DRAFT PERSEPOLIS THE STORY OF & CHILDHOOD A Graphic Novel By Marjane Satrapi Curriculum Guide Written and Compiled by David Barringer, Grant High Schoo! Therese Cooper, Grant High Schoo! Leah Kirschner, Grant High School Jim Mayer, Cleveland High School Doug Winn, Grant High School Summer Curriculum Camp 2004 Portland Public Schools Funding from Portland Public SchoolsPersepolis Table of Contents Introduction 12 Unit Calendar 3 Essential Teacher Resources Map 4 Glossary of Political Terms 5-6 Iranian History and Timeline 7-8 Persepolis Annotated Table of Contents 9 Chapter Summaries 10-15 Opening Acts Tea Party 16-23 Expeditionary Learning 24-42 Carousel Activity 43 Main Stage Acts Quickwrite Prompt Pool 44-46 Study/Discussion Questions 41-48 Dialogue Journal Instructions 49 Create a Graphic Story 50-52 On-Line Scavenger Hunt 53-56 Poetry Form—The Rubaiyat 57-58 Conceptual Sorting —A Graphic Organizer 59-61 Closing Acts Group Project 62-64 Essay Questions 65 Human Rights Action 66-80 Supplementary Resources “Picture This: Inside the Graphic Novel” 81-84 “Zoroastrianism” 85 “A Moment with Marjane Satrapi” 86 “Beneath a Drawn Veil” 87-88 Suggested Resources 89-90Introduction An Approach to Graphic Texts — a Rationale For an English teacher, it may be difficult to consider graphic novels as appropriate for the classroom. After all, stories in traditional novels are longer and more complex. Also, reading a novel allows the reader to form his or her own images of the characters and the setting, For some readers, however, not having to imagine what the characters and their surroundings look like might promote a quicker understanding of the plot and plot, elements, such as irony and foreshadowing. And although there are obviously fewer words in a graphic text, vocabulary development can progress effectively, since a reader is given a visual as well as print context to help decipher difficult words. ‘One goal of reading literature is to allow us to move beyond ourselves, and learn to appreciate “the other.” At the same time, by knowing what itis like to be another character, in the end, we are better for the experience. Because graphic texts are drawn in such a stripped-down way, the universality of these “cartoony” images allows us to abstract the faces we see into the possibility of many kinds of people. For instance, when we see Marji Satrapi console her friend, who had lost her father in the Iran-Iraq war, we recognize that such goodness could reside with anyone ~ even, as we empathize with Marji, ourselves. Thus, we may be moved to put ourselves into her shoes, just as we would do with any type of good literature, and imagine that experience for us. Another goal of literature is to expand our imagination. When we enter the world of graphic texts, we look not ata realistic image of a face, such as that in a photograph, for example, Rather, we sce a more abstract vision, one that allows for a wide interpretation of the character behind that face. In fact, if we knew precisely what a character looked like, we wouldn’t be able to explore that realm of our imagination which makes interpretation possible. In Persepolis, Ms. Satrapi has drawn the faces, and other images, simply enough that we may enjoy a feast of imagination. For her, as for us, telling her story as a graphic text isn’t just a way of drawing, it is a way of seeing, A Preview to the Unit ‘This unit has three goals. One is to open students’ and teachers’ eyes to the possibility of using graphic texts in the classroom. The second is to break down stereotypes and allow students to gain a better understanding of Iranian culture — to see that Iranian people are not members of an Evil Empire. A final goal is to gain a clearer understanding of ‘geographical, political, historical, and social aspects of Iranian life.Jn this Unit, we have tried to present a range of options that also offer flexibility. The Essential Readings are placed early in the packet because the teacher will want to reference these first. We offer three Opening Acts which will familiarize students with appropriate context for the rest of the unit. Note that the Carousel activity may be part of a sequence that includes the Dialogue Journals and the Group Project. Likewise, the Tea Party connects well with the Graphic Story activity. The Mainstage Activities provide daily lessons that form a bridge to the Closing Acts. The Closing Acts allow for a ‘demonstration of knowledge gained in earlier activities. Finally, a section entitled Supplementary Resources add background information and may be used at the teacher's discretion. Please be aware that certain provocative images found on pages 51 and 52, as well as swear words noted in the Chapter Summaries, may be offensive to some students.“uondo s,xayjovan ap 7e sarzmyornb 01 puodsax pur suopsanb Aprus soaste Pinoys stuepmys ‘Jexou otp Jo Sumpeay ayp Burnq suonsan, suonewuasarg suopeqasarg suomenuasarg AepyIO.N Koss 0 19 1EI0 yoaforg dno WoIssMOsTG 6 -C] siadeyy uaissy Aaanoy Aepynoas, Sepyson, sdnorp jews Teourayddng yooforg dnospy ypaforg dnorp | /sqeumor anZoperq| —rezuw31Q o1ydesD, rae WORST, TORSNOSIG | 6s SaideyD way “OT sradey3 usissy sdnorp yeus yung sdnozy yreug Ayapoy Sneog | jsteumor anBoyeiq| eBueavog ourt-uQ | _/s[eumnor endow Aroig oryderg, TWOISSTOST pol sierdeyy sissy sjeumog Sure] surumay angoperg wag Jasnore3 Areuompadys Areuorpadyg, Aumeg v2, ep RepSGL, epSOUPIA RepsanT, HPUOVA, epusreg Wun syodasiagEssential Teacher Resources(A The Word Festool ~ I arma 10 vac Country List | World Factbook Home The World Factbook as Iran cy a TEHRAN fof fom “Kermanshth Introduction Iran Background: Known as Persia until 1935, lran became an Islamic republic in 1979 after the ruling shah was forced into exile. Conservative clerical forces established theocratic system of government with ultimate political authority vested in a leamed religious scholar. A group of Iranian students scized the US Embassy in ‘Tehran on 4 November 1979 and held it until 20 January 1981. During 1980-88, Iran fought a bloody, indecisive war with Iraq over disputed territory. Over the past decade, popular dissatisfaction with the government, driven by demographic changes, restrictive social policies, and poor economic conditions, has been pressuring for political reform, Geography —Iran Location: Middle East, bordcring the Gulf of Oman, the Persian Gulf, and the Caspian Sea, between frag and Pakistan Geographic 32 00N, 53 00E. coordinates: Map references: Middle East si govsinpabiadenattbokpevkea 4 Page oftGlossary of Political Terms Page numbers from Persepolis where the word may be found are given in parentheses. . Bolshevik (20)- a member of an ultraradical socialist group. 2. capitalism (4) - a system in which investment in and ownership of the means of production, distribution and exchange of wealth is made and maintained by private individuals or corporations. 3. communism (23) — a system of social organization based on the holding of all property in common. 4, counter-revolutionary (123) — opposing a revolution or revolutionary government. 5. coup d’etat (82) — a sudden and decisive action in politics, especially one resulting in a change of government illegally or by force. 6. cultural revolution (4) ~a radical sociopolitical movement characterized by rmilitary rule, terrorism, purges, and restructuring of the educational system. 7. democracy (41) — a form of government in which the supreme power is vested in the people and exercised directly by them. 8. demonstration (5) —_a public exhibition of the attitude of a group of persons toward a controversial issue, or other matter, made by picketing, parading, etc. 9. dialectic materialism (12) ~ an application of the interpretive method in which some assertable and apparently contradictory proposition (thesis) is necessarily opposed by an equally assertable and apparently contradictory proposition (antithesis), the mutual contradiction being reconciled on a higher level of truth by a third proposition (synthesis). 10. dynasty (28) — a sequence of rulers from the same family, stock or group. 11. effigy (41) ~ a crude representation of someone disliked, used for purposes of ridicule. 12, emperor (21) ~ the male sovereign or supreme ruler of an empire. 13. exile (43) ~ expulsion from ono’s native land by authoritative decree. 14, ideological (75) — pertaining to a body of doctrine, myth, belief, etc, that guides an individual, social movement, institution, class or large group. 15. imperialism (73) —a policy of extending the rule or authority of one nation over another. 