Persepolis+I+and+II

= = =Teaching //Persepolis I and II// in the Classroom:=

Struggles and Solutions
The back Cover of //Persepolis I// states: "... //Persepolis// is Marjane Satrapi's wise, funny, and heartbreaking memoir of growing up in Iran during the Islamic Revolution. In powerful black-and-white comic strip images, Satrapi tells the story of her life in Tehran, from ages six to fourteen, years that saw the overthrow of the Shah's regime, the triumph of the Islamic Revolution, and the devastating effects of war with Iraq. The intelligent and outspoken only child of committed Marxists, and great-granddaughter of one of Iran's last emperors, Marjane bears witness to a childhood uniquely entwined with the history of her country..." = = = = In //Persepolis II//, Satrapi returns home after being sent to Austria when the war creates unsafe conditions in Iran. Before returning home, she tells the struggles and joys of having freedom. Back in Iran, she continues chronicling her life as she finds love, and purpose.

Much of these graphic novels pertains to politics in some way. To understand the dire situations that Satrapi faces throughout the graphic novels, students need to understand what life would have been like under the Regime's rule, what the struggle for the Revolution would have been like, and how the new rules given after the Revolution would have had an affect on life. Since Middle-Eastern politics are not commonly studied in the secondary school system, students may have some difficulty understanding why Satrapi and her family struggled throughout the novels.
 * Challenge #1: Politics, The Regime, and The Islamic Revolution**

A great way to understand Iran and its politics would be to travel there to observe current politics and Iran's rich history. However, most teachers cannot take their student half way around the world to do some hands on research. Teachers do have the ability to inform their students in a way that will allow //Persepolis I// and //II// to make more sense as they read. By doing some of the following activities in class, teachers may be able to help students overcome the issues that go along with understand the politics of Iran:
 * Solution #1: Research, Inquiry, and Guest Speakers**
 * **Webquest**: Guiding students through internet research on the political topics Satrapi covers in the books before students read the books will help front load information vital to understanding Satrapi's environment and impactful events in her life.
 * **Text Set**: Providing students with different types of books that discuss Iran's regimes and revolutions, along with its other forms of rule, will give them a chance to learn more about a particular part of Iranian politics that interests each student. Students could then be broken into groups of similar interest and present their findings to the class, either formally or informally. Information can be shared and discussed in this manner.
 * **Guest Speaker:** Bringing in a speaker that lived through the overthrow of the Shah's regime or the war with Iraq could be beneficial for students by offering another perspective on the subjects that Satrapi discusses. It is important to make sure there are multiple points of view, so students can obtain a well-rounded knowledge of political issues in Iran.

Another issue that students may have problems with is the veil. The veil plays a large role in Satrapi's books (and in current Muslim life) and was almost a symbol of constant oppression. Satrapi struggles with having to hide her hair and body in a society that preaches revolution. Since our students grow up in a culture that prides itself on its individuality, students may not understand why the government of Iran would make a law that all women needed to cover their hair as well as the rest of their bodies with a veil. The idea that make-up isn't allowed, or that couples (unless married) cannot even touch in the street may distress some students. In a culture that, for the most part, allows its individuals to wear what they want how they want, students will really struggle to understand a culture so different from their own.
 * Challenge #2: Culture and the Veil**

Students should be encouraged to look into Iranian and Islamic culture throughout the reading of this book, as it is vital to understanding. However, there are activities that can be done to help students understand the struggle to follow laws, the frustrations of having to keep covered, and the beliefs associated with the veil.
 * Solution #2: Walk a Mile in Someone else's Veil**
 * **Guest Speaker:** Bring in a speaker that wears the veil even now to explain to the class why they do so. Some students may be surprised to find out that the veil is a vessel for modesty, as well as a choice in the United States. Students could debate the reasons why the Islamic Revolution decreed the veil a law, along with the reasons against it.
 * **Information:** Provide access to information on the culture through multiple medias and resources.
 * **Creative Writing:** Ask students to write from the perspective of Marjane if she didn't have to wear a veil. Would she be as outspoken? Would she have so much difficulty in school? Compare and contrast the themes in the two different scenarios.
 * **Journal**: Students could havee the opportunity to write about how they would feel if they were forced to cover their bodies in a very specific way. Would they do it for religion or beliefs? Would they do it if their parents told them to? For what reasons wouldn't they cover themselves?


 * Additional Resources**
 * [|Iranian Revolution]** Details the history of the Islamic, often called the Iranian, revolution.
 * [|History of Iran: Islamic Revolution of 1979]** Describes events and situations leading to the Islamic Revolution, as well as the Revolution itself.
 * [|A Modern History of the Islamic World]** by Reinhard Schulze
 * [|Encyclopedia of Women and Islamic Cultures]** by Suad Joseph, Afsaneh Najmabadi
 * [|The Making of Iran's Islamic Revolution]** by Moshen M. Milani
 * [|Mohammad Reza Shah Pahlavi]** Gives information on the Shah and his regime before the time of the Revolution.
 * [|International Journal of Middle East Studies]** by JSTOR
 * [|Muslims: Frequently Asked Questions]** Questions and answers that are helpful in understanding Islamic tradition.
 * [|Iran: Behind the Veil]** This article from the Globalist that discusses women's increasingly important role in politics and why they still wear the veil.
 * [|Lifting the Veil: Life in Revolutionary Iran]** This article delves into what life is like in Iran since the advent of the revolution.
 * [|Muslims and the Veil]**Discusses different opinions on women and the veil.
 * [|Beyond the Veil: Women Seeking Change]** Women in Iran, as this article shows, are beginning to step into leadership roles, despite their "perceived" oppresion.
 * [|A Tale of Two Muslim Women: To Cover or Not To Cover?]** This article discusses to Muslim women and the decisions about the use of the veil and the abaya.
 * [|Islamic Clothing]** Gives information on the hijab and abaya and why they are used.