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Persepolis

Persepolis. Exploring Islam, Iran, and the Revolution A World History Unit, 9- 12 By: Camille C. Lebel. Note.

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Persepolis

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  1. Persepolis Exploring Islam, Iran, and the Revolution A World History Unit, 9-12 By: Camille C. Lebel

  2. Note The World History curriculum standards are written for grades 9-12. Therefore, in one classroom, a teacher is likely to have students spanning all achievement levels, and the educator will need to meet the learning needs of both remedial and advanced learners. Therefore, this unit includes several simple texts written specifically for adolescents as well as more advanced resources to challenge more proficient readers. I’ve provided an abundance of resources, but it would be up to the teacher to decide which books and on-line sites would be the best fit for his or her classroom.

  3. Table of Contents Unit Objectives Curriculum Standards Religion Comparison Literature Circles All About Iran Roudup Persepolis Discussion Extra Credit/ Enrichment Click the flag to return to this menu.

  4. Unit OBJECTIVES This unit is intended for high school World History students. The goals are that students will: • Compare and contrast Islam with other major world religions, address stereotypes, and discuss ethic profiling • Demonstrate a familiarity with the geography, culture, religion, and politics of Iran • Research the roles of the Shah, the Ayatollah, and Islamic fundamentalism in changing Iranian politics and culture • Analyze the role of autobiographies in providing historical accounts versus other writing styles • Examine the causes and effects of the Iranian Revolution

  5. CuRRICULUM STANDARDS From the TN Common Core State Standards for Secondary Social Studies, 9-12. Standard 1: Culture • 1.2 understand the development and migration of art, architecture, language, religion, music and theater. • 1.3 understand the ways in which individuals and groups contributed to changes in social conditions. • 1.4 examine how various individuals and groups use methods to diminish cultural elements and eradicate entire groups. • Continued…

  6. CuRRICULUM STANDARDS Standard 4: Governance and Civics • 4.1 understand the development of major systems of world governance. • 4.2 understand how individuals are affected differently by varied forms of governance. • Standard 5: History • 5.3 understand the maturation of Africa, Asia, Europe, Australia, the Middle East,Oceanic, and the Americas and their continuing impact on the modern world • 5.4 understand the history and impact of world religions.

  7. Assignment #1: Religion Comparison Many students have little to no knowledge about religions and cultures outside of traditional American Christianity and hold limited and often negative stereotypical views of the Middle East, Islam, etc. Thus, with the first assignments, the teacher hopes to broaden students’ cultural knowledge base by helping them to discover similarities between the three primary religious groups found in the Middle East.

  8. Assignment #1: Religion Comparison • Students will work in groups to conduct research using on-line and print sources on an assigned religion. • Students will use their information to create a PowerPoint presentation. • Groups will make presentations to the class while students take notes on the origin, founder, sacred text, sacred building, holy places, major festivals, primary branches, and central beliefs of each religion. • Students will then complete a three-circle Venn diagram comparing and contrasting each religion and participate in group discussions on their findings.

  9. Judaism Sources - Print Hoffman, L. A., & Wolfson, R. (2004). What you will see inside a synagogue. Woodstock, VT: SkyLight Paths Pub. Geared toward juveniles, this book introduces the synagogue as a house of prayer, learning, and community. Each page focuses on a different aspect of synagogue life and practice, from the weekly Shabbat service to holidays and life-cycle events. Wool, D. (2007). Judaism. Tarrytown, NY: Marshall Cavendish Benchmark. Part of the World Religions series, this book provides a comprehensive overview of the Jewish religion.

  10. Judaism Sources - Web Judaism. BBC News. (n.d.). Retrieved from url. The site provides a comprehensive overview of the Jewish religion including history, beliefs, customs, and the Holocaust. Judaism for Children. (n.d.). Judaism for Children. Retrieved fromurl. This simple and easy-to-navigate site features basic facts about Judaism in a chart format as well as a Q/A.

  11. Christianity Sources - Web Information on Christianity by Mandy Barrow. (n.d.). Christianity for Kids. Retrieved from url. This simple and easy-to-navigate site features basic facts about Christianity in a chart format as well as a Q/A. Christianity. BBC News. (n.d.). Retrieved from url. The site provides a comprehensive overview of the Christian religion including history, beliefs, and customs.

