Persepolis Global Issues

IB English HL 1 & 2

Directions: Review the first book of Persepolis and identify at least TEN specific global issues according to the topics below. You must use the
concept frames to clearly and concisely delineate the issue under investigation, and then select pertinent passages that display Satrapi’s perspective
on each issue. Simply bullet point brief analysis for each of your authorial choices--there is no reason to write extensive paragraphs for each, unless
you think you may want to use this specific global issue for your Individual Oral next year.

Keep in mind that an issue is only considered a global issue if it meets the following three criteria:
1. Have significance on a large scale
2. Be transnational
3. Have an impact on everyday, local contexts

1. The impact of ____________ on ______________ .

2. The relationship between ____________ and ______________ .

3. The question of ____________ during a time of ______________ .

4. Interpretations of ____________ in literature .

Global Issue Concept Frames:
5. ____________ as a source/force of ______________ .

6. The ____________ between ____________ and ______________ .

7. Emotional responses to ____________ in literature.

8. Conceptual understandings of ____________ in literature.

Watch this video for the full lecture: https://youtu.be/mD3S9D3lnCA

Field of Inquiry Global Issue Focus Passage of Focus: Author’s Position & Authorial Choices:
(use concept frame) Include up to four pages of panels & Explain Satrapi’s perspective on focus &
provide at least two sentences of context discuss at least three elements of craft
Culture, Identity, and
Community: You might focus on
the way in which works explore
aspects of family, class, race,
ethnicity, nationality, religion,
gender and sexuality, and the way
these impacts on individuals and
societies. You might also focus on
issues concerning immigration,
migration, colonialism and
nationalism. Another focus could
be how identity shapes and is
shaped by relationships.
The impact of 35-37 35: The heart icons and “la la la” in the first
social classes on “She didn’t know how to read and write” panel emphasize the strength of her love for
marriage. (35). him. Then the middle panels bring up the
“Mehri pretends she is my daughter. In problem that she is illiterate.
reality she is my maid” (36). 36: The father must set things straight and
“Their love was impossible… you must confess the truth.
stay within your social class” (37). 37: The neighbors shirt shows he believes in
Western ideas but still does not let himself
marry into a lower class. Marji’s face also
shows that she disagrees with the division of
social classes and it upsets her.
The impact on a 3-5 3: The 2nd panel shows that the girls all
repressive regime “Wear this!” (3) look like copies of each other and Satrapi
on the lack of “We found ourselves veiled and doesn’t even put Marji in the frame to
individuality of separated from our friends” (4). emphasize that we might have mistaken the
each citizen “She dyed her hair, and wore dark other girls for her. Then in the 4th panel we
glasses for a long time” (5). see that they are being forced upon the girls
even though they don’t want it and the
exclamation mark shows the force.
4: In the 2nd panel Satrapi depicts every
single kid differently with their own identity
and facial features. Also, the separation of
boys and girls in the 6th panel shows the
guys still have their individuality and
differences while the girls all look like
copies of each other.
5: The first panel shows the difference
between the people revolting who each have
a specific identity while the ones with the
veils all look like copies of each other. Then
in the last panel, we see that Marji’s mom is
changing her appearance and her identity as
a result of patriarchy and fear of the regime.
The relationship 52-54 52: In the 4th panel Marji’s friend is 4 times
between idolization “My father is a hero” (52). her size showing that she now feels superior
of soldiers by “My father was not a hero and my because of her father. Then in the last panel,
society and the mother wanted to kill people” (52). Marji looks defeated and all alone because

Field of Inquiry
Beliefs, Values, and Education:
You might focus on the way in
which works explore the beliefs
and values nurtured in particular
societies and the ways they shape
individuals, communities and
educational systems. You might
also explore the tensions that arise
when there are conflicts of beliefs
and values, and ethics.
individual “I had a hero in my family… naturally I she is disappointed by her parents.
classification of loved him immediately” (54). 54: Her uncle in the 3rd panel is depicted
heroes with rays of sunshine around him making
him seem ideal and special. This shows the
fantasized idea of heroism. Also, compared
to Marji’s face in the first panel, she is much
happier in every panel looking at her uncle
showing she idolizes him and looks up to
him because he was in prison and she has
learned that that means he is classified as a
hero.
Global Issue Focus Passage of Focus: Author’s Position & Authorial Choices:
(use concept frame) Include up to four pages of panels & Explain Satrapi’s perspective on focus &
provide at least two sentences of context discuss at least three elements of craft
The impact of Last panel on 44-46 Last panel on 44: kids pick up on ideas from
parental teachings “My father says Ramin’s father…” (44). parents and get angry
on children’s “We’ll teach Ramin a good lesson” and 45: Kids mimic ideas from their parents in
beliefs their chanting and marching (45). the revolution
“Communists are evil”... “He repeats 46: Marji learns to forgive (goes from
what they tell him” (46). torture to forgiveness) and the boy justifies
his father’s killings based on what his
parents have told him: communists are evil
The relationship (96-98) 96: We see the men demonstrating their
between a “After a little while, no one took the sacrifice and taking it very serious to the
suppressive torture sessions seriously anymore” (97). point that they are cutting themselves and
education system “Every situation offered an opportunity bleeding. (Emanata of blood in last panel)
and youth for laughs” (97). 97: This transitions into the girls mocking
inclination to rebel “We were completely united” (97). the sessions and pretending to die or making
against it “That’s how it is! Either they obey the funny faces and jokes because they don’t
law, or they’re expelled” (98). see the need to do what they’re supposed to
do. (first 4 panels: laughter in each-
repetition of face)
 98: The argument is between the parents
and the teacher. The teacher represents the
suppressive education system reinforcing
the silly laws while the parents support the
children in their rebellions. (show the
distance between the teacher and parents.
Teacher starts in foreground but switches
with parents at end because parents ideas
and unitedness take control)

