PERSEPOLIS READING ACTIVITIES PACKET PRE ...bapenglish.weebly.com/uploads/1/2/6/8/12686579/...4...

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PERSEPOLISREADINGACTIVITIESPACKET

PRE-ACTIVITYA:INTRODUCTIONANDTIMELINE

During Reading: The author writes about the history of Iran. Use the timeline below to mark the important events in Iranian history mentioned in the introduction. The dates have been provided to get you started, but the author does not provide dates for all events. You may need to use outside sources in order to complete the timeline. Try this website from the BBC http://news.bbc.co.uk/2/hi/middle_east/806268.stm

“Introduction” Comprehension Questions

1. According to the introduction, what stereotypical image is Satrapi trying to dispel?

2. The author indicates two motives for writing Persepolis What are they?

PRE-ACTIVITY B: PERSONAL NARRATIVE This novel is based on Marjane Satrapi’s childhood in Iran. On a separate sheet of paper, write two paragraphs about your childhood. You will use this later as a starting point for the final writing assignment. If you do not know what to write, think about the following questions: -What is your earliest memory? -What are your happiest memories? -What are your scariest memories? -When did your childhood end? How did you know? Be sure to put your name and the period at the top of the paper, and title it “Part Two: Pre-Activity.”

2002

700B.C.MedesfoundedIraniannation 1979

1941

1953636A.D.

330A.D.

9th–15thCenturies

1935

1951

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READING SECTION 1

The first section of reading is from “The Veil” to “The Water Cell” (p. 3-25). Before Reading: In addition to the words on your bookmark, the following words may be unfamiliar to you. Before reading, look them up and write a definition in your own words to help you understand the story. As you read, find one other word you are unfamiliar with, and look it up as well.

Word Page Definition Prophet 6 Imperialism 11 Material World 13 Perpetrated 15 Degenerate (verb) 18 Secular 20 Rheumatism 25 (your own):

“The Veil” (p. 1-9)

Comprehension Questions – Answer each of the following questions to check for your own understanding. If this is not on the computer, answer on a separate sheet of paper. Answer in complete sentences.

1. How was education affected by the new regime? Why? 2. What did the veil symbolize? 3. What did bilingual schools represent to the new regime? 4. How do women respond to the veil? 5. Why was a picture of Marjane’s mother published in the newspaper? How did her mother respond? Why? 6. Describe the symbolism and conflict represented in the picture on the top left of page 6. 7. Why does Marji want to be a prophet? (3 reasons) 8. Who is Zarathustra, and what are his three rules for living? 9. How do others respond to Marji’s religious calling?

Analysis Questions – Answer each of the following questions to dig deeper into the text and its images. If this is not on a computer, answer on a separate sheet of paper. Answer in complete sentences.

1. Marjane a. What do we know about Marjane? b. Where in the text did you find your answers? Be specific (give the dialogue, a description of the image,

etc. and what page it appears on). 2. Veil

a. How is the veil represented by the author? What does it symbolize? b. What in the text did you use to infer your answer? Be specific (give the dialogue, a description of the

image, etc. and what page it appears on). 3. God

a. Does Marjane actually have these conversations with God? b. Explain why you think why or why not.

4. Parents a. Why can’t Marjane tell her parents about her desire to be a prophet? b. What in the text did you use to infer your answer? Be specific (give the dialogue, a description of the

image, etc. and what page it appears on). 5. Define “cultural revolution.”

Visual Study Carefully study the panel in the top left corner on page 6, and answer the following.

1. Why did Marji design the panel this way? What is it showing the reader? 2. Explain why you think so, using specific evidence from the text as well as your own inferences.

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READING SECTION 1 (CONT’D)

The first section of reading is from “The Veil” to “The Water Cell” (p. 3-25).

“The Bicycle” (p. 10-17)


1. Review your notes from the presentations. Who are Che Guevara, Fidel, and Trotsky? Why are they important?

2. How does Marji’s relationship with God begin to change? 3. Rex Cinema

a. What happens at the Rex Cinema? b. What does the Shah say? c. What do Marjane’s parents know?