  12. Christianity Sources - Print Wilkinson, P. (2003). Christianity. New York: DK Pub. Filled with colorful illustrations and organized into three sections, this book is a useful resource on the history, beliefs, rituals, and symbols of Christianity. Watson, C. (1997). Christian. London: Children's Press. Geared toward children, this book provides another user-friendly resource on the basic facts of Christianity.

  13. Islam Sources - Web Islam (Muslim) for Kids. (n.d.). Islam (Muslim) for Kids. Retrieved from url. This simple and easy-to-navigate site features basic facts about Islam in a chart format as well as a Q/A. Islam. BBC News. (n.d.). Retrieved from url. The site provides a comprehensive overview of the Islamic religion including history, beliefs, and customs.

  14. Islam Sources - Print ISLAM SOURCES – Print Knight, K. (1995). Celebrate Islamic festivals. Oxford: Heinemann. The book, geared toward adolescents, explains Islamic festivals as well as the Koran, Muhammed, and daily worship practices. Wilkinson, P., & Salazar, B. (2002). Islam. New York: Dorling Kindersley. Filled with colorful illustrations and organized into three sections, this book is a useful resource on the history, beliefs, rituals, and symbols of Islam.

  15. Assignment #2: Literature Circles This assignment continues with the goal of promoting cultural awareness, challenging stereotypes, promoting understanding, and examine racial profiling. • Students will select one young adult novel from a provided list to read, taking special note of how primary characters deal with stereotypes and political/cultural/religious divisions. • Students will participate in literature circles with students who read the same book to discuss impressions and compare notes. • Students will then move to literature circles with students who read different books to compare and contrast character experiences in different parts of the world.

  16. Literature Circle Resources Abdel-Fattah, Randa. Does My Head Look Big in This? New York: Orchard, 2007. Print. The story of 16-year-old Amal who decides to wear the hijab full-time and finds her world changes due to one piece of clothing. She faces prejudice for her religious beliefs as she is called “towel-head” and teased by classmates, teachers, and family alike. Budhos, Marina Tamar. Ask Me No Questions. New York: Atheneum for Young Readers, 2006. Print. The story of Nadira and her family, illegal aliens from Bangledesh who flee to Canada. However, they find that after 9/11, every Muslim is considered a potential terrorist, and they must fight to keep their family together.

  17. Literature Circle Resources Hayes, Rosemary. Mixing It. London: Frances Lincoln, 2007. Print. The story of Fatimah, a devout Muslim living in England, who saves Steve, an atheist, after he is the victim of a terrorist bombing. After the media paints them as Romeo and Juliet, they begin receiving threats and anonymous phone calls, and must overcome hatred to learn to understand one another. Siddiqui, Haroon. Being Muslim. Toronto, ON: Groundwood, 2006. Print. A non-fiction journalistic account explaining the world reaction to Islam following 9/11. Written especially for young adults, it analyzes the religious, political, and cultural divisions common in present day. Since the fiction selections are geared toward girls, I included this option for boys. It includes anecdotes of various characters and will still fit the assignment.

  18. Literature Circle Resources Staples, S. F. (1993). Haveli. New York: Knopf. The story of a young Pakistani woman struggling against customs and ancient laws within her husband’s household as she tries to plan for her daughters education an experiences forbidden love. Beshir, S. (2007). A light at the end of the tunnel: The stories of Muslim teens. Beltsville, MD: Amana publications. A collection of short stories from Muslim teens narrating their experiences on issues such as dating, parents, friendship, etc. The book addresses misconceptions about Islam and what makes one’s identity. Another option for readers who want a different format.

  19. Assignment #3: All About Iran Roundup In this activity, students will work individually to complete a teacher-created scavenger hunt using a variety of print and electronic resources. The questions will lead them to locate basic, factual information on the following: • Iranian culture (festivals, dress, art, music, traditions, etc.) • Iranian society (government, politics, economics, etc.) • The Shah (Rise to power, influence, policies, fall) • The Ayatollahs (Rise to power, influence, policies, fall) • The Iranian Revolution (Causes, role of fundamentalism, the Iran-hostage crisis, effects, etc.)