16, martyr (31) —_a person who willingly suffers death rather than renounee his or her religion. 17. Marxism-Leninism (59) — the doctrine that the capitalist system, containing from the beginning the seeds of its own decay, will inevitably, after the period of the dictatorship of the proletariat, be superseded by a socialist order and classless society. nationalism (62) the doctrine of asserting the interests of one’s own nation, viewed as separate from the interests of other nations or the common interests of all nations. 19, pact (43) ~ an agreement or treaty between two or more nations. 20. peasant (35) — a member of a class of persons who are small farmers or farm laborers of low social rank. 21. political asylum (123) — refuge provided by one nation to refugees from another nation,22. prime minister (23) — the prineipal minister and head of government in parliamentary systems. 23, proletariat (62) — the class of workers who do not possess capital or property and ‘must sell their labor to survive, 24. putsch (19) ~ a plotted revolt or attempt to overthrow a government, 25. republic (21) —a state in which the supreme power rests in the body of citizens entitled to vote and is exercised by representatives chosen directly or indirectly by them. 26. revolution (3) — an overthrow and thorough replacement of an established government by the people governed. 27. royalist (31) —a supporter of a king or royal government. 28. shah (23) —a king or sovereign, formerly, in Iran,Iranian History Dynasties: Achaemenian 559—330 B.C. Parthian: 247 B.C._—224 A.D. Sasanian 225—640 Islamic Caliphate 640—1501 Safavid 1502—1736 Qujar 17791925 Pahlavi 1925—1979 Islamic Republic 1979 —Present Timeline Before 15" Century B.C. _Indo-Iranians arrive. 1300B.C. Assyrians conquer Iran. 900 B.C. Medes established in Media, 700B.C. Persians established in Fars. 628B.C, __ Birth of Zoroaster. 600 B.C. Median empire extends from Asia Minor to eastern Tran. 549B.C. Cyrus, King of Persia, defeats Medes. Persepolis is the capitol. 500B.C. _ Darius I extends the Achaemenid empire. He introduces gold coinage and builds new roads. 331B.C. Alexander conquers Persia. 247B.C. _ Parthian empire begins. 123B.C. _Mithridates TI extends Parthian empire. 225AD. Sassanid empire begins. Zoroastrianism becomes the state religion. 500 Sassanian ruler, Chosroes J, initiates land reform. 640 Byzantine Arabs establish their empire in Iran, 650 Islam supercedes Zoroastrianism. 700 Shiism gains popular support as an important branch of Islam in Iran. 1055 The Turks conquer Iran. 1219 Mongol leader, Genghis Khan, conquers Iran. 1400 ‘Tamerlane conquers Iran. 1501 Safavids begin 200 year rule of Iran and establish it as a modem state. 1779 Kajars begin 140 year rule of Iran, Russia and Britain exploit Iran with the help of corrupt Kajar rulers. 1828 Russia annexes part of northem Iran. 1920 Reza Khan seizes power and begins the Pahlavi dynasty, He modemizes the nation. 1927 Reza establishes a national bank. 1936 Reza imposes European headgear and clothing. 1941 In World War II Reza sides with Germany. Soviet and British troops invade. Reza abdicates his throne in favor of his son, who becomes the new Shah,1951 1960 1963 1967 1974 1975 1978 1979 1980 1981 1988 1989 1990 1997 2001 2003 Led by Prime Minister Mohammad Mosaddeq, Iran’s National Front demands that Britain give Iran a greater share of oil profits. The Shah begins to feel threatened by Mosaddeq’s growing popularity and seeks to limit his power. The Shah makes fecble attempts to reform his government. The U.S. does what it can to keep him in power. ‘The Shah proclaims the “White Revolution” which includes land reform and women’s suffrage despite the opposition of the Ayatollah Khomeini. Khomeini is arrested and then exiled. A spectacular coronation ceremony for the Shah is held in Persepolis. Oil prices quadruple. Some Iranians become suddenly rich, but there is growing resentment due to a widening income gap. The Shah abolishes all opposition political patties and creates a one-party state, The U.S. trains the Shah’s military, with a special emphasis on quelling unrest. The Shah’s secret police, Savak, tortures and executes many political prisoners. Demonstrations and riots increase as radical clerics lead opposition to the Shah. ‘The Shah seeks asylum in Egypt. The Ayatollah Khomeini returns and seizes power. He establishes an Islamic Republic. Banks and all major industries are nationalized. Revolutionary courts try officials of the Shah’s regime and also secular opponents to Islamic rule. All institutions, laws, and social policies must be based on Islam. Khomeini is declared faqih for life, When the Shah is accepted into the U.S. for medical treatment, Islamic militants seize the U.S. embassy in Tehran and take Americans hostage. Bani-Sadr, a left-of-center secularist, is elected President; however, radical clerics secure Ali Rajai’s position as Premier. Bani-Sadr accuses the radical clerics of torturing and executing secularists. Saddam Hussein begins the Traq-Iran War. Khomeini supports Ali Rajai over Bani Sadr. Bani-Sadr is impeached and flees to Paris where he founds the National Resistance Couneil with ‘Mujahedin leader, Massud Rajavi, Ali Rajai is killed in an explosion and other radical clerics are assassinated. Massive repression follows. The American hostages are released on the condition that the U.S. releases Tranian assets in American and other banks. Cease-fire in the Iraq-Iran War. Khomeini dies. He is succeeded by the Ayatollah Ali Khamanei. Hashemi Rafsanjani is elected President and brings moderate reforms. Earthquake in northwestem Iran kills 35,000 to 40,000 people Mohammed Khatami is elected President. President George Bush declares Iran one of the three “Evil Empires.” Shirin Ebadi is given the Nobel Peace Prize. The United Nations increases its monitoring of a possible nuclear weapon program in Iran,Persepolis Annotated Table of Contents 1. ‘The Veil Pg. 3. An introduction to Marjane and background information about the 1979 revolution and its social changes. 2. The Bicycle Pg. 10 Marjiis a budding communist; she wants to start a revolution ‘o protest the Shah and his government Pg, 18 Maxji’s mother and father protest the government. Marji Teams that her grandfather was a prince, then Prime Minister, then a communist. 4, Persepolis Pg. 26 More details about the Shah’s cruelty; the revolution picks up. 5. The Letter Pg. 33. A romance between Marji's maid, Mehri, and her next door neighbor blossoms, but ends poorly. Marji and Mehri attend a protest. 6. The Party Pg. 40 Revolution comes. Marji wants to attack Ramin, whose father served in the Shah’s Savak, or Secret Police. 7. TheHeroes Pg. 47 Two political prisoners who are friends of Marji's parents retum from prison. 8. Moscow Pg. 54 Marji meets her uncle, Anoosh, a freed political prisoner who tells her stories about living in Russia. 9. TheSheep Pg. 62 The new republic tums against the revolutionaries and arrests and executes them. Anoosh is framed as a spy and executed. Iraq begins to bomb Iran. 10. ‘The Trip Pg. 72. Maxji and her parents attend a protest, which ends in violence. Realizing that Iran was becoming a closed country, they plan a vacation. Upon their return, they learn that war has been officially declared between Iran and Iraq. 11. The F-14’s Pg. 80 The war intensifies. Marji is initially jubilant at reports that Iranian fighters have bombed Baghdad, although her feelings change ‘when she learns that her friend Pardisse’s father, a fighter pilot, has been killed. 12, The Jewels Pg. 87 Mali, a friend of Marji’s mother, and her family come to stay with Marji, as their home has been destroyed in the war. Iranians start to tum on each other as refugees flood Tehran and food and gas shortages frustrate all. 13. The Key Pg. 94 The Iranian army recruits young school boys with fantastic, visions of heaven and a symbolic key to the afterlife. 14, The Wine Pg. 103 Marji’s family is stopped and searched for illicit substances after attending a party. Marji’s father distracts the police while Marji and her grandmother dispose of wine and cleanse the apartment. 15, The Cigarette Pg. 111 Marji begins to rebel by skipping classes and smoking. 16. The PassportPg. 118 Marji’s father tries unsuccessfully to get a fake passport so ‘Marji’s Uncle Taher can seek medical treatment in England. 17. Kim Wilde Pg. 126 Marji’s parents smuggle gifts for Marji from Turkey. When she wears them, she is arrested, but escapes punishment. 18. The Shabbat Pg. 135 Iraq bombs Tehran. Marji's friend Neda is killed. 