1. Explain why the conversation between Marx and Descartes is relevant. (p. 10-11) 2. Rex Theater

a. What is the cause of Marjane’s parents’ outrage at the burnt down movie theater? b. What part of the text helped you reach this conclusion? Be specific (give the dialogue, a description

of the image, etc. and what page it appears on). 3. God

a. What is happening to Marjane’s relationship with God? Why? b. What part of the text helped you reach this conclusion? Be specific (give the dialogue, a description

of the image, etc. and what page it appears on). Visual Study Marji compares a revolution to a bicycle. Review the images on page 10, and consider the chapter as a whole, to answer the following:

1. What did she mean that a revolution is like a bicycle? 2. Do you agree with that simile? Why or why not? 3. What happened to the Iranian bicycle? 4. Can you provide another example of a well working bicycle “revolution”?

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The first section of reading is from “The Veil” to “The Water Cell” (p. 3-25).

“The Water Cell” (p. 18-25) Comprehension Questions – Answer each of the following questions to check for your own understanding. If this is not on the computer, answer on a separate sheet of paper. Answer in complete sentences.

1. The King a. According to Marji, how was a king chosen? b. How did she come to this conclusion?

2. Why did Marji’s parents react to her statement about the Shah (hint: her family history)? 3. What caused Marjane’s grandfather to become a communist, according to her father? 4. Reza Shah

a. What was Marji’s grandfather’s job under Reza? b. How did his beliefs change, and how did his life change?

5. Why does Marjane take a long bath at the end of this section? Analysis Questions – Answer each of the following questions to dig deeper into the text and its images. If this is not on a computer, answer on a separate sheet of paper. Answer in complete sentences.

1. Parents a. How is Marjane feeling at the beginning of this section about her parents? b. What in the text (images, dialogue, captions) helps you know?

2. Looking at Marjane’s father’s explanation of how the king came to power. a. What can you infer from his explanation about how he feels about the king and his ascent to power? b. What in the text (images, dialogue, captions) helps you know?

3. Compare and contrast Marjane’s views of what is happening with her father’s views of what it happening. 4. God

a. Why does God return after a long absence? b. What in the text (images, dialogue, captions) helps you know?

Making a Prediction The story starts with a new change in Marji’s life, she must begin wearing a veil in public. What other changes do you believe will happen in her life after the revolution ends in her country? Give at least three sentences. Section Reflection – VOICE Our essential question for the unit is, “How do individual voices effect change?” So far, you’ve read about clothing enforced on a community because members speak out for their faith, innocent people burned by the Shah in retaliation against extremists, and Marji’s grandfather who lost his voice when Reza Shah came into power. With this in mind, reflect on the following in a small paragraph: Which has seemed more powerful so far – voice, or violence? Use evidence from the text to support your answer.

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READING SECTION 2

The second section of reading is from “Persepolis” to “The Party” (p. 26-46). Before Reading: In addition to the words on your bookmark, the following words may be unfamiliar to you. Before reading, look them up and write a definition in your own words to help you understand the story. As you read, find two other words you are unfamiliar with, and look it up as well. Word Page Definition Martyr 31

Cadaver 31

(your own):

(your own):

“Persepolis” (p. 26-32)


1. How did the new Shah’s rule compare to his father’s? 2. What did Marji’s father do every day that makes her mother so nervous? Why is this activity strictly

forbidden? 1. What is strange about the demonstrations outside of the hospital? 2. Why do Marjane’s parents and grandmother think that the events of this chapter are so entertaining?


3. Photographs a. Why does Marjane’s father go out each day to photograph the demonstrations? b. What do his actions tell you about his feelings on the revolution? Whose side is he on? c. What part of the text helped you reach this conclusion? Be specific (give the dialogue, a description

of the image, etc. and what page it appears on). 4. Confusion

a. What is it that is so confusing to Marjane at the end of the chapter? b. How do you know? Provide specific evidence you used to infer your answer.

5. Irony a. The author uses irony throughout the novel. Reread the story about the hospital and the dead men on

pages 31-32. Describe the irony of the characters’ actions, using evidence from the text and images to explain.

Visual Study Review the meaning of symbolism in a story. Describe the symbolism of the images in the panel at the top of page 28. Explain your answer using the text, images, and context of the story. Write at least 4 sentences.

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The second section of reading is from “Persepolis” to “The Party” (p. 26-46).

“The Letter” (p. 33-39) Comprehension Questions – Answer each of the following questions to check for your own understanding. If this is not on the computer, answer on a separate sheet of paper. Answer in complete sentences.

