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Reza Shah Pahlavi (1925–1941)

Politics and Policies

Modernization and Centralization: Reza Shah sought to modernize Iran by building infrastructure (e.g., railways, roads) and establishing modern institutions such as schools and hospitals. He centralized power and reduced the influence of tribal leaders and regional autonomy.

Secularization: He reduced the power of the clergy, banned religious clothing in public, and implemented Western-style legal and educational reforms.

Cultural Reforms: Promoted nationalism, discouraged ethnic divisions, and mandated the use of Persian in public institutions.

Industrialization: Initiated industrial projects and economic reforms to modernize Iran’s economy.

Authoritarian Rule: Reza Shah concentrated power in his hands, suppressing political dissent and opposition parties.

Mohammed Shah Pahlavi (1941 to 1979):

Politics and Policies

White Revolution (1963): Aimed at modernizing Iran with land reforms, women's suffrage, education reforms, and healthcare development. It sought to reduce the influence of feudal landowners and the clergy.

Pro-Western Alignment: Maintained close ties with Western powers, especially the United States, which supported his regime.

Economic Policies: Utilized oil revenues to drive industrial growth but created economic inequality and inflation.

Authoritarian Rule: Used SAVAK (secret police) to suppress political dissent, resulting in widespread human rights abuses.

Secularization and Westernization: Pushed for cultural Westernization, leading to alienation among traditional and religious segments of society.

Iran under Mohammad Reza Shah

Iran experienced rapid industrialization and modernization but also significant social inequality.

Political repression alienated intellectuals, clerics, and the general population.

The gap between the Shah’s vision of a modern Iran and the traditional values of many citizens led to increasing unrest, eventually culminating in the Islamic Revolution.

Ruhollah Khomeini (1979-1989)

Role in Iran

A prominent Shi’a cleric and political leader, Khomeini became the figurehead of opposition to the Shah's regime due to his critique of secularization, Westernization, and authoritarianism.

He advocated for the establishment of an Islamic government based on the principle of Velayat-e Faqih (Guardianship of the Jurist), where clerics would lead the state.

Role in the Islamic Revolution

In exile (1964–1979), Khomeini disseminated messages criticizing the Shah’s regime, galvanizing opposition forces.

Played a pivotal role in uniting diverse groups—Islamists, leftists, and nationalists—under the banner of the revolution.

Returned to Iran in February 1979 after the Shah fled, leading to the collapse of the monarchy and the establishment of the Islamic Republic.

The Islamic Revolution (1979)

A sociopolitical movement that overthrew the Pahlavi monarchy and established a theocratic Islamic Republic under Khomeini’s leadership.

Rooted in dissatisfaction with the Shah's authoritarianism, economic mismanagement, and perceived Western dependency.

Resulted in the clerical establishment taking control of Iran’s political system.

Reza Shah Pahlavi (1925–1941)

Politics and Policies

Modernization and Centralization: Reza Shah sought to modernize Iran by building infrastructure (e.g., railways, roads) and establishing modern institutions such as schools and hospitals. He centralized power and reduced the influence of tribal leaders and regional autonomy.

Secularization: He reduced the power of the clergy, banned religious clothing in public, and implemented Western-style legal and educational reforms.

Cultural Reforms: Promoted nationalism, discouraged ethnic divisions, and mandated the use of Persian in public institutions.

Industrialization: Initiated industrial projects and economic reforms to modernize Iran’s economy.

Authoritarian Rule: Reza Shah concentrated power in his hands, suppressing political dissent and opposition parties.

Mohammad Reza Shah Pahlavi (1941–1979)

Politics and Policies

White Revolution (1963): Aimed at modernizing Iran with land reforms, women's suffrage, education reforms, and healthcare development. It sought to reduce the influence of feudal landowners and the clergy.

Pro-Western Alignment: Maintained close ties with Western powers, especially the United States, which supported his regime.

Economic Policies: Utilized oil revenues to drive industrial growth but created economic inequality and inflation.

Authoritarian Rule: Used SAVAK (secret police) to suppress political dissent, resulting in widespread human rights abuses.

Secularization and Westernization: Pushed for cultural Westernization, leading to alienation among traditional and religious segments of society.

Iran under Mohammad Reza Shah

Iran experienced rapid industrialization and modernization but also significant social inequality.

Political repression alienated intellectuals, clerics, and the general population.

The gap between the Shah’s vision of a modern Iran and the traditional values of many citizens led to increasing unrest, eventually culminating in the Islamic Revolution.

Ruhollah Khomeini

Role in Iran

A prominent Shi’a cleric and political leader, Khomeini became the figurehead of opposition to the Shah's regime due to his critique of secularization, Westernization, and authoritarianism.

He advocated for the establishment of an Islamic government based on the principle of Velayat-e Faqih (Guardianship of the Jurist), where clerics would lead the state.

Role in the Islamic Revolution

In exile (1964–1979), Khomeini disseminated messages criticizing the Shah’s regime, galvanizing opposition forces.

Played a pivotal role in uniting diverse groups—Islamists, leftists, and nationalists—under the banner of the revolution.

Returned to Iran in February 1979 after the Shah fled, leading to the collapse of the monarchy and the establishment of the Islamic Republic.

The Islamic Revolution (1979)

A sociopolitical movement that overthrew the Pahlavi monarchy and established a theocratic Islamic Republic under Khomeini’s leadership.

Rooted in dissatisfaction with the Shah's authoritarianism, economic mismanagement, and perceived Western dependency.