19. The Dowry Pg. 143 Marji is expelled from school. Her parents send her, alone, to live in Austria, She is 14 years old. 3. The Water CeChapter Summaries (Note: 2: signals terms that may need further explanation RED FLAG signals words or situations that may be offensive or disturbing) 1, The Veil P3 2 Capitalism, Cultural Revolution p.4 Zarathustra, Fire Ceremony p.7 Mer, the author of this memoir, is ten years old. It is 1980 in Iran, and she is forced to wear a veil one year after the Islamic Revolution. Her mother protests this along with other changes. When photos showing her mother in the protests are published in several magazines she must disguise hersclf to avoid being persecuted. ‘Asa younger child Marji wanted to be a prophet, and she made her own holy book. Every night she talks to God, She knows that people might laugh when she tells them that she wants to be a prophet, so sometimes she says that she wants to be a doctor. 2. The Bieycle P.10 2: Fidel Castro, Che Guevara, Leon Trotsky p.10_ Imperialism p.11 Karl Marx, Rene Descartes, and Dialectic Materialism p.12 the Shah p.15 When at play, Marji pretends to be various famous revolutionaries. She cites 2500 years of tyranny and submission. She reads books about communist theory. ‘A cinema burns down and 400 people die. Some say the Shah did it. He says that religious fanatics are responsible. ‘Marji’s parents won’ t let her join the protest schéduled for the next day. 3. The Water Cell P.18 + Putsch p.19 Bolshevik, Gandhi, Attaturk p.20 Communism p.23 Marj's parents protest against the Shah every day. His soldiers shoot at the protesters. ‘Marji repeats propaganda her fundamentalist teacher tells her, not really ‘understanding what she is saying. Fifty years previously the Shah’s father, Reza, led a well-meaning revolution, but the British talked him out of creating a democracy and installed him as a king. The Emperor who Reza overthrew was Marji’s great grandfather. Marji's grandfather became ‘a. communist and was later sent to prison. Prison life destroyed his health. {04, Persepolis P.26 1 Persepolis p.26 Dynasty p.28 Martyr and Royalist p.31 ‘The Shah took everything Marjis grandparents owned. After taking much of the wealth away from the Iranian people, the Shah frivolously spent huge sums on ridiculous celebrations to impress other heads of state, ‘Maris father boldly goes to photograph a protest and comes home with disturbing tales about protesters killed by the army. 5. The Letter P.33 Marji tries to reconcile her Marxist idealism with the reality of her wealthy life style. Marji’s maid, Mehr, is almost like an older sister. When Mehri falls in love with a boy next door, Marj ghostwrites love letters for Mehr to send to him. In these letets Meh is presented as Marji's sister. Marji’s father finds out about this, and when he tells the boy next door the truth, the boy rejects Mchri due to her low economic status. ‘Mehr and Marji sncak off to a political protest which tums out to be violent When Marji’s mother finds out, she slaps Mehri for risking Marji’s safety. 6. The Party P.40 Free Masons, Effigy p.41 President Jimmy Carter and Anwar Al- Sadat p43. Savak p.44 ‘The Shah massacred many people but could no longer hold on as dictator. He offered to ereate a democracy, but his fecble efforts failed. Finally, he left to live in exile in Egypt after President Jimmy Carter refused to offer him asylum in the U.S. The Iranians had a huge celebration. “Marj joins with other children to try to beat up a kid named Ramin whose father ‘was in the Shah’s secret police. Marji’s mother urges Marji to forgive Ramin. When ‘Marj goes to him to do just that, he defends his father for killing communists. “The chapter ends with Marji earnestly trying to forgive him. 7. The Heroes P.47 RED FLAG: torture scenes on pp.50-52 We are introduced to two political prisoners: Siamak and Mohsen. Both are communists. When they are released from prison, they come for a visit at Marj’s house, ‘They say thatthe CIA trained the Shah’s men to torture in a particular way. They pulled out finger nals, applied electrical shocks to the soles of their feet, Burnt them with ‘cigarettes, and even burned another prisoner with an iron. He was then cut into pieces. ‘Marj imagines torturing the torturers to pay them back. Although not quite in the same way a8 Marj, her mother hopes that they receive a just punishment for their cruel ‘treatment to the prisoners.8. Moscow P.54 ‘2: Azerbaijan p.55 USSR p.57 Marxist-Leninism p.59 Marji wishes her father was a hero like her Uncle Anoosh. Anoosh was devoted to his uncle, who helped make Azerbaijan independent of Iran, The Shah’s soldiers executed his uncle, but Anoosh got away. To avoid the Shah’s seeret police, he went to the Soviet Union and became a student. He married and had two children but got divorced. He went back to Iran in disguise but was caught and imprisoned for nine years. ‘Marji tries to impress her friends by telling them about her uncle. 9. The Sheep P.62 2: Mosque, Nationalism, Proletariat p.62 RED FLAG: “asses” p. 62 ‘After the Shah leaves, the Islamic Republic is voted in, but there is much doubt about the accuracy of the voting tally. ‘A boy that Marji likes leaves Iran and goes to the U.S. to escape the expected repression of the Islamie regime. Many of Marji’s extended family and friends leave as swell. Mohsen is killed by the new regime, but Siamak escapes although his sister is ‘executed in his place. Anoosh continues to be optimistic that things will work out, but then he is arrested and killed. Marj is so upset by this, she banishes God from her life. 10, The Trip P.72 2: Marie Curie p.73 Chador p.75 Shiite p.79 RED FLAG: “shit” p.72 “fucked” p. 74 Fundamentalist students occupy the U.S. Embassy in Tehran and take Americans hostage. Iranian universities are closed down for two years while all textbooks are revised to teflect the new regime’s moral and political position. “Marj’s aspiration to go to France to become a famous scientist is replaced with the image of her staying in Iran and having ten children. ‘Two fundamentalist men see Marji’s mother in the street and tell her she should be raped for not wearing a veil. On TV an announcer says that women must now wear yeils to protect them from exciting men so much that the men rape them. Wearing veils js said to be more civilized, distinguishing women from animals. Despite the government's ediets, some Iranian women find little ways to rebel. Men, too, rebel from the morality police’s proscribed dress. ‘Over her father’s objections but with the support of her mother, Marji gets to go toa protest against the Islamic fundamentalists’ new rules. The Morality Police attack the protesters. Fortunately Marji and her parents escape. To get away from all the tumult, they go to Spain and Italy for a vacation. “When they retum, Marji’s grandmother surprises them with the news that Iran is, at wer, [>11, The F-14s P.80 : Coup d’etat p.82 Iraqi planes bomb Tehran. Marji wants her father to fight Iraq, but he refuses. During Iran’s Islamic revolution Iranian pilots were imprisoned after the coup d”etat. ‘When Iran is attacked, the Islamic fundamentalist leaders agree to release the pilots. The pilots win their demand to broadcast the old national anthem instead of the new Islamic fundamentalist one. The pilots then attack Iraq, but half of them are killed, including the father of one of Marji’s friends. 12, The Jewels P.87 “Tensions run high over shortages such as groceries and gasoline. The Iragis bomb southern border areas and many people must flee to the north. One of Marji’s mother’s friends, Mali, lives in the bombed areas. Marji’s mother tries to call them and sce if they're all right but can’t get through. Later that night Mali and her family show up at Marji's house and move in temporarily. They lost every thing except some jewelry when they were bombed by the Iraqis. Malis children are used to an expensive lifestyle and have some adjusting to do. ‘At the market Marji, her mother, Mali and her children overhear a woman say that some of the refugee women are prostituting themselves due to poverty. When she says, *Southem women are all whores,” Marji’s mother objects forcefully. 