1. What did Marji do for six months to help Mehri? Explain why, using evidence from the text. 2. What is the outcome when the news of Mehri’s clandestine affair reaches Marji’s father? Why did it end up

that way? 3. What is Marji’s reaction to the break-up? Explain specifically. 4. Black Friday

a. What happened on Black Friday? Why? b. What painful lesson did Marji learn?


1. Cadillac a. Why does Marjane feel ashamed to sit in her father’s Cadillac? b. What makes her understand her feelings about this?

2. Mehri a. How does Marji view Mehri? b. How does Mehri view Marji? c. Explain how you know.

3. Whenever Marji doesn’t understand something, she reads about it. Most of these books focus on the differences between classes. How does this idea connect to the event in Marji’s life that brought that inequality of the classes into focus for her?

After Reading: Deep Thinking Marji and Mehri were slapped for demonstrating on “Black Friday,” a day of protests where the Shah’s soldiers killed 84 men, women, and children but blamed it on Israeli soldiers as having done it. Do you think the mother’s reaction was justified? Hypocritical? Do you think the girls did anything wrong? Explain your thoughts. Minimum 4 sentences.

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The second section of reading is from “Persepolis” to “The Party” (p. 26-46).

“The Party” (p. 40-46) Comprehension Questions – Answer each of the following questions to check for your own understanding. If this is not on the computer, answer on a separate sheet of paper. Answer in complete sentences.

1. How does the Shah attempt to appease the people? 2. How had the U.S. changed its public policy toward Iran? 3. According to Marji’s dad, why will the Middle East never have peace? 4. What contributes to Marji’s anger and confusion when she returns to school? 5. What two lessons does Marji learn from her mother?


1. The Shah a. Why do you think the Shah tries to move toward democracy at the beginning of this chapter? b. Why does he fail? Provide evidence to explain your answer.

2. Anwar Al-Sadat a. Who is Anwar Al-Sadat? b. Why is this information important to the reader’s understanding of the political situation in Iran at

this point? 3. Ramin

a. Why does Marjane try to attack Ramin? b. What lesson does she learn from the failed attempt? c. How do you know? Provide specific evidence you used to infer your answer.

Visual Study Explain the graphic in the bottom left panel of page 43. What is the thing that surrounds the Satrapi family? What is the meaning of this? After Reading: Deep Thinking Put yourself in Marji’s shoes. Why would it be hard to forgive Ramin and his father? Explain why she had a hard time and justify that. Section Reflection: VOICE Our essential question for the unit is, “How do individual voices effect change?” Reflect again on the events of the last three chapters (p. 26-46). Use specific evidence from the text to answer the following questions in complete sentences:

1. Where did the power of voice enact change in these chapters? 2. Where were voices muted through threats or violence? 3. Based on the above, do you think voices were responsible for the political shifts of the 1979 revolution? Why

or why not? Use evidence from the text and the historical research we previously did to support your answer.

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READING SECTION 3

The third section of reading is from “The Heroes” to “The Sheep” (p. 47-71). Before Reading: In addition to the words on your bookmark, the following words may be unfamiliar to you. Before reading, look them up and write a definition in your own words to help you understand the story. As you read, find two other words you are unfamiliar with, and look it up as well. Word Page Definition Mosque 62

(your own):

During Reading (of all 3 chapters): How does the author portray different characters? What words does she use to describe the characters? CHARACTER DESCRIPTION(S) and PAGE(S) Taji A beauty (49)

Anoosh

Marji Eby

“The Heroes” (p. 47-53)

Before Reading: What is your definition of a hero? Describe or list the personal qualities that you believe a hero should possess: Comprehension Questions – Answer each of the following questions to check for your own understanding. If this is not on the computer, answer on a separate sheet of paper. Answer in complete sentences.

1. Where had Siamak and Mohsen been for the last several years? Why? 2. Who led the training in torture practices? 3. According to Marji, what makes a hero?


1. Heroes a. Who are the heroes in the title of this chapter? b. Why are they considered heroes? c. If the revolution had been unsuccessful would they still be considered heroes? Why?

2. Torture a. What effect does the description of prison life and torture have on Marjane? b. Where in the text did you find this reaction? Be specific. c. Why do you think she has this reaction?

3. What does the end of the revolution bring back into her life? Why? After Reading: Deeper Thinking

1. In this chapter, Marji and her family hear the horrors of torture endured in prison. Marji then begins to create her own version of torture during play. She says, “I had a diabolical feeling of power.” Do you feel that evil begets (creates) evil? Why or why not? Thoroughly explain using specific examples from life.

