Framing History Slides Veiled
Voices
Reading Persepolis
Lesson 1: Framing History & Visual Literacy
Essential Questions
01
How do authors of graphic novels use art to tell stories that words alone cannot?
02
How did the Iranian Revolution of 1979 reshape the lives of ordinary citizens?
Beyond Comic Books
A Hybrid Medium
It's not just "books with pictures." It is the sequential integration of text and image to create meaning.
Visual Literacy
We must learn to read the visual grammar : panel layout, line weight, shading, and the "gutters."
Reading the Gutter
"The gutter is where the reader's imagination works. It is the space between what is shown and what is understood."
Pre-1979: The Shah
Timeline: 1941-1979
Modernization
Iran was becoming increasingly Westernized. Women had more rights, and Western culture was celebrated.
Inequality
While the elite thrived, millions lived in poverty. The wealth gap fueled growing resentment.
Oppression
The Shah used the SAVAK (secret police) to torture and imprison political opponents.
1979: The Turning Point
A diverse coalition of groups (religious, socialist, students) united to overthrow the Shah.
The result was not what everyone expected.
Ayatollah Khomeini takes power
The Islamic Republic is declared
Strict religious laws are enforced
Key Shift: The Veil
"Then came 1980: The year it became obligatory to wear the veil at school." (Persepolis, Page 3)
Visual Analysis Checklist
1
Graphic Weight
Where are the heaviest blacks? What does the contrast draw your eye to?
2
Characters' Eyes
Satrapi's characters often have very simple eyes. Look at their shape and focus.
3
Composition
How are bodies arranged? Who is high? Who is low? Who is "framed"?
4
Backgrounds
When is the background detailed? When is it pure black or pure white?
Unit Vocabulary Worksheet Word Weapons
Unit Vocabulary Mastery
Persepolis
Resource 1.3
Name:
Period:
Part 1: The Language of the Lens
Match the visual literacy term to its correct definition.
1. Panel
2. Gutter
3. Bleed
4. Graphic Weight
5. Iconography
A. The space between framed panels where the reader's brain fills in the action.
B. An image that extends to and/or beyond the edge of the page.
C. The use of light and dark contrast to create emphasis in a panel.
D. A single frame or box containing a distinct segment of the story.
E. Symbols used to represent concepts (e.g., the veil or the golden key).
Part 2: Revolution & Ideology
Complete the sentences using the word bank below. One word will not be used.
Fundamentalism Marxism Secular Imperialism Capitalism Tyranny
6. Marji's parents identify with __________________________, a political theory advocating for a classless society and the workers' control of production.
7. The Shah's rule was criticized for being a form of __________________________, where the government exercised absolute and cruel power over its citizens.
8. The new regime enforced strict __________________________, a literal and often narrow interpretation of religious texts applied to every part of public life.
9. A __________________________ society is one that is separate from religious concerns; Marji's school was like this before the revolution.
10. Many revolutionaries opposed Western __________________________, the policy of extending a country's power through diplomacy or military force.
Part 3: Growth & Transformation
Define these literary terms as they apply to Marji's development in Persepolis .
11. Bildungsroman (Coming-of-Age Story)
12. Perspective Shift
13. Juxtaposition (Visual or Narrative)
Framing History Worksheet Veiled Voices
Persepolis Unit Introduction
Lesson 1
Framing History
Name:
Date:
Period:
The Iranian Revolution: A Briefing
Before the 1979 Revolution, Iran was ruled by the Shah (Mohammad Reza Pahlavi). The Shah's regime was Western-oriented but authoritarian and increasingly viewed as a puppet of Western powers like the U.S. and U.K. While the country modernized, wealth inequality grew, and political dissent was met with brutal secret police forces (the SAVAK).
In 1979, a massive popular uprising led to the Shah's exile. Various groups—Marxists, liberals, and Islamists—united briefly to overthrow him. However, the Islamic Republic , led by Ayatollah Khomeini, eventually seized control, leading to a fundamentalist religious government.
This shift changed every aspect of daily life. The Islamic Veil (the hijab) became mandatory for women. Secular schools were closed and reorganized under religious curriculum. Political dissenters, including many who helped overthrow the Shah, were arrested and executed.