13. The Key P.94 2: Nuptial Chambers p.94 ‘There are many fimerals due to Iran’s heavy casualties in the wat, Iranian moumers sometimes hit themselves to show their grief. Marji pokes fun at that ritual, Marii's teacher feels disrespected by Marji and the rest of the gils in her class, and she holds a conference with their parents, The parents want the school to be run more secularly, but the teacher demands strict adherence to fundamentalist practices. Marji’s maid comes home sad, because her son's teacher gave him a plastic key and urged him to die for his country. He can supposedly use the key to get into heaven Many poor Iranian boys die in battle with that promise in mind. “The chapter ends with Marji dancing to punk music at her cousin's party. For a moment she is transported away from her society’s troubles, and she is able to simply be a teenager having fun. 14, The Wine P.103 ‘Marji’s family runs to the basement whenever Tehran is attacked. Marji's mother puts up black curtains so that the neighbors won’t see them and turn them in for having parties and owning items banned by the new regime. ‘At a party at Marii’s cousin's house the adults drink some wine, which is banned by the government. On the drive home from the party the police stop them and question Marji's father about alcohol. The police decide to search Marj’s house. Marji and her grandmother run into the house and pour all the alcohol in the house down the toilet only to find out later that the police had left after accepting a bribe. (315, The Cigarette P.111 2: Rod Stewart p.112 ‘Marji’s older school friends are skeptical about the Iranian media’s war claims. ‘They get Marj to skip school with them. Her mother finds out, and Marj lies when her mother confronts her. To rebel, Marji goes to the basement and smokes a cigarette, thus in some respects ending her childhood. “When Iran wins a key battle, [rag proposes a peace plan, but Iran rejects it, The new regime depends on the war to stay in power. Those openly opposed to the war are systematically executed. 16. The Passport P.118 ‘By this time the Iranian people are more oppressed by the new regime than by the war itself. ‘Marji’s Uncle Taher has a heart attack. He needs to go to England for surgery, but in order to do that, the hospital director must approve. The director is a former window ‘washer they know, who has risen to power by growing a beard and adopting the trappings of devout Islamic beliefs. He denies permission for Uncle Taher to leave the country. ‘Some of the patients in the hospital are victims of chemical weapons. The Germans sell these weapons to both Iraq and Iran and then additionally profit by providing medical assistance to victims when they are flown to Germany for treatment “Hoping to somehow send him to England for surgery, Uncle Taher's family puts in an order for a fake passport, but he dies before it’s finished, 17, Kim Wilde P.126 Kim Wilde end Iron Maiden. p.126 ‘A year later Marji’s parents are able to get valid passports for the two of them. ‘They take a vacation to Turkey and bring home banned rock star posters and other things Marj wants. The posters are hidden under Mayji’s father’s coat and they make his shoulders look strange, but they manage to get through customs anyway. ‘On the way home from buying Wester rock/pop music, Marj is confronted by two fundamentalist women. They don’t like Marji’s clothes and her Michael Jackson pin. ‘Marj lies to keep them {rom taking her to committee headquarters. 18, The Shabbat P.135 Trag gets some powerful Scud missiles, The family no longer hides in the basement because it no longer protects them from the new missiles. They simply wait in fear until the attack is over. Many people flee Tehran, but Marji’s family stays. Another family that stays is their Jewish neighbors, the Baba-Levys. They have a gir! Marji's age One day Marji goes to a shop to buy jeans. Just then the Iraqis attack , and the bombs land in the vicinity of her neighborhood. She rushes home to find out that the Baba-Levys” house is destroyed. Marji is horified to see her friend’s braceleted wrist poking out of the rubble. 419, The Dowry P.143 ‘Marji becomes more rebellious after this incident. She continues to weer her special bracelet even though her school’s principal forbids it. Marji is expelled when she hits the principal when the principal tries to grab the bracelet. Marji eventually transfers to another school. She contradicts her pro-Islamic regime teacher who claims there aren’t any political prisoners in Iran, Marj says there are 300,000 political prisoners, and the other girls applaud. Marji’s father wams her to back off. He tells her about a git! who was taken by the police and executed after they raped her. The police then sent dowry money to her parents to make a point thet they (the police) were supposedly following Islamic law. Marji’s parents decide to send her to attend French school in Vienna, Austria. “They tell her that they will join her in 2 few months, but she worries that won't work out. She says goodbye to her friends and gives her posters, ete. to them. Her grandmother tells Marj her last words of advice about manipulative boys and being true to herself and respecting herself. It is very hard for them both to leave each other. At the airport Mi tearfully says goodbye to her parents, not knowing whether she will ever sce them again. (isOpening Acts‘Sradent Handout Name Role TEA PARTY PERSEPOLIS 1. Read your role, Write an interior monologue with the knowledge you have from the point of view of your character. You can make up what you don’t know, but be consistent with your role. Include information about your life and physical characteristics. 2. When you are finished with your monologue, mingle and meet the other characters in Persepolis. Try to find out as much as you can about them and yourself from the conversations, Figure out how everyone is related, Do not read your slip to the other characters. Improvise and act your role, (Note: You may meet more than one person playing each role, Move on until you have met all the different characters. 3. List each character you meet and write down what you learn about them. Write at least ‘one question you have for each character. 16‘Student Handont ‘Tea Party Page? 4. Write down any additional information you learned about your role. 5, Draw a diagram or picture of how the characters are related, 6, Make at least three predictions about any character(s) or the book. (+Marii: I am ten years old when the Shah is exiled to Egypt. My parents’ joy about the ‘overthrow of the Shah soon turns to dismay with the fundamentalist Islamic Revolution that follows, Our lives and freedom, especially for women, are greatly restricted. Being a teenager in Tehran is not easy. 1 love popular music, clothes and spending time with my friends, but the political climate in Iran does not allow girls the freedom I would like, [lear a great deal about ‘my country’s history and politics and see and hear things no young person should experience. It is very scary and frustrating in Tehran for my family, our friends, and me, Marj: Lam ten years old when the Shah is exiled to Egypt. My parents’ joy about the ‘overthrow of the Shah soon tums to dismay with the fundamentalist Islamic Revolution that follows. Our lives and freedom, especially for women, are greatly restricted. Being a teenager in Tehran is not easy. T love popular music, clothes and spending time with my friends, but the political climate in Iran does not allow girls the freedom I would like. 1 learn a great deal about ‘my country’s history and politics and see and hear things no young person should experience. It is very scary and frustrating in Tehran for my family, our friends, and me. Mariiz Iam ten years old when the Shah is exiled to Egypt. My parents’ joy about the overthrow of the Shah soon tums to dismay with the fundamentalist Islamic Revolution that follows. Our lives and freedom, especially for women, are greatly restricted. Being a teenager in Tehran is not easy. T love popular music, clothes and spending time with my friends, but the political climate in Iran does not allow girls the freedom I would like, Tlearn a great deal about my country’s history and politics and see and hear things no young person should experience. It is very scary and frustrating in Tehran for my family, our friends, and me. ‘Mari: Tam ten years old when the Shah is exiled to Eeypt. My parents’ joy about the overthrow of the Shah soon turns to dismay with the fundamentalist Islamic Revolution thet follows. Our lives and freedom, especially for women, are greatly restricted. Being a teenager in Tehran is not easy. I love popular music, clothes and spending time with my friends, but the political climate in Iran does not allow girls the freedom I would like. I learn a great deal about ‘my country’s history and politics and see and hear things no young person should experience. It is very scary and frustrating in Tehran