2. Marji has trouble forgiving. That is a motif running throughout this graphic novel. Marji’s mother says that

justice will be served on those who did wrong. How does these ideas of forgiveness and justice seem to work together, yet be somewhat contradictory?

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The third section of reading is from “The Heroes” to “The Sheep” (p. 47-71).

“Moscow” (p. 54-61) Comprehension Questions – Answer each of the following questions to check for your own understanding. If this is not on the computer, answer on a separate sheet of paper. Answer in complete sentences.

1. Anoosh a. Who is Anoosh? b. How does Marji feel about him? c. Why? Explain where in the text or images you inferred this answer. d. What does Anoosh study in the USSR?

2. Fereydoon a. Who is Fereydoon? b. What was his goal?


1. Anoosh a. Why does Marjane ask her uncle Anoosh so many questions and get excited by the answers? b. Explain where in the text or images you inferred this answer.

2. Bread Swan a. What role do you think the bread swan might symbolize in the stories of both Anoosh and Marjane? b. Explain where in the text or images you inferred this answer.

Deeper Thinking Why is bragging that someone in your family is a martyr so important? What is the bragging going to do for the person?

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The third section of reading is from “The Heroes” to “The Sheep” (p. 47-71).

“The Sheep” (p. 62-71) Comprehension Questions – Answer each of the following questions to check for your own understanding. If this is not on the computer, answer on a separate sheet of paper. Answer in complete sentences.

1. According to Anoosh, why is it nearly impossible to persuade the population to follow Marxism? 2. Election

a. What was the reported outcome of the elections? b. How does Marji’s father explain these results?

3. Staying Behind a. Why do Marji’s parents subject themselves to a political upheaval and refuse to leave Iran? b. What is their opinion of those who left?

4. Anoosh a. What makes Marji suspect that something has happened to Anoosh? b. What is Anoosh’s final wish? Why?

5. Visit a. Who comes to visit Marji after Anoosh’s death? b. What is Marji’s reaction? c. Why does she react this way?


1. Sheep a. What is the significance of the title of this chapter? b. How does it help to characterize the people of Iran?

2. What is the purpose of the murders that Marjane describes? Explain your answer. 3. Anoosh

a. What impact does Anoosh’s outcome have on Marjane? b. Why is this reaction important? Explain your answer.

Deeper Thinking

1. Even with all the horrible things that happened to him, Uncle Anoosh always said, “everything will be alright.” Why do you think he was an optimist? Explain your reasoning with examples from the book.

2. Even with the execution of Anoosh and Mohsen and the departure of family and friends, Ebi will not leave Iran. Do you think the reasoning he gives is good enough to risk the lives of his family?

3. Choose two characters in the novel and compare their similarities and differences. Complete the Venn Diagram below. Section Reflection: VOICE Our essential question for the unit is, “How do individual voices effect change?” In a significant paragraph, answer the following. Consider the following characters: Mohsen, Siamak, and Anoosh. Did any of them make a difference by speaking up for their political beliefs. If so, how so? If not, why not? Do you think they regretted speaking up? Explain your answer using specific evidence from the text.

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READING SECTION 4 The fourth section of reading is from “The Trip” to “The Jewels” (p. 72-93). Before Reading: In addition to the words on your bookmark, the following words may be unfamiliar to you. Before reading, look them up and write a definition in your own words to help you understand the story. As you read, find two other words you are unfamiliar with, and look it up as well. Word Page Definition Fundamentalist 72

Decadent 73

(your own):

Before Reading: Review your notes from the pre-reading presentations. Look for the one on the Iranian Hostage Crisis and answer the following. At the time of the crisis, what was happening in the United States? During Reading: The same hostage crisis is mentioned on p. 72 in the novel.

1. What differences do you notice about the two descriptions of the event? 2. Why do Marji and her family react differently? 3. Why doesn’t the author talk more about the crisis?

“The Trip” (p. 72-79)


1. Fundamentalism a. What do the fundamentalist students do? b. How does this event affect Marji’s plans?

2. Why does the new regime close the universities? 3. What event causes Marji’s mom to take to her bed for several days? 4. What does Saddam Hussein do at the end of this chapter? Why? 5. How does Marji feel about the new war? How do you know? Be specific.


1. Universities a. What is the significance of the closing of all of the universities? b. How do you know? Give the text and/or images that helped you know.