  20. Roundup Resources – General Information • Kheirabadi, M. (2003). Iran. Philadelphia: Chelsea House. • Geared toward adolescent readers, this volume is part of the Modern World Nations series and details general information about Iran’s history, culture, government and politics, economics, and people. • Rajendra, V., Kaplan, G. T., & Rajendra, R. (2004). Iran. New York: Benchmark Books/Marshall Cavendish. • Also suited for a younger audience, this volume is part of the Cultures of the World series andalso details general information about Iran’s history, culture, government and politics, economics, and people. There is a greater focus on cultural elements such as festivals, art, food, and leisure.

  21. Roundup Resources – Iranian Society and Culture • Web Resources: Each of the following shares ample information about Iranian society and culture including home life, education statistics, and cultural elements such as music, art, dance, food, and more. • Culture of Iran » Home. (n.d.). Culture of Iran » Home. Retrieved fromurl. • Iran Chamber Society: Education in Iran: The Iranian Educational System. (n.d.). Iran Chamber Society: Education in Iran: The Iranian Educational System. Retrieved from url. • World Development Indicators Database Education Data - 2006 - How does Iran compare. (n.d.).NationMaster.com. Retrieved fromurl. • Iranian Cultural & Information Center. (n.d.). Iranian Cultural & Information Center. Retrieved from url.

  22. Roundup Resources – Iranian Society and Culture Print Resources: Spencer, L. (2004). Iran: A primary source cultural guide. New York, NY: Rosen Pub. Group. A reader-friendly book with many illustrations explaining the geography, myths and legends, art and architecture, literature and music, food, education, and daily customs of Iranian life.

  23. Roundup Resources – The Shah • WEB RESOURCES: Each of the following provides biographical information about the Shah, including his rise to power, his rule, and his exile. The time-line is particularly useful to students attempting to put various parts of the Revolution in chronological order. • Historic Personalities of Iran: Mohammad Reza Shah Pahlavi. (n.d.). Historic Personalities of Iran: Mohammad Reza Shah Pahlavi. Retrieved fromurl. • Timeline: US-Iran ties. (2009, January 16). BBC News. Retrieved from url. • "Mohammad Reza Pahlavi Biography." Bio.com. A&E Networks Television, n.d. Retrieved Apr. 12, 2013. Fromurl.

  24. Roundup Resources – the Ayatollahs and Revolution PRINT January, Brendan. The Iranian Revolution. Minneapolis [Minn.: Twenty-First Century, 2008. Print. Another book narrating the phases of the Iranian Revolution of 1979 with an in-depth look at the hostage crisis. Hiro, Dilip. Iran under the Ayatollahs. London: Routledge & K. Paul, 1985. Print. This book provides a complete description of the phases of the Islamic Revolution, including the rise and fall of the Pahlavi dynasty and the Gulf War.

  25. Roundup Resources – the Ayatollahs and the Revolution PRINT Arjomand, Said Amir. The Turban for the Crown: The Islamic Revolution in Iran. New York: Oxford UP, 1988. Print. This book provides another account of the Revolution with a special focus on the rise of Khomeini, political corruption, and the importance of the event for understanding revolutions overall. Ramen, Fred. A Historical Atlas of Iran. New York: Rosen Pub. Group, 2003. Print. This book covers significant historical events for six Middle Eastern and Asian countries in an objective manner. Special consideration is given to the Iran-hostage crisis, and maps, vivid photography, and extensive captions make the text user-friendly.

  26. Roundup Resources – the Ayatollahs and the Revolution Web Resources "Iranian Revolution." Iranian Revolution. N.p., n.d. Web. 12 Apr. 2013. From url. Includes a timeline, a list of recommended books, and links to articles from Time magazine. "The Story of the Revolution." BBC News. BBC, n.d. Web. 12 Apr. 2013. From url. A four-part narration of the return of the Ayatollah and the path to Revolution. "Ayatollah Ruhollah Khomeini Biography."Bio.com. A&E Networks Television, n.d. Web. 12 Apr. 2013. From url. A comprehensive biography of the Ayatollah and his rise to power.