for my family, our friends, and me. Marii: Iam ten years old when the Shah is exiled to Egypt. My parents’ joy about the overthrow of the Shah soon turns to dismay with the fundamentalist Islamic Revolution that follows. Our lives and freedom, especially for women, are greatly restricted. Being a teenager in Tehran is not easy. [love popular music, clothes and spending time with my friends, but the political climate in Iran does not allow girls the freedom I would like. I learn a great deal about my country’s history and politics and see and hear things no young person should experience. Tt is very scary and frustrating in Tebran for my family, our friends, and me. Marii: 1am ten years old when the Shah is exiled to Egypt. My parents’ joy about the ‘overthrow of the Shah soon turns to dismay with the fundamentalist Islamic Revolution that follows. Our lives and freedom, especially for women, are greatly restricted. Being a teenager in Tehran is not easy. [love popular music, clothes and spending time with my friends, but the ‘political climate in Iran does not allow girls the freedom I would like. Team a great deal about ‘my country’s history and politics and see and hear things no young person should experience. It is very scary and frustrating in Tehran for my family, our friends, and me. 1gEbi (Rather): My wife and Thave a daughter, Marji, who is ten years old when the Shah of Iran js overthrown, am a businessman and, therefore, we live a very good life in Tehran with servants and all the daily comforts. However, we are communists and did not agree with how the Shah dictated in Tran, We are religious, but the Islamic Revolution is far too restrictive and people we know and love are being persecuted. I am honest with Marji, but I worry about a young teenage gir! in Tehran. Ebi (Father): My wife and I have a daughter, Marji, who is ten years old when the Sbah of Iran is overthrown. Tam a businessman and, therefore, we live a very good life in Tehran with servants and all the daily comforts. However, we are communists and did not agree with how the Shah dictated in Iran. We are religious, but the Islamic Revolution is far too restrictive and people we know and love are being persecuted. I am honest with Mari, but I worry about a young teenage gir! in Tehran, Ebi (Father): My wife and Ihave a daughter, Marji, who is ten years old when the Shah of Iran is overthrown. T am a businessman and, therefore, we live a very good life in Tehran with servants and all the daily comforts. However, we are communists and did not agree with how the Shah dictated in Tran. We are religious, but the Islamic Revolution is far too restrictive and people we know and love are being persecuted. I am honest with Marji, but I worry about a young teenage girl in Tehran ‘Ebi (Rather): My wife and I have a daughter, Marji, who is ten years old when the Shah of Iran is overthrown. Tam a businessman and, therefore, we live a very good life in Tehran with servants and all the daily comforts. However, we are communists and did not agree with how the Shah dictated in Iran, We are religious, but the Islamic Revolution is far too restrictive and people we know and love are being persecuted. Tam honest with Marji, but I worry about young teenage girl in Tefran. Ebi (Father): My wife and I bave a daughter, Marji, who is ten years old when the Shah of Iran js overthrown, Iam a businessman and, therefore, we live a very good life in Tehran with servants and all the daily comforts. However, we are communists and did not agree with how ‘the Shah dictated in Iran, We are religious, but the Islamic Revolution is far too restrictive and people we know and love are being persecuted. I am honest with Marji, but I worry about a young teenage git! in Tehran. Ebi (Rather): My wife and I have a daughter, Marji, who is ten years old when the Shah of Iran is overthrown. Iam a businessman and, therefore, we live a very good life in Tehran with servants and all the daily comforts, However, we are communists and did not agree with how the Shah dictated in Iran. We are religious, but the Islamic Revolution is far too restrictive and people we know and love are being persecuted, I am honest with Marji, but I worry about a ‘young teenage girl in Tehran, 9‘Taji (Mother): My husband I actively protested the Shah’s regime and we were pleased when hhe left. However, with the fundamentalist Islamic Revolution, women lost a lot of the freedom and I hate the restrictions imposed by the Morals Police. Ebi provides an excellent living for our 10-year old daughter, Marj, and myself, As a communist, I did not like the Shah, but the new leader, Khomeini, is even worse. 1 fear for Marji and all our friends and family, many of whom have been imprisoned. We do the best we can by sending Marj to a good school and being as, honest as possible with her about the situation in Tehran, but we worry for her safety. Taji (Mother): My husband I actively protested the Shah’s regime and we were pleased when ihe left. However, with the fundamentalist Islamic Revolution, women lost a lot of the freedom and I hate the restrictions imposed by the Morals Police. Ebi provides an excellent living for our 10-year old daughter, Marji, and myself. As a communist, I did not like the Shah, but the new leader, Khomeini, is even worse, I fear for Marji and all our friends and family, many of whom have been imprisoned. We do the best we can by sending Marj to a good school and being as, honest as possible with her about the situation in Tehran, but we worry for her safety. ‘Taji (Mother): My husband | actively protested the Shah's regime and we were pleased when he left. However, with the fundamentalist Islamic Revolution, women lost a lot of the freedom and I hate the restrictions imposed by the Morals Police. Ebi provides an excellent living for our 10-year old daughter, Marji, and myself. Asa communist, I did not like the Shab, but the new leader, Khomeini, is even worse. 1 fear for Marji and all our friends and family, many of whom have been imprisoned. We do the best we can by sending Marji to a good school and being as honest as possible with her about the situation in Tehran, but we worry for her safety. ‘Taji (Mother): My husband I actively protested the Shah’ s regime and we were pleased when he left, However, with the fundamentalist Islamic Revolution, women lost a lot of the freedom and I hate the restrictions imposed by the Morals Police. Ebi provides an excellent living for our 10-year old daughter, Marj, and myself. As a communist, I did not like the Shab, but the new leader, Khomeini, is even worse. I fear for Mayji and all our friends and family, many of whom have been imprisoned, We do the best we can by sending Marji to a good schoo! and being as hhonest as possible with her about the situation in Tehran, but we worry for her safety. ‘Taji (Mother): My husband I actively protested the Shah's regime and we were pleased when he left, However, with the fundamentalist Islamic Revolution, women lost a lot of the freedom and T hate the restrictions imposed by the Morals Police, Ebi provides an excellent living for our 10-year old daughter, Marji, and myself. As a communist, I did not like the Shah, but the new leader, Khomeini, is even worse. I fear for Marji and all our friends and family, many of whom have been imprisoned, We do the best we can by sending Marji to a good school and being as honest as possible with her about the situation in Tehran, but we worry for her safety. ‘Taji (Mother): My husband I actively protested the Shah's regime and we were pleased when hhe left. However, with the fundamentalist Islamic Revolution, women lost a lot of the freedom and I hate the restrictions imposed by the Morals Police. Ebi provides an excellent living for our 10-year old daughter, Marji, and myself. As 2 communist, I did not like the Shah, but the new leader, Khomeini, is even worse. I fear for Mayji and all our friends and family, many of whom have been imprisoned. We do the best we can by sending Marji to a good school and being as honest as possible with her about the situation in Tehran, but we worry for her safety. 