2. What does Marjane mean when at the bottom of p. 73 she says, “At the age that Marie Curie first went to France to study, I’ll probably have ten children….”?

3. Pray a. Why does Marjane’s mother instruct her to tell people that she prays every day? b. What evidence did you use from the text/images to reach this conclusion?

Visual Study

1. Look at the two panels at the top of page 75. What does the illustration of the two styles of dress show us is happening in society?

2. Take a look at the panel in the top right corner of page 76. Why is the mother’s face portrayed the way it is? Can you apply your thoughts to what she is saying?

3. Look at the panel on page 77. a. Why is the family on a flying carpet during their trip to Europe? b. What does this reveal about Marji’s feelings about the vacation? c. What is this graphic supposed to tell the reader that words did not?

4. In the top right panel of p. 78, what do you think the dark cloud covering Iran represents in the Spanish news?

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READING SECTION 4 (CONT’D) The fourth section of reading is from “The Trip” to “The Jewels” (p. 72-93).

“The F-14’s” (p.80-86)


1. Does Marji’s father intend to fight against the Iraqis? Why or why not? 2. Why does Marjane’s father demand that they listen to the BBC broadcast of the news before he’ll celebrate

the Iranian bombing of Baghdad? 3. Pardisse

a. What does Pardisse describe in her paper? b. How does Marji try to console her friend? c. What is Pardisse’s response? d. What does Marji learn from this experience?


1. How does Marji’s character reflect the common stereotypical thinking of other Iranians? 2. How does Marji’s dad cut through her propaganda-induced thinking? 3. Pardisse

a. Why do you think that Pardisse wishes her father were “alive and in jail rather than dead and a hero” on p. 86?

b. What does this statement say about Pardisse’s view of the war? Visual Study The last frame on page 81 reflects an idea about war. Describe what the illustration seems to say.

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READING SECTION 4 (CONT’D) The fourth section of reading is from “The Trip” to “The Jewels” (p. 72-93).

“The Jewels” (p. 87-93) Comprehension Questions – Answer each of the following questions to check for your own understanding. If this is not on the computer, answer on a separate sheet of paper. Answer in complete sentences.

1. What is one of the consequences of the nation’s political conflict, described at the beginning of this chpt? 2. Besides their possessions, what else have refugee families lost?


1. Capitalists a. What criticism does Marji’s mom make of capitalism? b. What is ironic in what Marji’s mom says as they leave the store?

2. Why is the fact that there is a gas shortage important? 3. Why do you think the Iraqis target border towns after they bomb the refinery at Abadan? 4. 2nd Supermarket

a. What does the conversation that Marjane overhears in the supermarket suggest about what is happening to the society of Iran (p. 92-93)?

b. How do you know? Visual Study Describe the symbolism in the picture of the bottom frame on page 89. Be specific. Minimum 4 sentences. Section Reflection: VOICE Our essential question for the unit is, “How do individual voices effect change?” Review pages 72-93. Answer the following questions in complete sentences. Minimum 3 sentences each.

1. Why do the fundamentalists close all the universities? How does this closing – education, and the fundamentalists desire to control it, relate to the power of voice?

2. Why was it suddenly okay for Marji to protest with her parents (“The Trip”)? Based on what she witnessed during the protest, do you think she will ever protest (in any way) again? Why do you think this? Use evidence from the text to support your answer.

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READING SECTION 5 The fifth section of reading is from “The Key” to “The Cigarette” (p. 94-117). Before Reading: In addition to the words on your bookmark, the following words may be unfamiliar to you. Before reading, look them up and write a definition in your own words to help you understand the story. As you read, find two other words you are unfamiliar with, and look it up as well. Word Page Definition Nuptial 94

Carnal Knowledge 94

(your own):

(your own):

Before Reading: On the next page you will find two poems. The poems are titled “Where I’m From” and “I am From.” Underline the keywords that the authors use to describe their lives. Example: I am from clothespins. From Clorox and carbon-tetrachloride. Why do you think the authors wrote about themselves this way? During Reading: As you read the next three chapters (p. 94-117), list keywords that describe Marji’s life in Iran. Find words that describe what she SEES, HEARS, TOUCHES, and TASTES, and list them in the chart below.

Marji Sees Marji Hears Marji Touches (Feels) Marji Tastes

“The Key” (p. 94-102)


1. What was the primary difference between the Iranian and Iraqi armies? 2. Rebellion

a. Why was Marji’s generation so rebellious? b. What does the teacher blame?