Resulted in the clerical establishment taking control of Iran’s political system.

Ali Khamenei (1981-1989)

Role in Iran

Successor to Ruhollah Khomeini as the Supreme Leader of Iran in 1989.

The most powerful figure in Iran, overseeing the executive, legislative, and judicial branches, as well as the armed forces and media.

Plays a central role in shaping domestic and foreign policy, including Iran's stance on nuclear development and regional conflicts.

Connection to Ruhollah Khomeini

A close ally and follower of Khomeini during the revolution.

Shared Khomeini’s vision of an Islamic government and has continued his policies of promoting Shi’a Islam and resisting Western influence.

Reza Pahlavi (1941 to 1979)

Exile in the United States

Reza Pahlavi left Iran during the Islamic Revolution in 1979, alongside his family.

The revolution led to the establishment of the Islamic Republic, and his family's properties and wealth were confiscated.

He settled in the United States, where he pursued education and political activism.

Role in Reclaiming Leadership

Advocates for secular democracy in Iran, distancing himself from monarchism but embracing his role as a unifying symbol for opposition groups.

Speaks out against human rights abuses in Iran and calls for regime change through non-violent means.

Works with diaspora groups and international organizations to garner support for democratic movements in Iran.

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The Iran-Iraq War was a military conflict that lasted from 1980 to 1988, sparked by territorial and political disagreements between the two countries. Iraq's president, Saddam Hussein, wanted total control over both banks of the Shatt al-Arab river, which historically acted as the Iran-Iraq border.

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Features of Chapter 1

Marjanes view on the revolution

The changes made between her life before the regime and her life after.

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Define these words
Revolution - a forcible overthrow of a government or social order, in favour of a new system.
History - the whole series of past events connected with a particular person or thing.
Power - the capacity or ability to direct or influence the behaviour of others or the course of events.
Oppression - prolonged cruel or unjust treatment or exercise of authority.
Childhood - the state or period of being a child or in your early years.
Faith - 1. strong belief in the doctrines of a religion, based on spiritual conviction rather than proof. 2. complete trust or confidence in someone or something.
Resistance - the refusal to accept or comply with something.

Connect the Words
How do these words relate to each other?
Can you think of a real-world example where these words intersect?
How do revolutions involve power and resistance?
How does childhood relate to faith or oppression?
What do you think motivates people to join revolutions?

Visual Prediction:

Group/Class: How children might perceive political upheaval differently from adults.

In your learner Portfolio: How does Marjane’s childhood shape how she understands revolution, power, and faith?

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A global issue incorporates the following three properties;

a. it has significance on wide/large scale

b. it is transnational

c. its impact is felt in everyday local contacts

Fields of Inquiry

You may look at one of these fields of inquiry for guidance on how to decide on a global issue to focus on.

1. Culture, Identity and Community - texts that explore aspects of family, class, race/ethnicity, nationality, religion, gender, sexuality.

2. Beliefs, Values and Education - texts that explore the beliefs and values nurtured in particular societies and the ways they shape individuals communities and education systems. They can also explore tensions that arise where there are conflicts of beliefs and values and ethics.

3. Politics, Power and Justice - texts that explore aspects of rights and responsibilities, the workings and structures of governments and institutions. They might also investigate hierarchies of power the distribution of wealth and resources, the limits of justice and the law, equality and inequality, human rights and peace and conflict.

4. Art, Creativity and the Imagination - texts that explore aspects of aesthetic 'inspiration', creation craft and beauty. They focus on shaping and challenging of perceptions through art, and the function, values and effects of art on society.

5. Science, Technology and the Environment - texts that explore the relationship between human and the environment and implications of technology and media for society.

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Timing: 10 minutes speaking, 5 questions + Answer

Focus: Examine the ways in which the global issue of your choice is presented through the context and form of one of the work and one of the body of works that you have studied.

Explanation of the task: The individual oral is based on the exploration the student has carried out in the learner portfolio. One work (literary text) and one body of work (non-literary text) must be selected

An extract no more than 40 lines should be selected from each which is representative of the presence of the global issue in it. In form or text type where the number of lines may not be applicable, I (teacher) will guide you on the volume of text that can be dismissed in sufficient depth in the time available.

Selection of body of work, works and extracts

The work and body of work selected must have a clear connection with the global issue. You must select two extracts, one from the body of work and one from the work, that clearly show significant moment when the global issue is being focused on. You should bring unannotated copies of the extract to the individual oral. |An extract maybe a complete text in itself, for example a whole poem, or an advertisement or a political cartoon. If it's a film then you bring 3-5 screen shots from the same scene and the script (less than 10 lines) that goes with the scene.

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The chapter introduces the impact of the Islamic Revolution on Marjane and her peers. How does Satrapi use visual symbolism and contrast in this chapter to illustrate the tension between personal identity and societal expectations?

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Outline: https://docs.google.com/document/d/1QsarY_iMEej7nfC7cCAGJD0PIvW3aL72/edit

Script: https://docs.google.com/document/d/1dApny8xZB_tQQIAfQRa9Qu2UI_mqEtH4CyBya258U9U/edit?tab=t.0

Extract 1: https://docs.google.com/document/d/1_mqAFxVUHB4M47448-dwr5bg2AlDshiHqoXxqE4G7fA/edit?tab=t.0

Extract 2: https://docs.google.com/document/d/1PnAaUb0JV_Gpo0sYk7HgIIKUSaESlAxHBFFHQVLyXhQ/edit?tab=t.0