The Breadwinner: Weaving Together Afghanistan’s History, the
Taliban Rule and the Impact on Afghan Citizens
Peggy Modglin, Ellen Rehn and Mary Walker
Normal Community West High School
Summer 2009
http://www.rebeccacaudill.org/teacher/covergallery/2004/bread.jpg
Students will read the novel, The Breadwinner by Deborah Ellis, and will complete
activities using primary resources to further their understanding of life in Afghanistan and
the impact of the Taliban on the culture and society. The students will read the novel in
literature circles and complete historical background and extension activities using
primary resources. Each literature group will present their information to the class.
Overview/ Materials/Historical Background/LOC Resources/Standards/
Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Back to Navigation Bar
Objectives
Students will:
 utilize primary resources to identify the location and
understand the history and culture of Afghanistan.
 utilize primary sources to gain understanding of the
influence of the Taliban on the Afghanistan culture.
 work cooperatively to read the novel, The
Breadwinner and complete projects and activities.
 use primary resources to expand content knowledge
from the novel, The Breadwinner.
 provide oral presentations of their research to peers
using good verbal communication skills.
Recommended time frame
Grade level
Curriculum fit
Materials
Three weeks
5th- 9th
Language Arts and Social Studies
 Novel, The Breadwinner, by Deborah Ellis
 Computer lab for internet access
 www.LOC.gov
 Historical Background
 Primary Resource Table
Teaching with Primary Sources
Illinois State University


Rubric
Handouts
Illinois State Learning Standards
Back to Navigation Bar
Language Arts:
GOAL 1: Read with understanding and fluency
 1.B. Apply reading strategies to improve
understanding and fluency
 1.B.4b Analyze, interpret and compare a variety
of texts for purpose, structure, content, detail and
effect.
 1.B.4a Preview reading materials, clarify
meaning, analyze overall themes and coherence,
and relate reading with information from other
sources.
 1.C. Comprehend a broad range of reading
materials
 1.C.4a Use questions and predictions to guide
reading.
 1.C.4c Interpret, evaluate and apply information
from a variety of sources to other situations (e.g.,
academic, vocational, technical, personal).
 4.B. Speak effectively using language appropriate to
the situation and audience.
 4.B.4a Deliver planned informative and
persuasive oral presentations using visual aids
and contemporary technology as individuals and
members of a group; demonstrate organization,
clarity, vocabulary, credible and accurate
supporting evidence.
 4.B.4b Use group discussion skills to assume
leadership and participant roles within an
assigned project or to reach a group goal.
GOAL 5: Use the language arts to acquire, assess
and communicate information.
 5.B. Analyze and evaluate information acquired
from various sources.
 5.B.4a Choose and evaluate primary and
secondary sources (print and nonprint) for a
variety of purposes.
Social Science:
GOAL 14: Understand political systems, with an
emphasis on the United States.
 14.B. Understand the structures and functions of the
Teaching with Primary Sources
Illinois State University
political systems of Illinois, the United States and
other nations.
 14.B.4 Compare the political systems of the
United States to other nations.
GOAL 18: Understand social systems, with an
emphasis on the United States.
 18.A. Compare characteristics of culture as reflected
in language, literature, the arts, traditions and
institutions.
 18.A.4 Analyze the influence of cultural factors
including customs, traditions, language, media,
art and architecture in developing pluralistic
societies.
Procedures
Back to Navigation Bar
Day One:
 Teacher will arrive in class dressed in a similar
fashion of a woman from Afghanistan and lead a KW-L activity about Afghanistan. See handout.
 Students will then complete the Novel Scavenger
Hunt handout..
 Divide students into literature circle groups and give
them each their cumulative project assignment and
rubric.
Following each chapter:
 Students will complete the answers to the historical
analysis chapter reflection. See handouts.
 Students will present information gained from their
primary resource activity in following completion of
corresponding chapters.
Following completion of the book:
 Students will compare and contrast facts about
Afghanistan and the USA and present their results.
See handout.
Evaluation
Back to Navigation Bar

Students will be evaluated based on the accuracy of
completion of handouts and presentations.
See rubric.
Teaching with Primary Sources
Illinois State University
Extension
Back to Navigation Bar
Read Deborah Ellis’ other related novels. See
bibliography page.
