Appendix
Standards -- Oklahoma Academic Standards for English Language Arts -- 11th grade. These standards can be easily cross-referenced to other standards.
11.2.W.5 Students will routinely and recursively publish final drafts for an authentic audience (e.g., publishing digitally, community and professional audiences, newspapers and magazines, entering contests). Students will do this through their protest and propaganda posters and their speech for the final activity.
11.3.R.1 Students will analyze the extent to which historical, cultural, and/or global perspectives affect authors’ stylistic choices in grade-level literary and informational texts. This is the heart of this unit– truly understanding the Iranian Revolution of 1979 and the historical context of Persepolis.
11.3.R.2 Students will evaluate authors’ perspectives and explain how those perspectives contribute to the meanings of texts. Before reading this graphic novel, students will have to understand Satrapi’s unique perspective of this historic event and understand this is one of many experiences during this time.
11.3.R.7 Students will evaluate how two or more texts address similar themes or topics, using textual evidence to support their claims and inferences. Through their analysis of Aristotle’s definition of tyranny, protest posters and propaganda of the Iranian Revolution, Persepolis, and excerpts from Remembering Akbar, students will analyze these texts through the lens of power and resistance.
11.7.R Students will analyze and evaluate the techniques used in a variety of multimodal content and how they contribute to meaning. This will be done through the analysis of the protest posters and propaganda of the Iranian Revolution of 1979.
11.7.W Students will create engaging multimodal content that intentionally enhances understanding of findings, reasoning, and evidence for diverse audiences. In our final activity, students will be creating either protest posters or propaganda for our revolution simulation.
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