Name ___________________ Date ____ Class ____ _

South Asia Today

DiHerentiated Instruction

Rug Making in Pakistan Rug making has been an important part of the Pakistani economy

for hundreds of years. The country's rug industry was greatly influenced by the Persian Empire, which established royal rug manufacturing facilities in Pakistan. By the 1500s and 1600s, a large rug-weaving industry had developed in the region. Today, rug making is still important, and Pakistan is the fourth-largest rug maker in the world. Much of this output is produced in modern factories, but the most prized rugs are handmade by skilled weavers.

Traditional Pakistani rug makers begin by tying long threads called warps onto the top and bottom of a frame called a loom. The warps are stretched so that they are very taut and held side by side. Then the weavers tie knots of woolen yarn onto the warps. When the weaver finishes a row, a weft thread is inserted at a right angle through the warp threads. A handmade rug can have more than 25 to 1,000 knots per square inch. A master rug maker can tie about six knots per minute.

Three main types of handmade Pakistani rugs are woven: geometric Bokharas, floral Persian-design rugs, and vegetable-dyed village rugs. These rugs often feature a wide variety of colors, from red, blue, teal, and gray to emerald and yellow greens and peach. A room-sized rug from Pakistan can cost thousands of dollars. Many handmade rugs become more valuable as they grow older.

Directions: On the lines below, answer the following questions.

1. Identifying Name the three main kipds of rugs made in Pakistan.

2. Reviewing Who introduced rug making to Pakistan? When did rug making become important in Pakistan?

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-Teaching Strategies for Different Learning Styles

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The following activities are ways the basic lesson can be modified to accommodate students' different learning styles.

English Learners (EL)

Have EL students write the names of all the colors named in the article [red, teal, emer­ald green, peach, blue, yellow green, and gray].

Verbal/Linguistic; Intra personal Assign pairs of students to create entries

in an Oriental Rug Primer. Entries should cover the following topics: terminology used to describe Oriental rugs (e.g., warp, knot); descriptions of the different kinds of rug knots and where they are used; information about rug dyes and the natural materials used to create various colors; differences between country and city rugs and between machine­made and handmade rugs; how to interpret dates and signatures woven into rugs; and how long it takes to make an Oriental rug. Combine students' entries into a finished booklet for class distribution.

Logical/Mathematical Ask students to create a flowchart showing

all of the steps involved in creating handmade rugs (e.g., sheep to wool ~ dyeing ~ design­ing ~ weaving/knotting ~ transporting ~ finishing). Students should write a description for each step in their charts.

Visual/Spatial After examining several styles of Pakistani

rugs online or in library books, ask students to create their own rug designs. Students should also write a paragraph or two explaining their designs.

Kinesthetic

Assign students who weave the task of cre­ating a miniature Pakistani rug, using designs they find online or in the library as guides. If possible, permit students to demonstrate their techniques in class and compare these with the techniques used by Pakistani artisans.

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Advanced Learners The handmade rug industry is extremely

labor-intensive and one of the largest export earners for Pakistan, as well as other South Asian countries. It is one of the fastest­growing industries in this part of the world. Many experts believe most of this growth has been achieved through the use of bonded or forced child labor. Organizations such as UNICEF have found that children work long hours for very little pay- and in some cases no pay. The South Asian Coalition on Child Servitude estimates that between 200,000 and 300,000 children are involved in the Pakistani rug industry. Ask students to prepare class presentations about this topic, focusing on working conditions, explana­tions for the situation, and potential solutions. Following student presentations, solicit com­ments from the class.

Logical/Mathematical

Have students use a graphic organizer of their choice to compare the similarities and differences among the types of rugs described in the article.

Visual/Spatial; Intrapersonal

Ask groups of students to put together photo-essays of the Pakistani rug industry. Students can find images online or in the library that illustrate the art of Pakistani rug making. Display students' creations in the classroom.

Below Grade Level

The Read and Say Something strategy helps students with reading comprehension­especially for difficult reading material. Have students read the article, then turn to a partner and say something about it. Tell students they should say anything they want that is related to the selection, such as their reactions to ideas, descriptions, images, or anything they find confusing. Solicit information from the entire class about what each pair discussed.

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