Destroying ancient statues
March 2, 2001
Web posted at: 5:25 PM EST (2225 GMT)
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Objectives
Students will be able to:
- Explain the Taleban's argument for destruction of ancient statues.
- Participate in a dialogue with a partner to develop and analyze persuasive techniques that might be used in a situation, such as a confrontation between the Taleban and countries opposing the Taleban's views.
- Evaluate whether or not the Taleban militia has the "right" to destroy ancient statues.
Standards
National Council for the Social Studies
III People, places and environments
High school students are able to apply geographic understanding across a broad range of fields, including the fine arts, sciences, and humanities. Geographic concepts become central to learners' comprehension of global connections as they expand their
knowledge of diverse cultures, both historical and contemporary.
National Standards for Arts Education
Students should understand the relationships among art forms and between their own work and that of others. They are able to relate understandings about the historical and cultural contexts of art to situations in contemporary life.
Materials
CNNfyi.com, "A smashing religious, political statement"
Internet access
Suggested time
One class period
Procedure
1. Have students read the CNNfyi.com article, "A smashing religious, political statement" and ask the following:
- What is the Taleban in Afghanistan? What has the Taleban recently ordered to be destroyed? What is the Taleban's argument for destroying the statues? How has the United Nations responded to this religious edict?
- Who is Mullah Mohammad Omar? In the CNNfyi.com article, "A smashing religious, political statement" he says, "Only Allah, the Almighty, deserves to be worshipped, not anyone or anything else." What is the significance and meaning of this statement? Why do you think the United Nations has called the destruction of the statues "vandalism"? Why is the Taleban adamantly opposed to selling the statues? How have Egypt, India and Pakistan responded to the decree about destroying the statues and other artwork?
2. Share with the class the first amendment of the U.S. Constitution, which states "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances." Ask the class to give examples of how this type of government differs from Afghanistan's government. Brainstorm the advantages and disadvantages of living in the United States in which there is separation of church and state.
3. Have students work in pairs. Ask each student to think of something that they adamantly believe should be destroyed and not sold at any cost. Before beginning this exercise, ask students to write down a prediction about an argument they believe they can use to convince their partners not destroy the object. Give each partner three minutes to convince the other student to sell the object that they believe should be destroyed. Direct students to write what actually happened in the activity under their prediction. Students can also include how the two might reach a compromise. Have students share their results with the class.
Assessment
Have a class discussion about the arguments used during the activity. Ask the students: What was your partner's strongest argument? Was it enough to convince you to sell the object you wanted to destroy? What was your best argument to convince your partner to sell? How was your prediction of what would happen similar and/or different to what actually happened? Discuss why it is difficult to reach a compromise when the two sides are such opposites. Discuss with the students if the Taleban militia should reach a compromise or if they have the right to destroy the statues. Remind the students of their activity, and ask them to place themselves in the mindset of a person who completely believes that these art objects are an abomination to his or her god.
Accommodations
Verbal/linguistic
Students can write letters to the government of Afghanistan either supporting or opposing its desire to destroy the Buddhist statues. Direct students to develop their arguments and opinons.
Musical/rhythmic
Students can write the lyrics to an already known tune trying to convince the Taleban militia to sell the 2,000 year-old statues to other countries instead of destroying them.
Challenge
Have students predict what would happen in schools in the United States if separation of church and state did not exist. Students should include how they would be taught and what type of courses would be offered.
RELATED SITES:
Afghanistan's Cultural Society
Islamic Arts and Architecture Organization
Taleban home page
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