  27. Assignment #4: Persepolis • Students will be assigned the graphic novel, Persepolis, in preparation for class discussion. • Using information gathered from earlier in the unit, students will evaluate and discuss events portrayed in the novel. • Students will view pictures of the Iranian Revolution from a photojournalist site and compare the real-life images to illustrations in the novel. • Students will compare the graphic novel with other forms of literature, analyzing the role of the first-person voice in narrating historical events and focusing on strengths and weaknesses of the genre.

  28. Persepolis Resources - Novel Satrapi, Marjane. Persepolis. New York, NY: Pantheon, 2003. Print. Persepolis is the bittersweet memoir of MarjaneSatrapi, a girl growing up in Iran during the Islamic Revolution. Spanning her life from age six to fourteen, the memoir covers the overthrow of the Shah, the Revolution, and the war with Iraq. Persepolis gives a glimpse into daily life in Iran and the contradictions between home life and public customs.

  29. Persepolis Resources – Discussion Guide Persepolis: The story of a childhood – reading guide. (2013). Lit Lovers. Retrieved April 14, 2013, fromurl. Lit Lovers is an on-line book club site created and maintained by a former English teacher. The site features a summary, author biography, and book reviews for the novel, in addition to 15 in-depth questions perfect for fostering discussion and debate about the novel.

  30. Persepolis Resources - Pictures "KavehKazemi - Photo Journalist." KavehKazemi - Photo Journalist. N.p., n.d. Retrieved April 12, 2013 from url. KavehKazemi is a photojournalist from Tehran, Iran. His career began in the Revolution in 1978, and continued for the next three decades. His pictures have appeared in the New York Times, Time, Newsweek, and other respected publications. His gallery, divided into the categories of Revolution, War, Daily Life, and Latest, chronicles both the chaos and the beauty of various aspects of Iranian life.

  31. Extra Credit/Enrichment Minu-Sepehr, A. (2012). We heard the heavens then: A memoir of Iran. New York: Free Press. Students may read and report on a second memoir such as this selection. We Heard the Heavens Then Follows the life of Aria Minu-Sepehr, the privileged son of a major general in the Shah’s Imperial Air Force. When the Shah is overthrown, Aria’s life changes drastically as pictures of executed family and friends flood newspapers. -

  32. Extra Credit/Enrichment Satrapi, Marjane, and MarjaneSatrapi. The Complete Persepolis. New York: Pantheon, 2007. Print. Students may also choose to continue reading about Marjane’s life by completing The Complete Persepolis. In 1984, Marjane flees Iran to begin a new life in Vienna. However, struggling for a sense of belonging and mising her home, she returns to Iran after graduation and tries to find a way to have a future in the midst of fundamentalism.

  33. Works Cited Abdel-Fattah, Randa. Does My Head Look Big in This? New York: Orchard, 2007. Print. Arjomand, Said Amir. The Turban for the Crown: The Islamic Revolution in Iran. New York: Oxford UP, 1988. Print. "Ayatollah Ruhollah Khomeini Biography." Bio.com. A&E Networks Television,n.d. Retrieved April 12, 2013 from http://www.biography.com/people/ayatollah-ruhollah-khomeini-13680544 Beshir, S. (2007). A light at the end of the tunnel: The stories of Muslim teens. Beltsville, MD: Amana publications. Budhos, Marina Tamar. Ask Me No Questions. New York: Atheneum for Young Readers, 2006. Print.

  34. Works Cited Christianity. BBC News. (n.d.). Retrieved April 12, 2013 from http:// www.bbc.co.uk/religion/religions/christianity/ Culture of Iran » Home. (n.d.). Culture of Iran » Home. Retrieved April 12, 2013 from http://www.cultureofiran.com/ Einfeld, Jann. Is Islam a Religion of War or Peace? San Diego: Greenhaven, 2005. Print. Hayes, Rosemary. Mixing It. London: Frances Lincoln, 2007. Print. Hiro, Dilip. Iran under the Ayatollahs. London: Routledge & K. Paul, 1985. Print. Historic Personalities of Iran: Mohammad Reza Shah Pahlavi. (n.d.). Historic Personalities of Iran: Mohammad Reza Shah Pahlavi. Retrieved April 12, 2013 from http://www.iranchamber.com/history/mohammad_rezashah/ mohammad_rezashah.php