3. Injustice a. What injustices do the parents see in the educational system? b. Which restriction is particularly ironic?

4. Army a. Who does the government recruit to serve on the front lines of the war? b. How do they persuade them?

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c. Can you think of another time when this practice has been used? Analysis Questions – Answer each of the following questions to dig deeper into the text and its images. If this is not on a computer, answer on a separate sheet of paper. Answer in complete sentences.

1. Why do you think the girls insist on making fun of the mourning rituals? 2. What might be the purpose of publishing Iran’s “martyrs”? 3. What is the significance of the painted key that is given to the boys? 4. Fundamentalism

a. What is Marjane saying about fundamentalism when she describes what is happening with Mrs. Nasrine’s son?

b. How do you know? Visual Study

1. Breast Beating a. Comment on the picture on page 95. Why has Marjane drawn it this way? b. What can you infer about the practice?

2. Looking Sharp a. What do you think is the point of including the last frame in this chapter? b. What is ironic about it, in comparison to the previous frame (p. 102)? c. Why do you think Marjane draws it this way? What is she trying to say?

WHERE I’M FROM I am from clothespins From Clorox and carbon-tetrachloride. I am from the dirt under the back porch. (Black, glistening it tasted like beets.) I am from the forsythia bush, The Dutch elm whose long gone limbs I remember as if they were my own. I am from fudge and eyeglasses, from Imogene and Alafair I’m from the know-it-alls and the pass-it-ons, from perk up and pipe down, I’m from He restoreth my soul with a cottonball lamb and ten verses I can say myself. I’m from Artemus and Billie’s Branch, fried corn and strong coffee. From the finger my grandfather lost to the auger the eye my father shut to keep his sight. Under my bed was a dress box spilling old pictures, a sift of lost faces to drift beneath my dreams. I am from those moments – snapped before I budded – leaf-fall from the family tree.

- George Ella Lyon

I AM FROM… By Oretha Storey I am from bobby pins, doo-rags and wide toothed combs. I am from tall grass, basketballs and slimy slugs in front of my home. I am from prayer plants that lift their stems and rejoice every night. I am from chocolate cakes and deviled eggs that made afternoon snacks just right. I am from older cousins and hand me downs to “shut ups” and “sit downs.” I am from Genesis to Exodus Leviticus too. Church to church, pew to pew. I am from a huge family tree, that begins with dust and ends with me. In the back of my mind there lies a dream of good “soul food” and money trees. In this dream I see me on top makin’ ham hocks, fried chicken and smothered porkchops. I am from family roots and blood, Oh, I forgot to mention love. Taken from:

Christensen, L. (2000). Reading, writing, and rising up: teaching about social justice and the power of the written word. Milwaukee: Rethinking Schools Inc.

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The fifth section of reading is from “The Key” to “The Cigarette” (p. 94-117).

“The Wine” (p. 103-110) Comprehension Questions – Answer each of the following questions to check for your own understanding. If this is not on the computer, answer on a separate sheet of paper. Answer in complete sentences.

1. What two things did they need to protect themselves against? 2. Timoosh

a. What forbidden items did the government find at the house of Timoosh’s dad? b. What was his punishment? c. When have you seen this in our country?

3. Why did Marji’s family continue to hold parties despite the danger? 4. Pulled Over

a. Name one violation that Marji’s dad is guilty of at the traffic stop. b. How does his wife respond to the situation? c. What is a condition of their release? d. What story does Marji’s grandmother use to stall the officers? e. What is she really planning to do? f. Ultimately, how did they get rid of the officer?


1. Anxiety a. What other kind of anxiety do you think Marjane is referring to on p. 104? b. How do you know?

2. Why do you think Marjane’s aunt abandons her newborn during the alert? 3. Why are all of the things that Marjane mentions (alcohol, music, cards, etc.) forbidden? 4. Even though Mrs. Nassrin’s comments on page 106 bring humor, how are her actions also symbolic? Be

specific here – it’s an important one to think about when you consider the Middle East. Visual Study

1. How did the interior of their homes reflect the external changes that were occurring? In other words, what do their homes indicate about society, the government, and the freedom of the Iranian people? Consider pages 103-107. Be specific! Provide detailed description of images that you are comparing and contrasting, as well as what these comparisons reveal

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READING SECTION 5 (CONT’D) The fifth section of reading is from “The Key” to “The Cigarette” (p. 94-117).