 Fiction: “Parvana’s Journey”, “Mud City” and
“Parvana”
 Non Fiction: “Off to War: Voices of Soldiers’
Children” and “Three Wishes: Palestinian and
Israeli Children Speak”
Complete summarizing extension activity for the
novel(s) read.
Teaching with Primary Sources
Illinois State University
Historical Background
Back to Navigation Bar
General Information
“Ahmad Shah DURRANI unified the Pashtun tribes and founded Afghanistan in 1747.
The country served as a buffer between the British and Russian empires until it won
independence from notional British control in 1919. A brief experiment in democracy
ended in a 1973 coup and a 1978 Communist counter-coup. The Soviet Union invaded in
1979 to support the tottering Afghan Communist regime, touching off a long and
destructive war. The USSR withdrew in 1989 under relentless pressure by internationally
supported anti-Communist mujahedin rebels. A series of subsequent civil wars saw Kabul
finally fall in 1996 to the Taliban, a hard line Pakistani-sponsored movement that
emerged in 1994 to end the country's civil war and anarchy. Following the 11 September
2001 terrorist attacks in New York City, a US, Allied, and anti-Taliban Northern Alliance
military action toppled the Taliban for sheltering Osama BIN LADIN. The UN-sponsored
Bonn Conference in 2001 established a process for political reconstruction that included
the adoption of a new constitution, a presidential election in 2004, and National
Assembly elections in 2005. In December 2004, Hamid KARZAI became the first
democratically elected president of Afghanistan and the National Assembly was
inaugurated the following December. Despite gains toward building a stable central
government, a resurgent Taliban and continuing provincial instability - particularly in the
south and the east - remain serious challenges for the Afghan Government.”
Source
“Afghanistan” CIA World Factbook. 26 June 2009. Internet. 12 July 2009.
https://www.cia.gov/library/publications/the-world-factbook/geos/af.html
Taliban
The Taliban is an extremist group that grew out of refugee camps in Afghanistan after the
country’s occupation by the Soviet Union in the 1980s. The group took control of
Afghanistan and large parts of Pakistan in 1996 and ruled until ousted by the United
States and opposition forces in December of 2001. This was in response to the September
11th terrorist attack against the U.S.
The Taliban are composed of fundamentalist Sunni Muslims. The term Taliban means
religious students. Originally, the group’s strict policies and elimination of corruption
were welcomed by the country. However, under the leadership of Mullah Omar, the
Taliban’s harsh treatment of women and censorship of “non-Islamic” influences shocked
many around the country’s citizens as well as the world. In the book, The Breadwinner,
how the Taliban persecuted and affected Afghan families is evident.
The United States has a mixed past with the Taliban and the region. In the 1980s and part
of the 1990s, the U.S. supported the Taliban in hopes that the group would bring stability
Teaching with Primary Sources
Illinois State University
to the area. This changed with the continual poorer human rights conditions under the
Taliban. Additionally, the group is accused of supported and sheltering Osama bin Laden,
the leader of al-Qaeda and alleged mastermind behind 9/11.
The Taliban was defeated in 2001, but the group did not disappear. They immediately
regrouped and are still in existence today.
Sources
Hayes, Laura, Brunner, Borgna, and Beth Rowen. “Who are the Taliban?” Info please.
2007. Internet. 7 July 2009. < http://www.infoplease.com/spot/taliban.html>.
Tristam, Pierre. “History of the Taliban.”About.com. N.D. Internet. 7 July 2009.
< http://middleeast.about.com/od/afghanistan/ss/me080914a_7.htm>.
Afghan Languages: Dari Persian (or Dari) and Pashto (or Pashtu)
The two main languages of Afghanistan are Dari Persian and Pashto. Both are considered
to be the county’s official languages. Dari Persian is spoken mostly in the northern and
western parts of Afghanistan as well as in Kabul. Dari Persian is not to be confused with
Iranian Persian as there are considerable pronunciation differences. Historically, the
usage of Dari Persian is closely related to the rise of Islam in the region.
Pashto is the language spoken by most Afghans. It derives from the East Iranian family of
languages and is spoken in Kandahar and Kabul, two large Afghan cities. There are two
major dialects of this language – Western Pashto and Eastern Pashto. This language is
believed to have originated in the sixteenth century.
Dari Persian is considered the more prestigious of the two languages; therefore, many
Pashtu’s learn this language as well for business and education purposes. Parvana and her
family speak and write Dari. Her father and mother also spoke Pashtu and English
because they were educated in England.
