Summary of Anahita's Woven Riddle   Meghan Sayres' Anahita's Woven Riddle takes place in 19 th century Iran. The country itself is experiencing immense cultural and political changes. Amidst all this, a young Afshar nomad girl, Anahita, finds herself engaged to the Khan, the tribe's political representative. In spite of her hatred for the Khan and Anahita's desire to apprentice herself to the local dye-master (a task that would not be available should she marry), her father insists on the union. Presented with the inevitable fact that she will be required to marry within the year, Anahita begs her father to allow her to choose her own husband, something unheard of in the culture of her people. Anahita continues to plead with her father, presenting him with a plan: she would weave a riddle into her qali , her wedding rug, and that the man who solves her riddle would be the man she would marry. After much debate, her father goes against his better judgment and advertises the riddle. The khan, angered by the slight, “forgets” to argue their water and travel rights, making life for Anahita's tribe difficult. In the midst of her tribe's troubles, Anahita meets and falls in love with Arash at the tribe's stop at the trade town Masshad. At the day designated to solve her riddle, Arash is the one to decipher her qali correctly and gives her the night to make her own choice, be it him or not, a remarkable and unheard of gesture of respect towards Anahita. Anahita mulls the decision over in her mind, the decision coming down to Arash, the Qajar prince, Reza, the schoolmaster, and Dariyoush, her long time friend. In the end, it is Arash's name that Anahita stitches onto her qali. This story is fast paced and informative. Reading the novel will give students a peek into the life of a girl living as an Afshar nomad in 19 th century Iran. Anahita's Woven Riddle addresses both the historical and cultural aspects of the time, focusing on those issues that would most closely affect the nomadic tribes such as the Afshar. The story is full of vibrant images and dynamic characters. Anahita grows up quite a bit as the story progresses making the story a good example of the “coming of age” genre. There are many issues ranging among emergency preparedness, modern development, government, and marriage that can be addressed in conjunction with a unit containing this book. The novel allows for writing activities that can include personal narrative, persuasive, and expository writing, making it a versatile option. One word of caution. The novel does address ideas of love and refers to the relationship experienced by a married man and woman. A certain level of student maturity is required to teach this novel. It also refers to the Muslim religion quite a bit. If religion is a particularly touchy subject in the school or for the teacher, it would be best to choose a book that does not deal so much with religious topics as Anahita's Woven Riddle does. Other than this, the novel does target more of a female audience both through a female protagonist as well as themes of feminine strength and equality so it might not appeal as greatly to the boys of the classroom. In spite of the cautions, Anahita's Woven Riddle is an amazing novel that has the potential of adding greatly to a unit directed towards students 8 th grade or higher. The feeling of the novel stays with the reader long after putting it down. If it does not seem like a novel ideal for your classroom, I would still highly propose reading it in order to be able to recommend it to students for individual reading projects. READING ACTIVITIES (compiled by Jennifer Olson) •  Biography of the Author “Bio.” Meghan Nuttal Sayres Accessed 17 September 2007 http://www.meghannuttallsayres.com/bio.html . The author's website has a nice short biography of her along with some pictures of her and her sheep. The bio lists awards as well as hobbies and other books she has written. Help the students get to know a little bit about the author.   •  Iran: Explore the Setting Hisecke, Oliver. “Iran.” Urban and Rural Development Network 2007. Accessed 21 September, 2007 http://habitatforum.tu-berlin.de/htmls/country_profiles/cp_iran.php . Introduce the students to the country of Iran, the setting of the story. The most important resources on this site for introducing the setting to a secondary level class would be the sections on climate, vegetation, landscape, and a report about the nomads of Iran. The information given is brief, to the point, and informative. By using this site to give the students a brief introduction on the setting of Iran, they will more easily be able to connect to the novel.   •  The Muslim Religion “Islam.” Ontario Consultants on Religious Tolerance 2007. Religious Tolerance. Accessed 22 September 2007 http://www.religioustolerance.org/islam.htm . “Islam” is a menu of various topics exploring the Muslim religion, the religion that Anahita and her family are a part of. The topics listed in “Islam” can be used to introduce the Muslim Religion to the students to better help them understand the world they will soon be exploring. All of the topics are under easy to follow headings making it easy to find answers to questions about basic beliefs, treatment of women, as well as tolerance issues related to the religion and how others view the Muslim religion.   •  Iranian Names Kutchemeshgi , Maryam. “Iranian Names.” Feb. 2007. Accessed 17 September 2007 http://cleo.lcs.psu.edu/index.html . A good way to help the students begin to relate to the characters in the book is to allow them to choose their own Persian name. There is a pronunciation guide to help as well as the written characters in Persian/Farsi that will allow students to be able to try their hand at forming the letters familiar to the people in Anahita's Woven Riddle . The names are based off of personalities of heroes and religious icons, adjectives, as well as the beauty seen in nature. Have students choose a name they think suits their personality and write both the English and the Persian/Farsi characters on a name card. It is also possible to look up the names of various characters to find the meaning of their names and how this might relate to the character as students find out more about their personality while reading the book.   •  Introduction to the Afshar “Nomads in Iran.” Culture- History and Ethnic Groups 2007. Bestiran Travel. Accessed 17 September 2007 http://www.bestirantravel.com/culture/history/nomads.html . Anahita belongs to a tribe of Persian nomads known as the Afshar. This site gives information about the history and different types of nomadic tribes in Iran, including the Afshar. There are also some wonderful pictures of people from different tribes showing the variance in dress and appearance among the tribes. The resources provided in this site will help introduce students to the people and culture of the novel, particularly the nomadic culture Anahita herself comes from. •  The Afshar: Further Introduction “Nomad Tribes.” Darwan tour and Travel Co. Ltd 2007. Accessed 22 September 2007 http://www.darwantour.com/nomadtribes.htm . Take a good look at some more information on the Nomadic tribes of Iran that will better help introduce the Afshar to students. “Nomad Tribes” provides a series of pictures looking at the traditional dress, the tents of the nomads, and information specifically concerning Anahita's tribe, the Afshar. The information on the various tribes that travel throughout Iran give the students insight into the diversity of nomadic tribes and how they manage to get along with each other in spite of their very different ways of life. A lesson with the information found on this site could focus on taking a look at the diversity in the students' lives and how they have learned to accept people with a different cultural background than their own.   •  Marriage “Marriage.” Wikipedia 2007. Accessed 22 September 2007 http://en.wikipedia.org/wiki/Marriage . Anahita's Woven Riddle addresses the issue of marriage within the Afshar culture. Introduce a history of marriage and how each culture in every part of the world has a similar contract between men and women. This page provides a quick glance history of marriage and weddings in the anthropological sense, providing various links to other related articles, should you choose to explore the topic beyond the information provided.   •  Persian Riddles Phillot, D.C. “Some Persian Riddles: Collected from dervishes in the south of Persia.” Accessed 17 September 2007 http://users.cybercity.dk/~ccc12787/smokingroom/phillot01.html . The riddles that Anahita and her father present one another with are very different from the American conception of a riddle. This list of Persian riddles, including the answers, will not only acquaint students with this foreign concept of the riddle but will also provide insight to the Persian method of viewing the world and their relation to earth with the cultural imagery that can be seen in these riddles.   •  Author's Notes Sayres, Meghan Nuttal. Author's Note. “Anahita's Woven Riddle.” New York: Amulet Books. 2006. 