The Other Side of the Sky

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. The US war in Afghanistan lasted for roughly two decades, from 1999 to 2021. What was the general nature of this conflict? In broad strokes, describe the key players in the war, the effect the war had (and continues to have) on the region, and how cultural differences between East and West may have played into the conflict.

Teaching Suggestion: For Ahmedi, much of the culture clash she experiences as an Afghan immigrant in both Germany and the US stems from the fact that Afghanistan is an Islamic, war-torn country, which is very different from how most children in the US and Germany are raised. Ahmedi grew up in a world where, from her earliest moments, she never knew peace. Ahmedi’s comparisons of Afghanistan to Germany and the US are somewhat simplistic; since she is a child, she compares her home country to American and European culture in basic terms. In this discussion, students have a chance to explore key historical and cultural background on the US-Afghanistan war and, in doing so, explore religious and cultural differences that exacerbated the conflict.

• The Council of Foreign Relations’ “The US War in Afghanistan” gives a concise history and timeline on the causes, key players, and pivotal moments in the US War in Afghanistan.
• The article by the North Carolina Public Radio “After a Year in the US, Afghan Refugees Face Daily Challenges and an Uncertain Future” highlights the many issues that face Afghan immigrants once they arrive in the US.

Differentiation Suggestion: For English learners, this prompt could be made more meaningful by pre-teaching students challenging and/or foreign vocabulary related not only to the war in Afghanistan, but also to Afghan religion and culture in general. The Globe and Mail’s “Keywords in Afghan Culture” and The Guardian’s “Afghanistan War Logs: The Glossary” are both excellent starting places to define the vocabulary set.  

2. The United Nations Refugee Agency (UNRA) estimates that roughly 8.2 million Afghans have fled their homes for other countries due to conflict, violence, and poverty. What challenges might refugees face in starting their new lives? Why do you think agencies like the UNRA label the situation in Afghanistan a “humanitarian crisis”?

Teaching Suggestion: Ahmedi getting situated in US/Germany demonstrates The Vulnerability and Resourcefulness of Refugees. In this discussion, students will consider challenges refugees face—including potential cultural differences, PTSD and other psychological trauma, logistical struggles for basic food/shelter, and racism—all of which affects Ahmedi and other refugees’ reception in the US/Germany.

• This webpage by the United Nations Refugee Agency provides an overview of what they term the “Afghanistan Humanitarian Crisis.” It features relevant statistics, videos, and other information about how Afghan refugees are faring since fleeing their homes.
• The Humanitarian Coalition defines the precise nature and features of a humanitarian crisis in the article “What is a Humanitarian Emergency?”. Among the criteria that they list as defining aspects of a humanitarian crisis, vulnerability—particularly, vulnerable populations—is the first.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the text.

Where do you think America stands in the fight for gender equality? How does America compare to other parts of the world—particularly countries in Europe, Africa, Asia, and the Middle East? Reflect on this question with regard to your personal observations.

Teaching Suggestion: Ahmedi and the many other female characters in The Other Side of the Sky suffer similar trials and tribulations, which cause the reader to consider A Woman’s Place in the World. Though issues of Western versus Eastern womanhood are occasionally juxtaposed for their differences, generally students will find that women—no matter their origin or background—face similar issues.

• The United Nations Human Rights Office of the High Commissioner wrote this brief report, “Afghanistan: UN Experts Say 20 Years of Progress for Women and Girls’ Rights Erased Since Taliban Takeover,” to describe how the feminist gains in Afghanistan have lessened since American forces ended its occupation.
• The United Nation Women’s “Visualizing the Data: Women’s Representation in Society” dives into the global statistics about gender-imbalance in politics, culture and sciences, and other areas.

Differentiation Suggestion: For a more active approach, this prompt could be a formal debate around the questions “Has America achieved gender equity?” and “Is America globally progressive on gender equality?”. You may want to review Harvard University’s “Want to Facilitate a Debate in Your Class?” for a refresher on best practices in conducting an in-class debate. For students with anxiety around public speaking, it might be helpful to have smaller discussions with only two or three students.