a letter from the perspective of one of the child refugees mentioned in the article to the government of Pakistan, the Taliban regime, or the United States government expressing their views on the military actions in Afghanistan, their lives as refugees and other related topics. Letters should be thoughtful and empathic, representing the perspectives and experiences of newly arrived refugees in Peshawar.

DISCUSSION QUESTIONS:

EVALUATION / ASSESSMENT:
Students will be evaluated based on their written journal entries, participation in round-table discussion, and written letters from the perspectives of child refugees from Afghanistan.

VOCABULARY:
rubble, flinched, mournful, mullahs, rendering, hastily, revived, lags, counterweight, liberation, mandatory, sheathing, burka, rueful, pummeling, fury, uncoupling, unremitting, neediness, sturdier, accumulated, reservoir, gouged, breadwinner, meshed, shrapnel, casualties, curriculum, recite, barred, rebukes, stifle, pulsed

EXTENSION ACTIVITIES:

  1. Write a poem or other written piece, or create a piece of art, in response to the photographs that accompany the New York Times article read in class.
  2. The treatment of women and girls under the Taliban regime is extremely oppressive compared to most other countries. It is that government's interpretation of Islam, as you have read, that places such harsh restrictions on its female citizens. Make a comparative chart of "Women in Islamic Countries Around the World," and list differences in dress codes, education, employment, and legal rights. What are some of the myths, truths, and facts about the lives of women and girls in these countries?
  3. Is there anything that you can do to help refugees from war-torn lands? Investigate the possibility of starting a clothing or food drive in your school or community. Working for Change (http://www.workingforchange.com) is a good place to start for a list of organizations in need of donations.
  4. Using a large white bed sheet or butcher paper, create a temporary "Words of Peace" mural for your school. Research song lyrics, famous quotations and slogans with peace themes and write these messages with permanent markers or paint on your medium of choice.

INTERDISCIPLINARY CONNECTIONS:
Civics
Research the United Nations' Geneva Convention. How is the Convention being upheld under the current situation in Afghanistan? How is it being violated? Write a persuasive essay defending your findings.

Economics
How might an Afghan refugee be "stunned by the abundance in Pakistan," itself a so-called developing country? Make a comparative chart of the two countries' economic statistics.

Geography
Make a map tracing the various travel routes refugees are taking out of Afghanistan. Be sure to include topographical information such as mountains and rivers.

Media Studies
How do the first-hand refugee accounts of civilian deaths compare with official United States and Taliban reports? Chart the coverage of these statistics over the past weeks, and note how they differ. You may wish to read a recent Amnesty International press release on the challenge of reporting civilian deaths (http://www.amnesty-usa.org/news/2001/afghanistan10262001.html) before you begin your search.

Teaching with The Times
Develop a comparative journal of refugee news stories from The New York Times. Include articles on Palestinian, Albanian, Tibetan, Kurdish, and other refugees from recent conflicts around the world.

Copyright 2001
The New York Times Company

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