Shortly after the revolution, the Iran-Iraq War (1980–1988) began. This eight-year conflict deeply affected the childhood of Marjane Satrapi, the author and protagonist of Persepolis .
The Language of Graphic Novels
PANEL
A single frame or box that contains a distinct segment of the story.
GUTTER
The space between panels. This is where "closure" happens—the reader's brain fills in the action.
BLEED
When an image extends beyond the edge of the panel or even the page.
TEXT BOX
A rectangle containing narrative text, often used for background info or a narrator's voice.
SPEECH BUBBLE
Contains the spoken words. Jagged edges might indicate yelling or high emotion.
SHADING & CONTRAST
The use of black, white, and gray to create mood, depth, and focus.
Visual Investigation: The Introduction
Open your copy of Persepolis to page 3 ("The Veil"). Look closely at the first panel on the page.
1. Describe the composition of the first panel. Where is Marji located? Who is around her? What is the background like?
2. Satrapi uses a minimalist, "naïve" style of drawing. Why do you think she chose this style instead of a realistic or gritty one? How does it affect the reader?
3. Examine the panels on pages 4 and 5. How do the images of the protesters differ from the images of the religious proponents? Look at shapes and expressions.
Revolution Gallery Activity Revolution Gallery
Station Cards: Set A
Resource 1.4
Station 1
[Image: A bustling Tehran street in 1975. Women wear skirts and bell-bottoms; movie posters feature Western actors; neon signs are in English and Farsi.]
The Western Mirror
"My father was a king, his father was a king... we are modernizing Iran to be the Great Civilization." — The Shah
Discuss
Does this look like the Middle East usually seen in the news? What does "modern" mean in this context?
Station 2
[Symbol: The emblem of the SAVAK—the Shah's secret police. A predatory bird holding a sword, surrounded by a wreath.]
The Invisible Hand
The SAVAK was famous for "disappearing" dissenters. There was a popular saying: "Even the walls have ears."
Discuss
How would it feel to live in a "modern" city where you were afraid to whisper your opinion in your own home?
Revolution Gallery
Station Cards: Set B
Resource 1.4
Station 3
[Image: 1978. A massive crowd fills a square. Some hold portraits of Khomeini, others hold socialist flags, and students hold signs for "Democracy."]
Strange Bedfellows
The Revolution wasn't just religious. It was a mix of groups who all united to overthrow the Shah.
Discuss
What happens to a group of people who only agree on what they *hate*, but not on what they *want*?
Station 4
[Image: 1980. A classroom of young girls. Half are playing with their new veils like toys; the other half look confused or bored.]
The Veil Law
"We didn't really like to wear the veil, especially since we didn't understand why we had to." — Marjane Satrapi
Discuss
Imagine your school suddenly required everyone to wear a specific religious symbol tomorrow. How would the students react?
Gallery
Reflections
Name:
Date:
Stations 1 & 2
Pre-Revolution Era
What was the "trade-off" for living in a modernizing Iran under the Shah's rule?
Stations 3 & 4
The Turning Point
Based on these cards, how would you describe the "mood" as the revolution took hold?
Overall Prediction
How do you think these historical shifts will affect a child like Marji, based on what you've seen here?
Unit Vocabulary Answer Key Answer Key
Unit Vocabulary Mastery
Persepolis Unit
Part 1: Visual Literacy
1. D Panel
2. A Gutter
3. B Bleed
4. C Graphic Weight
5. E Iconography
Part 2: Revolution & Ideology
Marxism
Tyranny
Fundamentalism
Secular
Imperialism
Unused word: Capitalism
Part 3: Growth & Transformation (Sample Answers)
11. Bildungsroman:
A literary genre that focuses on the psychological and moral growth of the protagonist from childhood to adulthood. In Persepolis , this is the entire arc of Marji's life from age 10 to her departure for Austria.
12. Perspective Shift:
When a character’s understanding of their world changes significantly due to new experiences. Example: Marji’s shift from wanting to be a prophet to wanting to be a revolutionary after reading about social injustice.
