Broken April

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. What is the effect of customs on traditional communities? How does modernity interact with tradition, and in which ways does the expectation of traditional longevity affect subsequent generations?

Teaching Suggestion: This Short Answer question invites students to consider the dichotomy of tradition and modernity within the context of the novel’s themes Normalized Violence Causes a Cycle of Pain and Death and Change Is Possible but Difficult. Kadare’s text explores the High Plateau, a mountainous Albanian region that is cut off from the modern world geographically, socially, and legally. Many families in this community are engaged in blood feuds that trace back generations; in this vein, Kadare explores the effects and perception of blood feuds on younger generations, as they shape a mindset of belonging, order, and duty within the context of local Albanian traditions.

• This article from the European Institute of the Mediterranean offers background information about the Balkan peninsula and the cultures it represents.
• This article from Al Jazeera analyzes the tradition of blood feuds in Albania.

2. Consider the relationship between gender and violence. How might some genders be disproportionately affected by violence? What steps, if any, have been taken on a regional or international level to combat such inequities of safety?

Teaching Suggestion: This Short Answer question invites students to consider the relationship of cyclical violence and gender. Kadare points to the fact that Women Face Hardships in Traditional and Modern Societies, particularly as it relates to violence and social expectations. Women’s voices are not prominent in Kadare’s novel; however, the lack of a female perspective also points to the idea that in the High Plateau, men often speak for women, as local traditions are significantly gendered and misogynous. The gendering of voice also extends to the urban Albanian characters. As students prepare to read the text, you might ask them to write down any expectations they have for the novel’s characters, themes, or plot in regard to these ideas. The resources below provide more information on the link between violence and gender in Albania.

• This article from Our Watch explores the link between gender inequality and violence and discusses four factors that reinforce it.
• This text from Amnesty International shares a detailed report on violence against women in Albanian families.

Short Activity

Ismail Kadare is one of Albania’s most renowned authors. Working in small groups, students will select one Albanian author to research and report on. In which era did/does this person write? What was/is this person’s background? How did/does the person’s nationality affect the content of their writings? Does this author touch upon the themes of Normalized Violence Causes a Cycle of Pain and Death, Women Face Hardships in Traditional and Modern Societies, and/or Change Is Possible but Difficult? If so, how?

Teaching Suggestion: This Short Activity invites students to explore the author’s background in the context of Albanian literature. Students should consider both writers in Albania proper (i.e., the state of Albania), as well as those who wrote as a part of the diaspora community (i.e., Albanian ethnic roots). Based on the level of the class, this Short Activity may be done as either informal individual work or a more formal group exercise with a presentation component.

• This page from Pantheon lists some of the most famous Albanian authors.
• Britannica provides a plethora of information on Ismail Kadare.

Differentiation Suggestion: For a broader approach, this Short Activity may be amended to a mini-research/presentation on Balkan writers and Balkan literature. In this vein, students will have the opportunity to analyze the common themes amongst writers in the Balkan region. Students who struggle with attention, time management, or research may appreciate working in pairs and/or having the opportunity to choose their figure from a provided list, such as the list of Albanian authors in the above resource or this list of famous Balkan writers.

Personal Connection Prompt

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

Consider a piece of literature or media in which a character sought to exact revenge on a nemesis. Was this person satisfied with the end result? Is revenge ever a satisfying method when it comes to ending a conflict? Why or why not?

Teaching Suggestion: This Personal Connection Prompt invites students to consider the theme of Normalized Violence Causes a Cycle of Pain and Death. Kadare’s characters who are engaged in a blood feud are groomed from an early age to understand the hate, as well as necessity, in exacting revenge on the opposing family. As a result, the concept of revenge is very much instilled in the High Plateau way of life; however, as Gjorg’s inner monologue reveals, the destiny of seeking revenge is not as rewarding as he believed it would be. Depending on the level of the class, it may be beneficial to have students define “revenge” and to discuss what it entails prior to answering the prompt. You may also wish to ask students what they associate with the term and why. This Prompt segues directly to the Discussion/Analysis Prompt.

Differentiation Suggestion: For a focus on argumentation and oral presentation, this Personal Connection Prompt may be amended to an in-class debate in which students must argue either for or against the following statement: Exacting revenge is never a satisfying solution to a problem.