Sources
“Dari (Eastern Persian).” Wikipedia. 5 July 2009. Internet. 9 July 2009. <
http://en.wikipedia.org/wiki/Dari_(Eastern_Persian)>.
UCLA Language Materials Project. “The History of Pashto Language.”Afghan Network.
N.D. Internet. 9 July 2009.
< http://www.afghan-network.net/Ethnic- Groups/pashtu-history.html>.
Teaching with Primary Sources
Illinois State University
Primary Resources from the Library of Congress
Back to Navigation Bar
Image
Description
Afghanistan.
Citation
Library of
Congress,
Geography and Map
Division.
URL
http://memory.loc.g
ov/cgibin/query/r?ammem
/gmd:@field(NUM
BER+@band(g7630
+ct001097))
Central Asia:
Afghanistan and
her relation to
British and
Russian territories.
Library of
Congress,
Geography and Map
Division.
http://memory.loc.g
ov/cgibin/query/r?ammem
/gmd:@field(NUM
BER+@band(g7210
+ct001160))
Afghanistan. 1-68.
Library of
Congress,
Geography and Map
Division
http://memory.loc.g
ov/cgibin/query/r?ammem
/gmd:@field(NUM
BER+@band(g7630
+ct002555))
Ethnic groups in
Afghanistan.
Library of
Congress,
Geography and Map
Division.
http://memory.loc.g
ov/cgibin/query/r?ammem
/gmd:@field(NUM
BER+@band(g7631
e+ct001105))
America has
provided over $170
million in aid to
Afghanistan ...
Us Department of
Defense. America
has provided over
$170 million in aid
to Afghanistan.
http://memory.loc.g
ov/cgibin/query/r?pp/ils:
@filreq(@field(NU
MBER+@band(pp
Teaching with Primary Sources
Illinois State University
2001. Prints and
Photographs. Lib.
Of Congress. 2002.
Prints and
Photographs Online
Catalog.
Unprocessed in PR
13 CN 2002:104
[item] [P&P]. 8
July 2009.
http://memory.loc.g
ov/cgibin/query/r?pp/ils:
@filreq(@field(NU
MBER+@band(pp
msca+02038)).
msca+02038))+@fi
eld(COLLID+cph))
Afghanistan.
[Harper's new
monthly magazine.
/ Volume 58, Issue
346, March 1879]
Gustafson, Zadel B.,
“Afghanistan.”
Harper’s. March
1879: 616-619.
http://memory.loc.g
ov/cgibin/query/r?ammem
/ncpsbib:@field(DO
CID+@lit(ABK401
4-0058-89_bib))
Detroit, Michigan.
Conference between
U.S. Army ordnance
and washing machine
industry officials to
determine the ability
of manufacturers to
produce parts needed
by the Army. After
inspecting samples,
blueprints, and prices
were discussed. Land
mines, trench mortars,
gun clips and gas
containers are on
display.
Library of
Congress, Prints &
Photographs
Division, FSA-OWI
Collection,
[reproduction
number, LC-USW3016116-C DLC
(b&w film neg.)]
http://memory.loc.g
ov/cgibin/query/r?ammem
/fsaall:@field(NUM
BER+@band(fsa+8
d13370))
Teaching with Primary Sources
Illinois State University
Rubric
Back to Navigation Bar
Name: ________________________
Teacher: Modglin, Rehn, Walker
Date : ___________________
Title of Work: ___________________
Criteria
1
2
3
4
Somewhat
communicated
efforts with
teacher, utilized
primary resource
in presentation,
mostly
organized,
mostly managed
time wisely.
Communicated
efforts with
teacher, utilized
primary resource
in presentation,
organized,
managed time
wisely.
Format,
Mechanics of
speaking/writing,
organization,
creativity,
demonstration of
knowledge of
subject all
satisfactory.
Visualizations,
Visualizations, eye
Visualizations,
eye contact,
contact, introduction
eye contact,
introduction and
and closure, and
introduction and
closure, and
voice all not
closure, and voice
voice all
apparent.
all below average.
satisfactory.
Format,
Mechanics of
speaking/writing,
organization,
creativity,
demonstration of
knowledge of
subject all
excellent.
Visualizations,
eye contact,
introduction and
closure, and
voice all
excellent.