13. Juxtaposition:
The act of placing two things side-by-side to highlight their differences. In Persepolis , Satrapi often juxtaposes images of childhood play with images of war or religious oppression (e.g., the party keys vs. the keys to paradise).
Teacher Note
For Part 3, accept any answers that demonstrate a clear understanding of the term as applied to the text. Look for specific visual examples from the novel to support their definitions.
Persepolis Unit Teacher Guide Teacher Guide
Persepolis Unit Overview
Grades 9-10 ELA
5-Lesson Sequence
Unit Rationale
Persepolis serves as an ideal entry point for teaching visual literacy and the intersection of personal narrative and global history. This unit moves beyond basic comprehension to focus on how the graphic medium itself functions as a literary device. By analyzing Satrapi's artistic choices—such as graphic weight , symbolism , and panel composition —students develop sophisticated analytical skills applicable to both traditional literature and modern media.
Lesson Sequence & Pacing
Lesson 1:
Objectives: Establish historical context (Iranian Revolution) and introduce visual literacy vocabulary.
Key Activity: Gallery walk and Vocabulary Mastery worksheet.
Lesson 2:
Objectives: Analyze Marji's early characterization across three identities.
Key Activity: 'Marji's Mirror' graphic organizer and class discussion.
Lesson 3:
Objectives: Deep dive into artistic techniques (graphic weight) and thematic significance.
Key Activity: Page 102 analysis and 'Visual Detective' worksheet.
Lesson 4:
Objectives: Explore themes of resistance and loss of innocence.
Key Activity: Resistance Tracker and Socratic Seminar.
Lesson 5:
Objectives: Synthesize visual and thematic analysis for a final essay.
Key Activity: Thesis building workshop and project planning guide.
Avoid the Pitfalls
Simplistic Reading: Students may dismiss the art as "simple." Remind them that abstraction allows for universal identification.Binary Politics: Help students see that Marji's parents are complex people living through upheaval.Ignoring the Gutter: Encourage students to talk about what *isn't* drawn between panels.
Essential Prompts
"How does the lack of a face on this character affect your empathy for them?"
"Why does Satrapi draw the veil the same way on every girl?"
Marjis Mirror Teacher Guide Teacher Guide
Marji's Mirror Analysis
Unit: Veiled Voices
Lesson 2: Growing Pains
Assignment Breakdown
The "Marji's Mirror" organizer is designed to help students navigate the internal conflict Marjane Satrapi experiences as a child during the Iranian Revolution. By breaking her identity into three distinct roles, students can analyze how she reconciles her personal faith, her political environment, and her age.
The Prophet
Represents Marji's internal, spiritual life and her desire for justice based on morality rather than politics.
The Revolutionary
Represents the external influence of her parents and the social climate, characterized by a desire for action.
The Child
Represents her developmental reality—her innocence, imagination, and frequent misunderstandings of adult logic.
Identity Exemplars
The Prophet
CHAPTER: "The Veil"
Model Evidence
"I was born with the religion... At the age of six I was already sure I was the last prophet." (p. 6)
Analysis Example
Marji creates a private religion to solve social problems. Her faith is tied to her sense of fairness, showing she is naturally empathetic but views herself as "chosen."
The Revolutionary
CHAPTER: "The Bicycle"
Model Evidence
Marji reading books like Dialectic Materialism and wanting to demonstrate in the garden. (p. 10-12)
Analysis Example
She mimics her parents' behavior. It’s performative—she wants to be part of the "struggle" without fully understanding the stakes yet.
The Child
CHAPTER: "The Letter"
Model Evidence
Marji writing letters for Mehri because she doesn't understand why being a maid prevents someone from loving a neighbor. (p. 35)
Analysis Example
Marji's logic is simple: love should be allowed. She is shocked by social class, proving her innocence in the face of rigid societal rules.
Thinking Deeper Exemplars
Question 2: Growing Up
At the start, Marji thought:
"Marji believed that her relationship with God was direct and simple. She thought being a prophet meant she could fix all of the world's problems through rules and holy words, like ensuring everyone had a maid to eat with them."