20‘Mehr: I am a maid and companion to Mayji. I was eight when my parents put me in this household because they did not have enough money to keep all us children. Ebi and Taji treat me well, yet even though they are communists, I know my place is beneath them. Iwas ten ‘when Marji was born. We are great friends and spend many hours together. [love the young boy next door, and Marji helps me communicate with him by writing letters for me and pretending I am her sister. Idon’t know what will happen if he finds out I’m only the maid! ‘Mehri: 1am a maid and companion to Marji. I was eight when my parents put me in this household because they did not have enough money to keep all us children. Ebi and Taji treat ‘me well, yet even though they are communists, I know my place is beneath them. I was ten ‘when Marji was born. We are great friends and spend many hours together. [love the young boy next door, and Marji helps me communicate with him by writing letters for me and pretending I am her sister. Idon’t know what will happen if he finds out I’m only the maid! ‘Mehri: 1am a maid and companion to Marj. I was eight when my parents put me in this household because they did not have enough money to keep all us children. Ebi and Taji treat ‘me well, yet even though they are communists, T know my place is beneath them. I was ten when Marji was bom. We are great friends and spend many hours together. Ilove the young boy next door, and Marji helps me communicate with him by writing letters for me and pretending I am her sister. Idon’t know what will happen if he finds out I’m only the maid! Mehri: 1am a maid and companion to Marji. I was eight when my parents put me in this household because they did not have enough money to keep all us children, Ebi and Taji treat ‘me well, yet even though they are communists, I know my place is beneath them. I was ten ‘when Marji was born. We are great friends and spend many hours together. [love the young boy next door, and Masji helps me communicate with him by writing letters for me and pretending I am her sister. I don’t know what will happen if he finds out I’m only the maid! Mehri; Tam a maid and companion to Marji. Iwas eight when my parents put me in this household because they did not have enough money to keep all us children. Ebi and Taji treat me well, yet even though they are communists, I know my place is beneath them. Iwas ten when Marji was bor. We are great friends and spend many hours together, Tlove the young boy next door, and Marji helps me communicate with him by writing letters for me and pretending I am her sister. I don’t know what will happen if he finds out I’m only the maid! ‘Mehri: Iam a maid and companion to Marji, Iwas eight when my parents put me in this household because they did not have enough money to keep all us children. Ebi and Taji treat me well, yet even though they are communists, I know my place is beneath them. I was ten ‘when Marji was born. We are great friends and spend many hours together. Ilove the young boy next door, and Marji helps me communicate with him by writing letters for me and pretending I am her sister. I don’t know what will happen if he finds out I’m only the maid! 21‘Uncle Anoosh: I am the brother of Marji’s father, and one of six boys in our family. My life has not been easy. I left Tehran many years ago to join one of my brothers in the formation of the new independent province of Azerbaijan. I later had to escape Azerbaijan and went to Russia. T eventually returned to Iran, only to have the Shah imprison me for nine years. Tam now out of prison and Mayji thinks T am a hero. I adore Marj, as she reminds me of my own daughter I left behind in Russia, Marji and I spend a lot of time together. She likes to hear my stories, even though they are difficult for a teenage girl to hear. Uncle Anoosh; I am the brother of Marji’s father, and one of six boys in our family. My life has not been easy, I left Tehran many years ago to join one of my brothers in the formation of the new independent province of Azerbaijan. I later had to escape Azerbaijan and went to Russia. I eventually returned to Iran, only to have the Shah imprison me for nine years. Iam now out of prison and Marji thinks I am a hero. Tadore Marj, as she reminds me of my own daughter I left behind in Russia, Marji and I spend a lot of time together. She likes to hear my stories, even though they are difficult for a teenage gir! to hear. ‘Uncle Anoosh: T am the brother of Marj’s father, and one of six boys in our family. My life has not been easy. 1 left Tehran many years ago to join one of my brothers in the formation of the new independent province of Azerbaijan. I later had to escape Azerbaijan and went to Russia. T ‘eventually returned to Iran, only to have the Shah imprison me for nine years, Tam now out of prison and Marji thinks Iam a hero. adore Masji, as she reminds me of my own daughter I left behind in Russia, Marji and I spend a lot of time together. She likes to hear my stories, even though they are difficult for a teenage gi to hear. Uncle Anoosh: I am the brother of Marji’s father, and one of six boys in our family. My life has not been easy, [left Tehran many years ago to join one of my brothers in the formation of the new independent province of Azerbaijan. I later had to escape Azerbaijan and went to Russia. I eventually returned to Tran, only to have the Shah imprison me for nine years. Lam now out of prison and Marji thinks Tam a hero. adore Marji, as she reminds me of my own daughter I left behind in Russia. Marji and T spend a lot of time together. She likes to hear my stories, even though they are difficult for a teenage girl to hear. ‘Uncle Anoosh: I am the brother of Marji’s father, and one of six boys in our family. My life has hot been easy. I left Tehran many years ago to join one of my brothers in the formation of the new independent province of Azerbaijan. I later had to escape Azerbaijan and went to Russia, T eventually retumed to Iran, only to have the Shah imprison me for nine years. Lam now out of prison and Marji thinks Iam a hero, I adore Marji, as she reminds me of my own daughter I left behind in Russia, Marji and I spend a lot of time together. She likes to hear my stories, even though they are difficult for a teenage girl to hear. Uncle Anoosh: I am the brother of Marji’s father, and one of six boys in our family. My life has not been easy. [left Tehran many years ago to join one of my brothers in the formation of the new independent province of Azerbaijan, I later had to escape Azerbaijan and went to Russia. T eventually returned to Iran, only to have the Shah imprison me for nine years. Iam now out of prison and Marii thinks Iam a hero. adore Marji, as she reminds me of my own daughter I left behind in Russia, Marji and spend a lot of time together. She likes to hear my stories, even though they are difficult for a teenage girl to hear. 22Grandmother: My husband was the prime minister of Iran for the king, Reza Shah, He quickly became disillusioned with how the king ruled Iran and became a communist; because of this, his ‘wealth and position were taken away and he was imprisoned, leaving me in poverty with six sons. My son's daughter, Marj, was ten years old when Reza Shah's son was overthrown. She is a very curious teenager, and I know she would like me to tell her about all that happened to her grandfather. However, it is very painful for me and I do not want to talk about this past. Grandmother: My husband was the prime minister of Iran for the king, Reza Shah. He quickly became disillusioned with how the king ruled Iran and became a communist; because of this, his ‘wealth and position were taken away and he was imprisoned, leaving me in poverty with six sons. My son’s daughter, Marfi, was ten years old when Reza Shah’s son was overthrown, She is @ very curious teenager, and I know she would like me to tell her about all that happened to her grandfather. However, itis very painful for me and I do not want to talk about this past. Grandmother: My husband was the prime minister of Iran for the king, Reza Shah. He quickly became disillusioned with how the king ruled Iran and became a communist; because of this, his ‘wealth and position were taken away and he was imprisoned, leaving me in poverty with six sons. My son's daughter, Marji, was ten years old when Reza Shah’s son was overthrown, She is @ very curious teenager, and T know she would like me to tell her about all that happened to her grandfather. However, it is very painful for me and I do not want to talk about this past. Grandmother: My husband was the prime minister of Iran for the king, Reza Shah, He quickly became disillusioned with how the king ruled Iran and became a communist; because of this, his ‘wealth and position were taken away and he was imprisoned, leaving me in poverty with six sons. My son’s daughter, Marji, was ten years old when Reza Shah’s son was overthrown. She is a very curious teenager, and I know she would like me to tell her about all that happened to her