  35. Works Cited Hoffman, L. A., & Wolfson, R. (2004). What you will see inside a synagogue. Woodstock, VT: SkyLight Paths Pub. Information on Christianity by Mandy Barrow. (n.d.). Christianity for Kids. Retrieved April 12, 2013 from http://www.chiddingstone.kent.sch.uk/ homework/religion/christian.htm Iran Chamber Society: Education in Iran: The Iranian Educational System. (n.d.).Iran Chamber Society: Education in Iran: The Iranian Educational System. Retrieved April 12, 2013 from http://www.iranchamber.com/education/ articles/educational_system.php Iranian Cultural & Information Center. (n.d.). Iranian Cultural & Information Center. Retrieved from http://tehran.stanford.edu/ "Iranian Revolution." Iranian Revolution. N.p., n.d. Retrieved April 12, 2013 from http://novaonline.nvcc.edu/eli/evans/his135/Events/Iran79.htm#Recommended

  36. Works Cited Islam. BBC News. (n.d.). Retrieved April 12, 2013 from http://www.bbc.co.uk/ religion/religions/islam/ Islam (Muslim) for Kids. (n.d.). Islam (Muslim) for Kids. Retrieved April 12, 2013 from http://www.chiddingstone.kent.sch.uk/homework/religion/islam.htm January, Brendan. The Iranian Revolution. Minneapolis [Minn.: Twenty-First Century, 2008. Print. Judaism. BBC News. (n.d.). Retrieved April 12, 2013 http://www.bbc.co.uk/ religion/religions/judaism/ Judaism for Children. (n.d.). Judaism for Children. Retrieved April 12, 2013 fromhttp://www.chiddingstone.kent.sch.uk/homework/religion/jewish.htm Judaism 101: What Is Judaism? (n.d.). Judaism 101: What Is Judaism? Retrieved April 12, 2013 from http://www.jewfaq.org/judaism.htm

  37. Works Cited "KavehKazemi - Photo Journalist." KavehKazemi - Photo Journalist. N.p., n.d. Retrieved April 12, 2013 from http://www.kavehkazemi.com/english/gallery/index.php Kheirabadi, M. (2003). Iran. Philadelphia: Chelsea House. Knight, K. (1995). Celebrate Islamic festivals. Oxford: Heinemann. Minu-Sepehr, A. (2012). We heard the heavens then: A memoir of Iran. New York: Free Press. Print. "Mohammad Reza Pahlavi Biography." Bio.com. A&E Networks Television, n.d. Retrieved April 12, 2013 from http://www.biography.com/people/ mohammad-reza-pahlavi-9431856 Rajendra, V., Kaplan, G. T., & Rajendra, R. (2004). Iran. New York: Benchmark Books/Marshall Cavendish.

  38. Works Cited Ramen, Fred. A Historical Atlas of Iran. New York: Rosen Pub. Group, 2003. Print. Satrapi, Marjane, and MarjaneSatrapi. The Complete Persepolis. New York: Pantheon, 2007. Print. Satrapi, Marjane. Persepolis. New York, NY: Pantheon, 2003. Print. Siddiqui, Haroon. Being Muslim. Toronto, ON: Groundwood, 2006. Print. Staples, S. F. (1993). Haveli. New York: Knopf. "The Story of the Revolution." BBC News. BBC, n.d. Retrieved April 12, 2013 fromhttp://www.bbc.co.uk/persian/revolution/ Timeline: US-Iran ties. (2009, January 16). BBC News. Retrieved April 12, 2013 from http://news.bbc.co.uk/2/hi/middle_east/3362443.stm

  39. Works Cited Watson, C. (1997). Christian. London: Children's Press. Wilkinson, P. (2003). Christianity. New York: DK Pub. Wilkinson, P., & Salazar, B. (2002). Islam. New York: Dorling Kindersley. Wool, D. (2007). Judaism. Tarrytown, NY: Marshall Cavendish Benchmark. World Development Indicators database Education Data - 2006 - How does Iran compare. (n.d.). NationMaster.com. Retrieved April 12, 2013 from http:// www.nationmaster.com/country/ir-iran/edu-education

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