By page 50, Marji realizes:
"Marji recognizes that the world is far more complex and violent. She understands that social class creates deep divides that even her parents struggle with, and that growing up means losing the 'celestial' comfort of her childhood imagination."
Marjis Mirror Teacher Support Guide Teacher Guide
Marji's Mirror Support
Unit: Veiled Voices
Target: SLD & Reading Support
How to Explain the "Parts"
When teaching students with reading disabilities, use these "Plain English" scripts to explain the three sides of Marji. Avoid heavy political terms until the concept is clear.
1. The Prophet (Faith)
"This is Marji’s inside self. She talks to God. She wants the world to be fair because she believes that is what a good person does."
2. The Rebel (Politics)
"This is Marji’s outside self. She watches her parents. She reads books and wants to march in the streets to change the rules of her country."
3. The Child (Play)
"This is Marji’s real self. Even though she worries about God and the War, she is still 10. she likes to play with her friends and doesn't always understand why adults are angry."
Exemplars for Student Boxes
Section Evidence (Simple) Analysis (Simple) The Prophet "I was born with the religion... I was the last prophet." (p. 6) Marji feels special. She wants to help the poor and fix the world using her faith. The Rebel Marji reading "Dialectic Materialism" and "The Reasons for the Revolution." (p. 12) She is trying to learn about the fight. She wants to be brave like the people in her books. The Child Marji playing "The Revolution" with her friends in the yard. (p. 10) To Marji, the revolution is still a game. She doesn't realize how dangerous it really is.
Step-by-Step Instructions
1
The Model (5 mins)
Point to the Yellow Box on the student page. Read it out loud. Explain that this is the "answer" for the first part. Ask: "Can you find the picture on Page 6 that matches this?" This connects the text to the visual.
2
Guided Finding (15 mins)
Tell students to turn to Page 10 . Ask them to look at the bottom panels. "What is Marji doing?" Help them see she is holding a book and looks serious. Tell them this goes in the Red Box (The Rebel) because she is trying to learn about the fight.
3
The Big Question Support (10 mins)
For the question about the Maid (Mehri) , use this prompt: "If your dad told you that you couldn't be friends with someone because they were poor, how would you feel?" Use their feelings to help them write their answer about Marji's anger.
Marjis Mirror Organizer Copied Marji's Mirror
Character Analysis Organizer
Reading Task
Student Page
Name: _________________________________
Date: _________________________________
How to do this:
Marji has three different parts to her life. Look at pages 1–50 and find one thing she does for each part.
Helpful Words
Prophet: A holy messenger from God.
Revolution: A big fight for change.
Justice: Doing what is right and fair.
1. The Prophet
Model Example:
Marji talks to God every night. She wants to be a prophet so she can make the world fair for everyone.
Page 6
Find one more thing:
Page # _____
2. The Rebel
How does Marji join the fight?
Start here:
"Marji acts like a rebel when she..."
Page # _____
3. The Child
When is she just being a kid?
Start here:
"Marji shows she is still a child when..."
Page # _____
Thinking Questions
1. Why is Marji angry for the maid?
Marji's father says the maid cannot love the neighbor because they are in different "classes" (one is rich, one is poor). How does Marji feel about this?
Starter: Marji thinks it is not fair because...
2. Growing Up
Look at the start of the book (page 1) and the end of page 50. How is Marji different now?
At the start, Marji thought:
By page 50, Marji realizes:
Visual Detective Worksheet Visual Detective
Analyzing the Art of Persepolis
Visual Voices / Lesson 3
Name:
Date:
Toolkit
Graphic Weight: The amount of contrast in an image (heavy blacks vs. stark whites).
Iconography: Simple symbols that represent complex ideas.
Negative Space: Empty areas that emphasize the subject.
Framing: How panels limit or expand our view.
"In a graphic novel, the art isn't just decoration. It's the primary way we experience the character's internal world."
1
Case Study: The Massacre (Page 102)
Look at the panels on page 102, particularly the representation of the bodies. Satrapi often uses pure black silhouettes for crowds or victims.
Why do you think she removes individual faces and details in these moments? What emotion does this create for the reader?