“The Cigarette” (p. 111-117) Comprehension Questions – Answer each of the following questions to check for your own understanding. If this is not on the computer, answer on a separate sheet of paper. Answer in complete sentences.

1. News a. What did the local news report about the war? b. What does Marji realize about this information?

2. Cutting a. What was Marji’s motive for breaking her parents’ rules? b. What was Marji’s destination? c. What was its reputation? d. How do you think it was able to survive the regime’s repression?

3. War a. Describe the efforts made toward bringing an end to the war between Iran and Iraq. b. What did the survival of the regime depend upon? c. What was the human cost of this survival?

4. How did the regime become more repressive at this time? 5. Rebellion

a. What was Marji’s symbolic act of rebellion? b. Describe her interesting response.


1. How would you describe the relationship between Marji and her mother? What makes you say so? 2. Propaganda

a. What does the slogan, “To die a martyr is to inject blood into the veins of society” mean? b. Is it a fundamentalist philosophy? c. How do you know?

3. Enemy a. What does Marjane mean when she says, “In the name of that war, they exterminated the enemy within”? b. Who is “the enemy within”?

4. In what ways has Marji become an adult? After Reading: Now, imagine that you are Marji. Write a poem from her point of view, using the descriptions of sights, sounds, touch, and taste that you’ve gathered. Follow the format of the poems on the next page. Min 12 lines. Example: I AM FROM I am from war and confusion. I come from tears, fear, and disappearances My family is my safety And my bedroom is a different world. Section Reflection: Voice Our essential question for the unit is, “How do individual voices effect change?” Answer the following two questions in a minimum of 4 sentences each.

1. Consider voice in terms of the power of words. Now consider the golden key? In what ways does the key represent how voice, for better or for worse, can effect change? Use evidence from the text to explain.

2. Sometimes voice is represented through what a person says via actions; for example, standing in the streets in protest is about where one is, not just what one says. Where in the text do you see examples of voice through action? Do these voices effect change? If so, for whom, and in what way?

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READING SECTION 6 The sixth section of reading is from “The Passport” to “The Shabbat” (p. 118-142). Before Reading: In addition to the words on your bookmark, as you read, find three other words you are unfamiliar with, and look it up as well. Word Page Definition (your own):

(your own):

(your own):

“The Passport” (p. 118-125)


1. How long were the borders of Iran closed? 2. Wisdom

a. What surprising philosophical comment does Marji make to her parents (119)? b. What is your reaction to her statement?

3. People in need of hospital care face a dilemma: describe this problem. 4. Power

a. How did the government delegate positions of power? b. Describe the encounter between Marji’s aunt and the Minister of Health.

5. Import/Export a. Where did many of the seriously wounded travel for treatment? b. Why is this ironic?

6. Taher a. What is Taher’s only wish? b. What prevents him from realizing his dream? c. Ironically, what happens three weeks later?

After Reading: Analysis Questions – Answer each of the following questions to dig deeper into the text and its images. If this is not on a computer, answer on a separate sheet of paper. Answer in complete sentences.

1. Request a. In front of the hospital, what request is made of the Iranian people? b. What is the double meaning here?

2. What is the significance of the Hospital Director turning out to be Marjane’s Uncle’s former window washer?

3. What do Taher’s death and the circumstances surrounding it illustrate about the government?

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READING SECTION 6 (CONT’D) The sixth section of reading is from “The Passport” to “The Shabbat” (p. 118-142).

“Kim Wilde” (p. 126-134)


1. Passports a. When did Marji’s parents receive their passports? b. What was one provision listed?

2. Turkey a. What problem do Marji’s parents face as they return from their trip to Istanbul? b. How does Marji’s mom show her ingenuity?

3. How had Iran’s food shortage been resolved? 4. What was appealing about Gandhi Avenue? 5. Guardians of the Revolution

a. What was the purpose of the Guardians of the Revolution? b. What happens when they encounter Marji? c. How does Marji respond? d. Why will Marji have to go before the Committee? e. What would happen there? f. How does Marji avoid going before the Committee?


1. Smuggling a. Why do Marjane’s parents have to smuggle in the posters of Iron Maiden and Kim Wilde that they

bring her from Turkey? b. What does this tell you about the state of freedom in Iran? c. How does Marji’s reaction to the Kim Wilde poster reinforce an existing conflict?