341-346. The book has a great reference in the back. In the Author's note, Sayres gives a list of several subjects pertaining to the book. I would suggest looking at the sections “Carpets,” “History,” and “Nomads” with the students to give them a better idea of these topics in direct relation to the book. It will also give them a brief introduction to Sayres writing style. “Carpets” describes the author's inspiration for writing the book as well as a brief description of the tradition of weaving among the Afshar tribes. “History” gives a simple background for the historical context of the book. In her section on “Nomads,” Sayres gives a brief lesson on the social structure of the nomads in Iran as well as what it means to be part of a nomadic tribe.   •  Introduction to Weaving “Techniques and Construction.” Rugman 2006. Oriental Rug Retailers of America. Accessed 17 September 2007 http://www.rugman.com/Library/RT_Techniques.html . Since, as the title would suggest, the book deals a lot with weaving, a good way to introduce the book would be to introduce a little bit about weaving. “Techniques and Construction” goes into great detail on the process of weaving a traditional nomadic carpet, focusing on the different types of looms, tools, knots and designs used in specifically Persian rugs. Anahita, herself, uses an upright loom, seen with the list of looms given on this site.   •  Afshar Rugs “Afshar.” ERugGallery 2007. Accessed 19 September, 2007 http://www.eruggallery.com/learnrugs/learn_detail/style/style_per_afshar.htm . Take a look at a gallery of rugs that have come from the Afshar tribe, Anahita's tribe. The site explains the normal pattern and method of weaving. There is a link to a large gallery containing pictures of various Afshar rugs. Anahita describes the patterns she uses in her wedding rug. These same patterns can be seen in the rugs contained in the gallery. It would be of good use for the students to be able to see what the borders, medallion, and woven animals would look like after Anahita had woven them into her rug.   •  History of Azerbaijan “Azerbaijan.” Wikipidea 2007. Accessed 22 September, 2007 http://en.wikipedia.org/wiki/Azerbaijan . Azerbaijan is the Iranian province that the Afshar are known to travel. Teachers can use this article to give a brief overview of the history of this province. The section titles “Medieval History” most closely resembles the structure of the province pertaining specifically to the time period in which Anahita's Woven Riddle takes place. The history after that is more concerned with the province becoming its own republic following the collapse of the Russian Empire during WWI. However, it might be interesting to have students explore this history and make predictions as to how this change in government might have affected the nomads such as Anahita's tribe.   •  History of the Dervish “Dervish.” Wikipidea 2007. Accessed 29 September, 2007 http://en.wikipedia.org/wiki/Dervishes . In Mashhad, Anahita watches a Dervish performance. What is important to understand about the Dervish is that dances are a mixture of chanting and formation spinning, a depiction of spiritual devotion to Allah. The article includes a link to several videos of Dervish performances. The clips are fairly short and most focus on the drumming and chanting that goes along with the dances. The best dancing clips are those on the list titled “Sema Entrance,” “Sema Start,” and “Sema.” These clips will give the students a good example of the type of dancing Anahita would have seen in the market.   •  Poems of Rabi'a “How long will you keep pounding on an open door?” Other Women's Voices 2007. Accessed 29 September, 2007 http://home.infionline.net/~ddisse/rabia.html . Going along with the theme of female strength in the novel, Anahita speaks several times on the poet Rabi'a, a female poet that writes about developing a strong connection with Allah. Provided is a brief biography of the woman considered to have been one of the first Sufis of the Muslim faith. There are also links to several longer biographies though the short one provided is more than sufficient to give the students a decent background what little is known of the poet's life. There are also a variety of links to translations of her poetry. I would suggest following the link under translations by Charles Upton to “Eleven Verses.” Explore how much of her poetry can be read in two different contexts: either as a poem in devotion to God or as a love poem. This dual nature of her poetry is also noted in the book by Anahita as she reflects on Rabi'a's poetry and prayers.   •  How to Make a Drop Spindle “How to Make a Drop Spindle.” The Joy of Handspinning 2007. Accessed 18 September, 2007 http://www.joyofhandspinning.com/make-dropspin.shtml . This site gives easy instructions on how to make and use a simple drop spindle, much like the one Anahita would have used in making the yarn for her wedding rug. The information could be used in several ways: make a single spindle to demonstrate, give the students the materials to make their own spindle, or just use the information to explain to the class how such a spindle would be used. It is an inexpensive craft project and would be an interesting connection for the students to be able to see just how much work Anahita would have had to do in order to prepare for weaving her rug.   •  History of Sufi Inayat-Khan, Hidayat. “What is a Sufi?” The International Sufi Movement 2005. Accessed 29 September, 2007 http://www.sufimovement.org/whatsufiis.htm . Sufism is known as the “religion of the heart.” As students read the book, they will hear references to “Sufi,” a Muslim following a form of Islam's mysticism. The site explains the basic goals and beliefs of the Sufi from the point of view of one who follows Sufi. Though it does not give a great deal of detail as to the historical background of Sufism, the site about the poet Rabi'a (see connection 14) does provide links that provide such information should it be desired.   •  Life and Poems of Rumi “Life of Rumi.” Rumi 2004. Accessed 29 September, 2007 http://www.khamush.com/life.html . The poet Rumi is a favorite of Arash's and becomes a connection between him and Anahita. There is a simple biography of the poet along with several translations of his most famous poems along with an analysis for each one that examines not only the imagery and symbolism used but the cultural references one unacquainted with the religion and culture would not have been able to catch. The simplest one to understand- as well as being the quickest read – would be “Whirling Dervishes,” applicable to the classroom as it is when Anahita meets Arash at the performance o the Dervish that she obtains the book of Rumi poetry.   •  Weaving Tools O'Connel, J. Barry. “Notes on Looms and Weaving Tools.” Real Turkmen Rugs Accessed 19 September, 2007 http://www.spongobongo.com/her9845.htm . Show the students some of the tools Anahita might have used in the actual weaving of her rug. O'Connel provides pictures and descriptions of the combs and knives specific to Afshar rug weaving. The descriptions are practical and easy to understand, making this an invaluable resource for exploring and understanding the tools of Anahita's craft.   •  Teaching Guide Sayres, Meghan. “Teacher's Guide.” Meghan Nuttal Sayres Teacher's Resources Accessed 18 September, 2007 http://www.meghannuttallsayres.com/teachers/index.html . Sayres, the author of the book, has provided teaching guides for several of her books, including Anahita's Woven Riddle . The guide goes chapter by chapter, giving prompt questions and suggested vocabulary. This can serve as a great handout to accompany the book or simply use to enhance lesson plans. The plan comes in both PDF and HTML format, making it a very accessible tool.   •  Glossary and Historical Articles Sayres, Meghan Nuttal. Glossary/Author's Note. “Anahita's Woven Riddle.” New York: Amulet Books. 2006. 334-346. Sayres has made her book an amazing resource to go along with the story. Sayres has provided a glossary in the back to explain some of the words specific to the language spoken by the Afshar. Most of these words are seen in italics throughout the novel. It would be a good idea to encourage students to look up the italicized words in the back of the book as they come across them in their readings. The various articles explaining history and the language within the book are also good tools to assign students to read or to go over with while in the classroom to help students better understand the world Anahita is living in.   •  Bam Earthquake “Bam, Iran.” Wikipedia 2007. Accessed 7 October, 2007 http://en.wikipedia.org/wiki/Bam,_Iran#2003_earthquake . All of the proceeds from “Anahita's Woven Riddle” go towards development enterprises to serve women and children living in the post-earthquake Bam. Use this article to help acquaint students with the history of Bam and the 2003 earthquake.   •  The Chador “Chador.” Wikipedia 2007. Accessed 4 October, 2007 http://en.wikipedia.org/wiki/Chador . Anahita laments the fact that, when they visit the city of Mashhad, they have to wear the covering veils of the chador . This site gives information about the chador including its historical background as well as how and when a woman will wear a chador . Teachers can use this as well as “Historical Perspectives on Islamic Dress” (connection 23) to lead to discussions of gender equality both in Anahita's world as well as our own.   •  Islamic Dress and Gender Equality “Historical Perspectives on Islamic Dress.” Women in World History Curriculum 1995-2007. Accessed 25 September, 2007 http://www.womeninworldhistory.com/essay-01.html . The wearing of veils such as the chador is still a hot topic. Have students explore the issue of veils as both a symbol of liberation and repression. The information, along with that found in “Chador” (connection 22), can lead students into a writing activity that can be either persuasive or expository, depending on the needs of the classroom.   •  The Choopy Dance: Video Lund, Stein. “Exotic Tribes.” Travel Explorations 2005. Accessed 4 October, 2007 http://www.travelexplorations.com/dancing-choopy-with-the-lor-nomads-iran-persia-see-the-video-clip-of-the-worlds-most-brutal-dance.280114-18553.html . There are several video clips of the “Choopy” dance for Windows Media Player. The “Choopy” dance is known as the most “brutal dance in the world” and is a tradition of several Islamic nomadic tribes. Watch as these men take turns trying to hit each other with sticks and dance at the same time. Have students watch and try to figure out the rules of this game and connect it to what they have learned about the culture in this unit.   •  Nomads Today: Statistics “Nomads- The Facts.” New Internationalist 1995. Accessed 2 October, 2007 http://www.newint.org/issue266/facts.htm . Acquaint the students with the problems nomads of Iran face today. The site gives excellent bulleted, easy to follow facts and statistics of the different types of nomads in Iran, including the Afshar. Allow students to decide whether it is the fault of the nomads for not “adapting to the times” or if modern culture should honor their way of life.   •  The Modern Afshar Smith, Jim. “The Afshar Nomads or Iran.” Nomad Place 2005. Accessed 18 September, 2007 http://nomadplace.com/afshar/ . A project site by an anthropologist interested in the Afshar, “The Afshar Nomads of Iran” gives information about the lifestyle of the Afshar people today, including a fair amount of pictures that can give the students a view of the daily lives of people living among Afshar tribes today. It is interesting to see how the Afshar have adapted to modern culture. Use this site in conjunction with “Nomads- The Facts” (connection 25).   •  Uniform Policy Activity Olson, Jennifer. “New School Uniform Policy.” BYU . 2007. Get students writing on something they are interested in. Present them (in all seriousness) with this “New School Uniform Policy” and have them write a persuasive letter to the administration about their feelings concerning the new “policy.” The explosive reaction of the students is entertaining and is a good way to get the best work out of students as they will really care about how their audience views their arguments.   •  Disaster Preparation Activity Olson, Jennifer. “Disaster Preparation Activity.” BYU . 2007. After looking at the information on the Bam Earthquake (connection 21), have students follow this activity to create their own plans for disaster preparation. It relates information directly to their own lives and benefits them greatly to think of emergency preparation. You can use this activity to lead towards a writing piece (either a personal narrative, persuasive, expository, or even a fictional story). Find more information about what is recommended for plans and emergency kits in connection 30.   •  Meet the Author Sayres, Meghan. “Author Appearances.” Meghan Nuttal Sayres Accessed 26 September, 2007 http://www.meghannuttallsayres.com/author-appearances/index.html . Meghan Sayres is an author very active in her contact with schools and the educational system. She is very open to the idea of visiting schools in person, having on-line chats with classrooms, as well as welcoming classes into her home. It's always a treat to meat with the author of a book.   •  Family Disaster Plan Information “Your Family Disaster Plan.” Federal Emergency Management Agency 1991. Accessed 7 October, 2007 http://www.redcross.org/static/file_cont36_lang0_23.pdf . Use this in conjunction with connections 21 and 28 to give students important information about emergency preparation. A handy, easy to follow brochure that provides information about steps to follow and items to have on hand should an emergency occur.

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