Minimally
communicated
efforts with
Did not communicate
teacher, did not
efforts with teacher,
mention a primary
Process of final did not use primary
resource in
resource in
project and
presentation,
presentation,
presentation
somewhat
unorganized, did not
organized, did not
manage time wisely.
consistently
manage time
wisely.
Format,
Format, Mechanics of Mechanics of
speaking/writing, speaking/writing,
organization,
organization,
Product
creativity,
creativity,
(Project Oral
demonstration of
demonstration of
Presentation)
knowledge of subject knowledge of
not evident
subject all below
average.
Oral
presentation
Points
Total---->
____
____
____
____
Teacher Comments:
Teaching with Primary Sources
Illinois State University
Handouts
Back to Navigation Bar
K-W-L Activity
What you know
What you want to
know
What you learned
.
Teaching with Primary Sources
Illinois State University
Novel Scavenger Hunt
Using the novel, The Breadwinner, by Deborah Ellis, students will locate information
within sections of the novel in order to become familiar with the book and resources
available to them as they read.
1. What are the title, author and publisher of the book?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Describe the clothing the characters are wearing on the cover of the book.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. To whom is the book dedicated?
_____________________________________________________________________
4. Locate and read the Author’s note. (near the back of the book). List 3 historical
facts that you learned about Afghanistan.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. Locate the glossary. What is the definition of a Karachi?
_____________________________________________________________________
What is the definition of the Taliban?
_____________________________________________________________________
6. Locate the novel’s literature circle questions. How many questions are there?
_____________________________________________________________________
7. How many chapters are in the book?
_____________________________________________________________________
8. Make a prediction of why you think the book is called “The Breadwinner”.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Teaching with Primary Sources
Illinois State University
The Breadwinner by Deborah Ellis
Historical Analysis Chapter Reflection
Literature groups will orally present the information gained from
primary resources to the class as the chapters are completed. Upon
completion of the book they will present their 4 additional category/fact
comparisons from the Comparison Chart.
Chapter 1
1. Using the primary resources from the Library of Congress table, follow the link to
examine the first map of Afghanistan and the map of Central Asia. Locate the
countries Parvana talks about in chapter 1; Persia, Greece, Arabia, Turkey, Britain
and the Soviet (Russia). Why do you feel these countries wanted to take over
Afghanistan?
2. What was Father’s job? In which languages was he literate?
Chapter 2
1. Using the primary resources from the Library of Congress table, follow the link to
the photographs of America has provided over $170 million in aid to
Afghanistan… How is Parvana’s description of her home similar to the home
pictured in the photograph?
2. Why does Parvana have to go to get water for the family? Why does the water
have to be boiled?
3. Why doesn’t the family talk to the neighbors or invite friends over?
4. Why do the four soldiers burst in the room and take Father away?
Chapter 3
1. What problem does Parvana and her mother face on their search for Father?
2. How did they look for Father?
Teaching with Primary Sources
Illinois State University
3. How did Parvana’s mother have to dress? Since Parvana does not have to
dress the same way, what privileges does Parvana have?
Chapter 4
1. What were the effects of the soldier’s beatings on Parvana and her mother?
2. What are the living conditions by the end of the chapter?
3. Go to www.loc.gov
Click on Teachers from the Library of Congress homepage. From Teachers,
search Afghanistan
Select the second result
Then select Afghan News Network http://www.afghannews.net/
Read a news article from the front page, refugees or human rights.
How have things remained the same as the issues that Parvana’s family dealt
with? What has changed?
Chapter 5
1. Why was Parvana scared to go shopping alone? How were women supposed to
shop?
2. Why did the Talib hit Parvana with the stick for shopping?
Chapter 6
1. Why does Parvana go back to the market?
2. Go to www.loc.gov
Click on World Digital Media
Click on Global Gateway
Click on Portals to the World
Click on Afghanistan
Click on Organizations
Click on the link for http://www.feminist.org/afghan/facts.html
Read the background on the Taliban and women.
Chapter 7
1. What is special about Parvana that most people in Afghanistan do not have?
Teaching with Primary Sources
Illinois State University
2. What did Parvana do for the Talib?
3. What did the Talib help her realize?
Chapter 8
1. How has Mrs. Weera been living?
2. Why did Maryam go outside? How was the experience for her?
3. What became a daily routine?
4. Who did Parvana think she saw in the market?
Chapter 9
1. How did the family react to Shauzia?
2. How is Shauzia’s living situation?
3. What do Mrs. Weera and Mother want to start in the school?
4. Go to www.loc.gov
Click on Teachers from the Library of Congress homepage. From Teachers,
search Afghanistan
Select the second result
Then select Afghan News Network http://www.afghannews.net/
Go to the Human Rights section and search Women’s rights.