grandfather. However, itis very painful for me and I do not want to talk about this past. Grandmother: My husband was the prime minister of Iran for the king, Reza Shah, He quickly ‘became disiltusioned with how the king ruled Iran and became a communist; because of this, his wealth and position were taken away and he was imprisoned, leaving me in poverty with six sons. My son's daughter, Marji, was ten years old when Reza Shah’s son was overthrown. She is a very curious teenager, and I know she would like me to tell her about all that happened to her grandfather. However, itis very painful for me and I do not want to talk about this past. Grandmother: My husband was the prime minister of Iran for the king, Reza Shah. He quickly became disillusioned with how the king ruled Iran and became a communist; because of this, his ‘wealth and position were taken away and he was imprisoned, leaving me in poverty with six sons, My son’s daughter, Marji, was ten years old when Reza Shah’s son was overthrown. She is a very curious teenager, and I know she would like me to tell her about all that happened to her grandfather. However, itis very painful for me and I do not want to talk about this past. 7 2Expeditionary Learning Overview: ‘This activity is designed to tap into the students’ base of knowledge about Iran, and then build on it by adding new information, context, and the opportunity to share their knowledge ‘with other students. Working in small groups, students will slowly construct a graphic organizer in response to photographs and readings distributed by the teacher. The readings begin as “Mystery Texts” designed to activate background knowledge. Later the teacher will pass out “Provocative Texts” that will encourage the students to see the topic from different points of view. Finally, students will receive “Expert Texts” that contain more specific information about Iran. Groups will write their observations on a large sheet of chart paper, using a different color marker each time to show the expansion of knowledge as we navigate our way through the Gifferent texts. At the end, students can post, present, and discuss their different graphic organizers. HINT: Collect the markers from students between texts to keep themn from using the same color again Grouping: Assign participants to groups of four to five people. Materials: For each group, a set of four different colored markers, a piece of chart paper, texts Gacluded in tis lesson plan), and loose leaf paper. “Mystery Text:” Either distribute copies of the collection of pictures to cach group, or make an overhead and display them for the class. Da not explain what isdepicted in the photos. Ask the students to analyze the pictures and write their answers on a sheet of loose leaf paper and draw ine ater their thoughts are jotted down. Initial stating questions may include: What is depicted hhere? Where is this? When is this? Who are these people? What are they doing? Encourage the students to write as much as they can and express their own observations. During the final debriefing, read the explanations to the students. ‘Share: Ask the students to create a web or visualization of their collective knowledge/ understanding of the pictures, Make sure they only use one color marker; the others are for their follow-up observations. ‘Provocative text: Distribute the reading by Forugh Farrokhzad. Have the students read the quotes, information and poem and note new information, interpretations, or observations. Ask students to add this new information to the chart using a different color marker. Expert Texts: Distribute the news items and editorials. Each member of the group should have a different text to read. ‘There are additional Expert Texts, in case a student finishes early. After everyone has read, participants share their new knowledge with the group and write it on the chart paper in yet another color marker. ‘Mystery Text - Second Reading: Ask participants to go back to where they had initially written about the pictures and then were asked to draw a line; have students write about the pictures again ‘undemeath the line, noting how their views of the images have changed, After they have written, have them meet as a group again and share their final thoughts, noting new information on the ‘chart with the final color marker. Debrief the Experience: Have the class meet as a large group and contrast their frst and second viewing of the Mystery Text. How did their views change? What did reading the successive articles add to their knowledge? What are their overall interpretations of Iran? a4‘Mystery Text Explanations Image 1: Iranian women attend an anti-war demonstration after their Friday prayers in Tebran, Iran Friday, March 28, 2003. Credit: AP Photo/Vahid Salemi Tmage 2: Female Iranian Students. Though they made up just 10% of the work force, by November 2003, women made up 60% of all university students. ‘This indicates a trend toward moderation as female students use education as a way to leave home, postpone ‘marriage, and generally eam greater freedom and social respect. Credit: http://www.payvand.com/news/03/nov/1133.html Image 3: Thursday December 19, 2002, Tehran, Iran. Negin (15) puts on lip gloss as her mother walks in the room. Many Jranian families are very tolerant towards their children. Credit: Newsha Tavakolian / Polaris Image 4: 2002, Island of Kish. A young girl passes a Benetton commercial on the Iranian island of Kish. Iranian women are allowed to buy western clothes but not to wear them in public, mainly because they are regarded as too sexy. On the Iranian mainland a ‘commercial like this would be banned, but Kish is a litte bit more liberal Credit: Newsha Tavakolian / PolarisProvocative Text: Forugh Farrokhzad “I say that I too have the right to breathe and to cry out. But others wanted to stifle and silence my sereams on my lips and my breath in my lungs. They had chosen winning weapons, and I was unable to “The poems as a whole lack an explicit Islamic environment or palpable Iranian settings, even though the reader can assume that the speakers’ reiterated sense of captivity reflects a climate of. traditional mores both Islamic and Iranian, Furthermore, the domestic setting seems both Iranian and reife ‘The Captive ( Asir ) by Forugh Farrokhzad want you, yet I know that never can T embrace you to my heart's content, ‘You are that clear and bright sky. I in this corner of the cage, am a captive bird. From behind the cold and dark bars directing toward you my rueful look of astonishment, Tam thinking that a hand might come ‘and I might suddenly spread my wings in your direction. ‘Tam thinking that in a moment of neglect, I might fly from this silent prison, laugh in the eyes of the man who is my jailer and beside you begin life anew. Tam thinking these things, yet I know that I can not, dare not Jeave this prison. Even if the jailer would wish it, no breath or breeze remains for my flight, From behind the bars, every bright morning, the look of @ child smile in my face; when T begin a song of joy, his lips come toward me with a kiss. sky, iff want one day to fly from this silent prison, ‘what shall I say to the weeping child's eyes: forget about me, for I am captive bird? Tam that candle which llumines 2 ruins with the burning of her heart. If Lwant to choose silent darkness, I will bring a nest to ruin of conflicting emotions and doubts Forugh experienced as young wife, mother, end poct.” hip wwwforughfaroknzad.ore/ollectedworkscoecteéworks.him ‘An extremely small number of Iranian women. have achieved anything in Iran outside of the home without dependence upon a relationship with a man or male patronage. The best known among them is the poet Forugh Farrokhzad (1935-1967), the most famous woman in the history of Persian literature. http://www forughfarrokizad.ors/forughslife.htrn “A real revolution is, in fact, shaking the foundations of Iranian society, a revolution with women at its very center. Veiled or unveiled, Iranian women are reappraising traditional spaces, boundaries, and limits. ‘They are renegotiating old sanctions and sanctuaries. They are challenging male allocations of power, space, and resources, Exercising increasing control over how reality is defined, they are redefining their own, status.” hue forughfanokhzad.orpanalysstnslysis asp dFExpert Text #1 New York Times May 5, 2004, Wednesday EDITORIAL DESK ‘Those Friendly Iranians By NICHOLAS D. KRISTOF ( Op-Ed ) 740 words ‘TEHRAN, Iran ~- Finally, I've found a pro-American country. Everywhere I've gone in Iran, with one exception, people have been exceptionally