Persepolis

100 Pages·2007·3.47 MB·English

DRAFT

PERSEPOLIS
THE STORY OF #4 CHILDHOOD

A Graphic Novel
By
Marjane Satrapi

Curriculum Guide
Written and Compiied by

David Barringer, Grant High School
‘Therese Cooper, Grant High Schoo!
‘Leah Kirschner, Grant High Schoo!
Jim Mayer, Cleveland High Schaal
Doug Winn, Grant High Scheol

‘Summar Curricitum Camp 2004
Portland Pulls Schoats,

Funding trom Portiand Public Schools

Supplese

Persepolis ‘Table of Contents

Introduetion

Unit Calendar

“Vencher Resources
Map

Glovsary of Potitioat Terme

Twanian History and Timeline
Hersepolis Annotated Table of Contents
Chupler Sumpacies

Opening Acts

‘Tea Ply
Expoditionary Learning
Caronsel Acciviey

Main Stage dels

Quickwrite Prompt Fool
Study/Dincustion Questiens

Dialogne Journal Instructions

Create a Graphic Story

OnLine Scavenger Hunt

Poerry Pars—Tie Rubi

Conceptual Sorting . A Graphic Organizer

Closing Acts

‘Group Project
Essay Questions
Ture Rights Acwon

ary Resources
“Picts hit: Inside the Graphic Novel”
“Zoroastrianism”

“A Moment with Maxjuue Sattap™
“Theneath a Drawn Veit

‘Suggested Resources

Totroduction

An Approuch i Graphie Texte — a Racionate

For un Frglish teacher, it may be difficult to consis emmpihie novels as appropiate for
the classroom, Aer ail, stories in traditional novels sre loager snd mexe complex, Also,
reading a novel allows Une reatler In fam bis or her ywn jmayes of the charactous and the
setting,

For some readers, however, not having fo imagine what the charactors aud their
surroundings J00k Hike might promote & quicker voderstanding of the plot and piot
slements, nuh as irony ani lorevuwossing, Sng aldhough there sre ebvionsly fewer
words in a graphic fexl, voeabulury development van progress effectively, sinvea rewler
iv given a visual as well as print context wo help decipher difficult wards,

(One goal of reading literature is 10 allow us w miave beyond enrsclves, and loam to
apprcedate “The other.” Acthe ssnae time, by knowing what fis Hike te be anethor
character, inthe end, we ure belle forthe experience,

[Besause giophic ters ate drawn in such a stipped-doven way, the universality of these
“cartoouy” images allows us te abstract the faces we see lm the possibilsy of zany
kinds of people. For instance, when we ree Moti Sutrapi console her friend, wo had
fost her father in the ran-liaq wat, we revognize that such goodness could reside wit
‘anyone even, as wo empathize with Marji, ousclves. Thus, we may be moved to put
‘oursclvee into er shoes, just as wo wonld do-with any type of gud literatore, and
imagine thar experience fr us,

Another goal of litcsmurc isto expat our imagination, When we enter the weld of
‘graphie tears, wo look not sta calfstic image of a face, auc as thee in a photograps, for
example. Renker, we sve a more abstact vision, oue that allows fora wide interpretation
of the character behind that dece, An Zac, if we knew precively what a character looked.
like, we wouldn't be able tg explore that realm ef aur imaymation which makes
interpretation possible, in Persepolis, Ms, Sulrapi has drawn the faves, and other images,
simply onougd that wemay enjoy a feowt oF imagination. Tor her, as lors, telling ner
story as 0 graphic text en’t just a way of drawing, i sa way of seeing

A Preview tothe Unit

‘This unit bas three goals. One isto opcu studcuts' and teachers" eyes t the possibility af
using gtaphi texts {nthe classroom. The second is 19 break down stercofypes and alluse
sudleuts to gain a Letter understanding of nian cure — 99 3ce that Irani people wre
not meabers ofan Ivil Leap. a final goal is to gain a clower enderstaneling of
geographical, political, historical, an sacial aspects of trsnian life
Jn this Unit, we hove tied to present a range of options that aso alfer flexibility. The
Tesential Roadinggs are placod carly in the packet becasse the teaver will wat fo
reference these Sra. We offer three Openig Acts whieh will Suniiarize students with
fpnmapriate coutext forthe rescof the unit. Note that che Caroused activity may be purl of
aoqueace that inclades the Dinlogue Journals ant the (coup Project. Likewise, thy Tea
Party conacets well with the Graphic Story ativily. The Mainssage Acivitios provide
Gnily lessons Cait tom a Oridye ln the Closing Acts. ‘The Closing Aus allow Zor 3
Semonsiraiion of knowledge yained ia enlier activites. Finally, a section onttled
Supplameutary Resources wld béckgrounel in furmnacion snd may be used atthe teucher's
dlserction,

Please be aware that eectain pravacative images found om pages SI and 52, as well as
swear words nated in the Chapter Summaries, may be offeusive to sarae students,
‘words.