Read the article about Afghan women start businesses, help reconstruct a torn
nation
How is Afghanistan changing with regards to women working?
Chapter 10
1. What is a better way to make money for Parvana and Shauzia?
Teaching with Primary Sources
Illinois State University
2. Do they turn in all their money into their families? Why or why not?
3. Go to the primary resource table and go to the image described as Detroit,
Michigan. Conference between U.S. Army… Click on the link in the URL.
Look at the weapons on display and discuss the use of these weapons in the
war. What impact did land mines have on Parvana’s family?
Chapter 11
1. How does Mother react to Parvana’s job?
2. What has happened between Nooria and Parvana?
3. What were the soldiers doing to the men and why?
Chapter 12
1. How is Parvana feeling?
2. What is Shauzia planning on doing? Why is she in a rush?
3. What did Parvana really want?
Chapter 13
1. What do Nooria and Parvana talk about concerning the marriage?
2. Why is Parvana not going to Nooria’s wedding?
3. How does Parvana feel with an empty house?
Chapter 14
Teaching with Primary Sources
Illinois State University
1. Who did Parvana meet? What was wrong with this person? What was this
person wearing?
2. Go to http://seattletimes.nwsource.com/news/nationworld/crisis/theregion/veils.html
Look at the various pictures and descriptions of Afghan veils. Describe the
differences. What type of veil did Parvana want the woman to wear outside?
3. What happened in Mazar?
4. What happened to Parvana after Homa told her what had occurred on Mazar?
5. Who came home?
Chapter 15
1. What conditions was father in when he came home?
2. What was different about Parvana now?
3. What did Father and Parvana decide to do? What about Mrs. Weera?
4. What did Parvana do for the window woman?
5. Before they left Kabul, what does Mrs. Weera show Parvana and her Father?
6. What agreement to Shauzia and Parvana make?
Chapter questions adapted from
www.scu.edu/ethics/publications/cblp/responsibility/middleschool/breadwinner.pdf
Teaching with Primary Sources
Illinois State University
Final Activity Comparison Chart
Go to www.loc.gov
Click on World Digital Library
Click on Global Gateway: Multilingual resources on world culture from the Library of
Congress
Click on Portals to the World
Click on USA
Under the picture of the map, click on World Factbook
Select Afghanistan and United States of America
Compare and Contrast the information using the comparison chart.
Fact
Afghanistan
USA
Support/example
from The
Breadwinner
Geography;
Area
People;
population
People;
literacy
Government;
Government
type
Economy;
Population
below poverty
line
Choose
additional
category/facts of
interest to your
group
Choose
additional
category/facts of
interest to your
group
Teaching with Primary Sources
Illinois State University
Choose
additional
category/facts of
interest to your
group
Choose
additional
category/facts of
interest to your
group
Teaching with Primary Sources
Illinois State University
Bibliography Page for Extension Activities
Back to Navigation Bar
Fiction
Ellis, Deborah. Mud City. Toronto: Groundwood Books, 2004.
Ellis, Deborah. Parvana. Toronto: Groundwood Books, 2004.
Ellis, Deborah. Parvana’s Journey. Toronto: Groundwood Books, 2002.
Non Fiction
Ellis, Deborah. Off to War: Voices of Soldiers’ Children. Toronto: Groundwood Books,
2008
Ellis, Deborah. Three Wishes: Palestinian and Israeli Children Speak. Toronto: Douglas
& McIntyre, 2004.
Following the reading of the sequel, Parvana’s Journey, describe what happens to the
main characters as their life under Taliban rule continues:
Parvana: ________________________________________________________________
Father: ________________________________________________________________
Mother: ________________________________________________________________
Nooria: ________________________________________________________________
Mrs. Weera: _____________________________________________________________
Shauzia: ________________________________________________________________
Compare the information learned through primary resources, The Breadwinner and
sequels to the real life accounts of the non-fiction stories, Off to War: Voices of Soldiers’
Children or Three Wishes: Palestinian and Israeli Children Speak.
Teaching with Primary Sources
Illinois State University