2. Motherhood a. How did Marji’s mother compare to other Iranian mothers? b. How does Marji’s relationship with her mother seem to reflect typical parent-child issues? c. What does the fact that Marjane is allowed to go out at thirteen alone say about her ability to take

care of herself even in Iran? 3. What does the existence of the Guardians of the Revolution say about the government of Iran’s view of its

people? Use evidence from the text to support your answer.

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READING SECTION 6 (CONT’D) The sixth section of reading is from “The Passport” to “The Shabbat” (p. 118-142).

“The Shabbat” (p. 135-142)


1. What was Iraq’s new strategy? 2. Characterization

a. How does the author characterize Iranians? b. How does she characterize her father? c. Her mother?

3. Sirens a. What did the sirens signify? b. What did Marji realize for the first time? c. What does this show?

4. Shabbat a. What motivated the Baba-Levy family to stay in Iran? b. Why is this so unusual? c. What was Neda’s dream? d. What ultimately happens to her and her family?

5. Economy a. What happened to Iran’s economy during the war? b. Is this unusual for wartimes?

6. Mother a. How does Marji’s mother attempt to protect her daughter? b. How does Marji discover the truth?


1. What does the family conversation on p. 135 let you know about Marjane’s family dynamic in times of fear and/or crisis?

2. Education a. Why is it so important that Marjane get a French education? b. What’s wrong with the education she would get if she were to stay in Iran?

3. Why is this chapter so vital to our understanding of the story and of Marjane’s feelings toward Iraq? Be specific. Provide details from the chapter. Minimum 3 sentences.

Visual Study

1. How does the picture on the top of page 137 reflect the mood? Where does Marji’s only hope lie? 2. What does the last frame on page 142 symbolize? Why do you think Marjane drew it this way?

Making a Prediction: In the story, the situation in Iran is getting worse. In the last chapter, you saw what happened to Marji’s neighbors. If you were Marji’s parents, what would you do to keep her safe? How do you believe the story will end? Section Reflection: VOICE Our essential question for the unit is, “How do individual voices effect change?” Consider the chapters you’ve read thus far, in particular the last three, and answer the following in a significant paragraph. In what ways have key figures of the Islamic Revolution tried to suppress the voices of their opposition? In what ways have they succeeded? In what ways have they failed? Why do you think, despite all odds, the voices of opposition persist? Use characters and events from the story to support your response.

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READING SECTION 7 (FINAL SECTION) The last section of reading is from “The Dowry”” (p. 143 - 153). Before Reading: In addition to the words on your bookmark, as you read, find three other words you are unfamiliar with, and look it up as well. Word Page Definition (your own):

(your own):

During Reading: Imagine that you are Marji (put yourself in her shoes). How would you feel right now? List a number of emotions that you might feel and explain why.

“The Dowry” (p. 143-153) Comprehension Questions – Answer each of the following questions to check for your own understanding. If this is not on the computer, answer on a separate sheet of paper. Answer in complete sentences.

1. Change a. How did Marji’s life change after Neda’s death? b. How did she behave in school? c. What did Satrapi learn about the government in her new school? d. How did she respond?

2. Niloufar a. What happened to Niloufar? b. Why? How do you know? c. What is Marji’s reaction?

3. What exactly happens to the young girls arrested and executed in Iran and why is it important? 4. Moving

a. Where do Marji’s parents decide to send their daughter? b. Why? c. What is Marji’s reaction?

5. What is her grandmother’s advice to her? 6. Who made up a large segment of those leaving the country and why? 7. What is Marji’s last memory of her parents before leaving?


1. Why isn’t Marjane afraid of anything anymore? 2. Future

a. What do the last two frames tell you about the future of Marjane and her family? b. Do you think that they will reunite? Why or why not?

Post-Reading Thoughts: What do you believe will happen to Marji and her family in the future? Are you optimistic or pessimistic about their future? Why? Min. 4 sentences. SectionReflection:VOICEOur essential question for the unit is, “How do individual voices effect change?” Nowthatyou’vereadtheentirebook,considerMarjaneSatrapiasanadult.Howisherbook,herstory,avoicemeanttoenactchange?Whatchangeisshetryingtoenact?Doyouthinksheissuccessful?Explainatlength,inasignificantparagraph,usingevidencefromthetextandyourpersonalreactionstothereading.

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