The relationship 82-83 82: Does not realize the significance of a

between a child’s “We have to bomb baghdad” (82) bombing and the effects it’ll have. If you
lack of experience “My dad is a defeatist. He’s no patriot” look at her parent’s expressions, they are
and their naivety (83). facing away from her without
and lack of acknowledging her and she is in the
understanding. background because they’re dismissing her
ideas (panel 2).
83: First panel shows her playing dress up
like a child. Middle panel shows that her
dad is in fact a dedicated patriot because of
the emanata lines showing tears. (opposite
of her belief in 1st panel because she just
doesn’t understand the whole story)

The impact of 85-86 85: Fourth panel facial expressions show

personal “I wrote four pages on the historical Pardisse’s expression is much different
connection to war context” (86). because she has a different idea and
on the “This war is the same as the one 1400 involvement in the war.
understanding of uears ago” (86). 86: First two panels speech bubbles and
the emotional toll it “I wish he were alive and in jail rather captions show that Marji has a subjective
has. than dead and a hero” (86). approach to the war and her teacher’s facial
expression shows she’s not impressed. Then
in the 5th panel the emanata lines show that
every person in the room is crying because
it’s so emotional. The last panel shows that
Marji is finally realizing the difference in
their situations and perspectives because the
other girl favors life over heroism. By
saying “those were her exact words” it

Field of Inquiry
Politics, Power, and Justice: You
might focus on the ways in which
works explore aspects of rights and
responsibilities, the workings and
structures of governments and
institutions. You might also
investigate hierarchies of power,
poverty and the distribution of
wealth and resources, the limits of
justice and the law, equality and
inequality, human rights and peace
and conflict.
Field of Inquiry
shows that this lesson stuck with her all
throughout her life (86).
Global Issue Focus Passage of Focus: Author’s Position & Authorial Choices:
(use concept frame) Include up to four pages of panels & Explain Satrapi’s perspective on focus &
provide at least two sentences of context discuss at least three elements of craft
The relationship 23-24; 40-42 40: The deaths in the first panels lead into
between a corrupt Irony: “he actually did try… Too thin” the corpse pushing the Shah out in the
government and the (41). second. (The deaths from the revolution
need for the public “The people wanted only one thing: his caused people to hate him and want him
to rebel departure” (41). gone)
“The country had the biggest celebration 41: He ironically doesn’t try to fix the
of its entire history” (42). problem and people get more and more
upset by taking his statues down and
burning his pictures. (first panel: reasons are
silly) In the end, the people’s revolts caused
him to leave.
42: Every face is smiling and happy now
that the Shah is gone. Their rebellions
against the Shah worked
Global Issue Focus Passage of Focus: Author’s Position & Authorial Choices:
(use concept frame) Include up to four pages of panels & Explain Satrapi’s perspective on focus &
provide at least two sentences of context discuss at least three elements of craft
Art, Creativity, and the
Imagination: You might focus on
the ways in which works explore
aspects of aesthetic inspiration,
creation, craft, and beauty. You
might also focus on the shaping
and challenging of perceptions
through art, and the function,
value, and effects of art in society.

Field of Inquiry Global Issue Focus Passage of Focus: Author’s Position & Authorial Choices:
(use concept frame) Include up to four pages of panels & Explain Satrapi’s perspective on focus &
provide at least two sentences of context discuss at least three elements of craft

Science, Technology, and the

Natural World: You might focus
on the ways in which works
explore the relationship between
humans and the environment and
the implications of technology and
media for society. You might also
consider the idea of scientific
development and progress. An
additional focus could be on how
technology isolates or connects
humans to each other, to nature, or
their own personal identity.