Reflection for TRB Standard 6

I have chosen to use my ELA unit plan for teaching Persepolis to illustrate that I
have achieved TRB standard 6. In particular regard to evidence for achieving the
standard, I have prioritized my unit plan above all of the units on Persepolis
specifically because of the content. Persepolis is a graphic novel written by Marjane
Satrapi which tells the story of ayoung girl who is caught up in the 1979 Islamic
Revolution in Iran. The novel includes a number of challenging and controversial
themes which include the violence inherent in many revolutions, human rights, war
and lastly, Islam. It is this latter subject which the unit concentrates on. In the world
of today, the interpretation of Islam is a key issue that is being constantly
misunderstood and has created preconceptions that are causing issues. It is my role
as a teacher to deal with these negative preconceptions not by telling the students
what to think but rather to provide them with a foundation of knowledge through the
processes of critical mindset in which they can make their own conclusions. A
fundamental element of the overall process is that the teacher possesses a broad
knowledge base. In the context of the subject this is especially important for two
reasons. Firstly, the issue is so sensitive and so accuracy, for the reasons mentioned
above, is paramount. Secondly, there is a distinct possibility that students will come
to the class with ideas they have got from outside of the classroom. It is important
that the teacher is aware of these ideas so they can form a vital counter narrative
that forms the basis of a counter narrative that is challenged by the unit. I chose to
do a unit on Islam because I believe I have the broad knowledge base required for
such a challenging topic. Although I have not had the chance to teach the unit, I very
much look forward to the opportunity to do so in the future.