friendly and fulsome in their praise for the United States, and often for President Bush as well. Even when I was detained a couple of days ago iti the city of Isfahan for as group of young people whether they thought the Islamic revolution had been a mistake (they did), the police were courteous and let me go after an apology. They apologized; I didn't. On my first day in Tehran, I dropped by the "Den of Spies,” as the old U.S. Embassy is now called. Its covered with ferocious murals denouncing America as the "Great Satan" and the "archvillain of nations’ and showing the Statue of Liberty as a skull (tour the "Den of Spies" on the Web at www.nytimes.com/kristof). ‘Then I stopped to chat with one of the Revolutionary Guards now based in the complex. He was a young man who quickly confessed that his favorite movie is "Titanic." “If could manage it, 'd go to America tomorrow," he said wistfully. He paused and added, "To hell with the mullahs." In the 1960's and 1970's, the U.S. spent millions backing a pro-Western modernizing shabi - and the result was an outpouring of venom that led to our diplomats’ being held hostage. Since then, Iran has becn ruled by mullahs who despise everything we stand for -- and now people stop me in the bazaar to offer paeans to America as well as George Bush. Partly because being pro-American is a way to take a swipe at the Iranian regime, anything American, from blue jeans to "Baywatch," is revered. At the bookshops, Hillary Clinton gazes out from three different pirated editions of her autobiography. [e's a best seller, though it’s not selling as well as Harry Potter," said Heidar Danesh, a bookseller in Tehran. "The other best-selling authors are John Grisham, Sidney Sheldon, Danielle Steel." ‘Young Iranians keep popping the question, "So how can I get to the U.S.?" Task why they want to go to a nation denounced for its “disgustingly sick promiscuous behavior," but that turns out to be a main attraction. And many people don't believe a ‘word of the Iranian propaganda. "We've learned to interpret just the opposite of things on TV because it's all lies,” said Odan Seyyid Ashrafi, a 20-year-old university student. "So if it says America is awful, maybe that means it's a great place to live." Indeed, many Iranians seem convinced that the U.S. military ventures in ‘Afghanistan and Iraq are going great, and they say this with more conviction than your average White House spokesman. ‘One opinion poll showed that 74 percent of Iranians want a dialogue with the U.S. — and the finding so irritated the authorities that they arrested the pollster. Iran is also the 218only Muslim country know where citizens responded to the 9/11 attacks with a spontaneous candlelight vigil as a show of sympathy. Iran-U.S. relations are now headed for a crisis over Tehran's nuclear program, which appears to be so advanced that Iran could produce its first bomb by the end of next, year. The Bush administration is right to address this issue, but it needs to step very ‘carefully to keep from inflaming Iranian nationalism and uniting the population behind the regime, We need to lay out the evidence on satellite television programs that are broadcast into Iran, emphasizing that the regime is squandering money on a nuclear ‘weapons program that will further isolate Iranians and damage their economy. Left to its own devices, the Islamic revolution is headed for collapse, and there is a better chance of a strongly pro-American democratic government in Tehran in a decade than in Baghdad. The ayatollahs' best hope is that hard-liners in Washington will continue their inept diplomacy, creating a wave of Iranian nationalism that bolsters the regime -- as happened to a lesser degree after President Bush put Iran in the axis of evil. Oh, that one instance when I was treated inhospitably? That was in a teahouse near the Isfahan bazaar, where I was interviewing religious conservatives. They were ‘warm and friendly, but a group of people two tables away went out of their way to be rude, yelling at me for being an American propagandist. So T finally encountered hostility in Iran ~- from a table full of young Europeans. a4Expert Text #2 NewsMax.com Wires Wednesday, Feb. 20, 2002 Cheney: Iran, Iraq Back Terrorists ‘YORBA LINDA, Calif. A~ In one of his most specific condemnations of the three "axis of evil” nations, Vice President Dick Cheney said Tuesday that Iran and Iraq ‘were active supporters of international terrorism and were, along with North Korea, trying to develop weapons of mass destruction. The vice president told an audience at the Nixon Library in Orange County, Calif,, that nations that have been critical of the label applied to Iran, Iraq and North Korea should instead pressure the renegade regimes to renounce their support of terrorist ‘groups and pull the plug on programs aimed at developing chemical, biological and nuclear weapons. "Each of these regimes has a choice to make, and the international community should encourage all of them to make responsible choices and to do so with a sense of urgency," Cheney proclaimed, "We must also be prepared to stand together if they make the wrong choice." Cheney's speech opened the second day of a four-day swing through California at the same time that President Bush has been in Asia. Coincidentally, the luncheon was held on the 30th anniversary of President Richard Nixon's landmark trip to China. ‘The vice president's schedule takes him to the San Joaquin Valley today and the ‘San Francisco area Thursday. Ashe did Monday in San Diego, Cheney defended Bush's controversial State of the Union remarks about Iran, Iraq and North Korea making up an “axis of evil" that ‘support terrorist groups such as al-Qaeda and the rings battling the Israeli ‘The concept of a U.S. enemies list has stirred up debate among critics at home and abroad who are concerned that the United States will expand its war on terrorism, particularly an attack on Iraq's Saddam Hussein, without the support or approval of the rest of the world. ‘Cheney said that while the U.S.-led offensive in Afghanistan had scattered the al- Queda, there was still ample evidence that Iran and Iraq were active supporters of other terrorist groups operating in the Middle East and elsewhere. He called Iran "a leading exporter of terror" and said Iraq had flaunted the United Nations by forging ahead with its weapons of mass destruction programs, and had even formed its own terrorist group. "Baghdad has publicly claimed to have a suicide-terrorist capacity in an organization called 'Fedayeen Saddam,’ which is directed by Saddam's eldest son, Uday," Cheney said. Fedayeen was founded by Uday in 1995 and is described by U.S. analysts as a paramilitary organization that enforces anti-smuggling laws and is fiercely loyal to Saddam. Uday, 38, has a reputation of being sadistic and ruthless and was nearly Killed in an assassination attempt in 1996. Cheney declared that the days when countries could harbor terrorists and have good diplomatic relations with the United States were over. 30"Under the Bush Doctrine, if you harbor a terrorist, you are a terrorist," Cheney said. "If you feed or fund a terrorist, you are a terrorist, and you will be held accountable.” ‘The hawkish words went over swimmingly well at the luncheon with the nearly 200 graying, well-dressed attendees, primarily couples, who feasted on cold lobster tail appetizers, seared sea bass, chilled California chardonnay and a choice of white- chocolate desserts shaped as the Capitol dome or the White House. ‘The audience included members of the Orange County congressional delegation, Julie Nixon Eisenhower and prominent southern California Republicans. ‘During a post-lunch question-and-answer session with the audience, a woman identifying herself as a "naturalized American who was born and raised in Iran” asked Cheney how she could pass on information about fellow Iranian nationals suspected of being agents of the Tehran regime, information she said the FBI and other authorities had not followed up on after she apparently had tried to initiate a tip. "T's clear that organizations that have in the past pursued terrorist activities have found it easy to operate in the United States," Cheney said. "We're an open society that believes in freedom and live-and-let-live. All of those are admirable traits... but itis also clear that others are taking advantage of that. "If you want to send me what you've got,” he proffered, "I'll see to it that it gets to the appropriate people.” Copyright 2002 by United Press International. All rights reserved. 3)