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The World Factbook

Introduction Tran

Background: Known og Persia until 1935, en bccanse ap Tshumic republic in 1919 afr te
ruling shab was oeed nie exile, Consorvative clerical lercex established a
Theuraic ster of govemirent with ultiare political aahority vested in a
leet seligious schol, 8, grayp of Ienian students seized the U8 Embassy in
Teri on 4 November 1979 and ketd i atl 20 Yarmary 198]. During 198068,
Item fouht u bloody, indecisive wae with Irag over disputed lenttory. Over the
past docale, pupulardissatissaction wih the government, driven hy demographic
‘Shanges, restrictive social policies and poor econouiie cancion, has bees
pressuring Lor poieal ref,

Geography Tran

Location: Midile Kast, bordaring lhe Glt'of Oman, the Persian Gulf, and the Cuspi Sex,
between Frag and Pebistan,

Geographic 32 00'N, 53 00E
coordinates:

Map references: Middle Cost

tyenentovinafobospt he Bo Mette
Glossary of Political Terms

Page rmenbers from Pessepolis where the word may be ound are given in parentheses.

1, Bolshevik (20) - a maomber of un altcacadice] sotialist group,

2, capilaliam (4) a system in which investment in and ownership of the means of
production, disnibulion and exchange of weatth is made and rnvintained by
private individuals or cuzporations

|, Gommnanisns (23) —a eystem ef racist on ization based om ihe holding of al)
propery in onmunon,

4, conmiersevolutionsry (125) apposing ayevolution or revolutionary goverment.

5. cup d'ceae (82) auikden and decisive accion in polities, especialy one renuling
in a change of government illegally or by fore

4. aural revolution (4) —2 radical socioptitical movement characterized by
tnilitery Tule, tereorisma, pages, al restructaing of the educational system.

Gemocracy (41) —a form of goverrnnent in which The suptemte power is vested in

the people and exercised directly by thera,

4. domonsteation (5) - apubae exhibition of he attinde of a group vf persons
town a controversial igine, or other mailer, made by picketing, parading, m=

9. diwectc nuatsriakism (13) am application ofthe imerpretive method in which
some asscetable and apparently conirudistory proposition (thesis) is necessarily
‘aphiosod by an equally assertable and apparentiy eomradictory proposition
(ancitoesis), the rutual contradiction being reconciled on a higher level of tush
bby athind proposition (eymtbesis)

10. dymanty (28) — 2 soquence af rulers ftom the same fom, stock er group.

11. effigy (41) —9 crate representation of numeoue disliked, used tor purpowe of
rigicnle,

12. emperor 21) — the male sovereign or supreme ruler ofan empire.

12. exile (43) - expulsion from one’s nazive land by authoritative decree

14. idculogieat (75) — peraining lo abody of decirne, ath, belief, ele. that guides
sm individual, seen, institution, lass or large you.

15, imperialism (73) — apoliey of extrontng Ihe rl oF authority of one marion wer
another,

16. martyr G1) — a person who wilingly euifers death rather than renounce his orber
religion,

Mazxisin-Teninism (59)— the dactine that Ihe capitaliss system, containing fram

the beginning the sonds of its nivn decay, will inevitably alter the period of The

diculorship ofthe profetarial, he superseded by a sociabist order and classheas
society

18, nasionalicm (@)— she
vicwed as separate fen ths
all nations.

19, past (43) ~ an agrvemeat or Leaty between two or more nations,

20, peonact (35) — a weruber af a elavs bf pecsons who are simall Earmers br Farm
Taharers af low social rank

21, political asyium (J23)- refige provided by one nalion ro refugees Irom anotee

rine of rascsting the interesta of one's own uation,
ntecests of wher stone i the common inere