Sketch a rough thumbnail of the panel's layout here to analyze its "Graphic Weight"
2
The Golden Key (Chapter: "The Key")
Compare the "Keys to Paradise" given to the young soldiers with the plastic keys Marji sees at the party. Satrapi uses parallel imagery to contrast two very different lives.
The Soldier's Key symbolizes:
The Party Key symbolizes:
Synthesis: How does the visual contrast between these two panels emphasize the theme of "Social Class" or "Innocence Lost"?
Creative Challenge
Choose one emotion: GUILT, PRIDE, or FEAR. Describe how you would draw a panel representing this using Satrapi's style (heavy blacks, simple lines, symbolic objects).
Rebel Heart Worksheet Rebel Heart
Themes & Resistance Tracker
Lesson 4
Name:
Date:
The Struggle for Identity
As Marji grows older, her rebellion moves from the streets to her own home and personal style. Resistance isn't just about protests; it's about maintaining one's selfhood under a restrictive regime.
Internal Resistance
Examples: Listening to Iron Maiden, wearing sneakers, denim jackets, or pins.
Why are these "small" acts significant in the context of the story?
External Resistance
Examples: Parties, alcohol, forbidden books, and talking back to teachers.
What are the consequences of these acts? Is the risk worth the reward?
The Loss of Innocence
Key Event Marji's Reaction Visual Evidence Uncle Anoosh's Execution The Bombing of the Neighbor's House Buying the Tape/Walking Home
Socratic Seminar Prep
Choose ONE of the questions below and write a 3-4 sentence response using at least one specific detail from the text (verbal or visual).
A) Is Marji's rebellion a sign of maturity or a refusal to grow up?
B) How does the author show the difference between "public" life and "private" life in Iran?
C) How does the humor in the book (satire) help the reader understand the tragedy?
Final Frame Synthesis Organizer Final Frame
Synthesis Organizer
NAME:
DATE:
01
Tracing Marji's Evolution
Early Marji
At the beginning of the memoir, Marji is depicted as _________________________________________ because she believes ____________________________________________________________________.
The Turning Point
As the revolution intensifies, Marji’s perspective begins to shift when _______________________________ ________________________. This event teaches her that ____________________________________________.
Final Transformation
By the end of the narrative, Marji has transformed into _____________________________________________ _________________ as evidenced by her decision to _______________________________________________.
02
Analyzing Artistic Choices
Graphic Choice 1
Satrapi uses (technique) in the panel where ___________________________________________________________ to emphasize _____________________________________________________________________.
Graphic Choice 2
By utilizing (technique), the author highlights ____________________________________________________ which reveals that Marji feels ___________________________________________________________.
Thesis Builder
Drafting Your Final Claim
In her memoir Persepolis, Marjane Satrapi utilizes __________________________________ (visual techniques) to document her journey from childhood to defiance, ultimately proving that ___________________________________________________________________________________________________ __________________________________________________________________________________________________.
Graphic Weight • Juxtaposition • Negative Space • Bleed • Transitions
Veiled Voices Unit // Final Frame
Final Frame Project Prep Final Frame
Summative Analysis Project
Unit Conclusion
Name:
Section:
?
The Essential Prompt
"How does Marjane Satrapi use the unique features of the graphic novel medium to document her transformation from a naïve child to a defiant young woman?"
1. The Arc of Growth
Identify three "turning points" where Marji's perspective shifts significantly.
Point A (Beginning):
Point B (Middle):
Point C (Ending):
2. Visual Proof
Select three panels that visually represent these changes. Describe the artistic technique.
Panel Description & Page #:
Panel Description & Page #:
Panel Description & Page #:
Thesis Builder
A strong thesis should include: The Medium (graphic novel), The Method (specific artistic choices), and The Meaning (identity or growth).
Drafting Space:
Pro-Tip:
Avoid saying "The pictures show..." Instead, try "Satrapi utilizes heavy graphic weight and minimalistic panel composition to highlight..."
Unit Exit Ticket
What is the most memorable panel or image from the book for you? Why?
How has your understanding of Iran or its history changed after reading Persepolis?
