Iranian women after the
Revolution
Iranian women in 1979, just
before the Islamic revolution
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Heritage learners of Persian are
mainly second-generation
Iranians (and sometimes Afghan
heritage) who were mostly born
and raised in the U.S., with a
smaller group who were born in
Iran or Afghanistan, but left the
country at a young age with some
who have gone to school in Iran or
Afghanistan for a few years.
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These university level learners
have been exposed to the
heritage language through
speaking with parents and
relatives, attending cultural
events such as Nowruz
celebration, watching Persian
satellite TV, listening to music and
few may have visited Iran or
Afghanistan.
This group of learners include
sequential as well as
simultaneous bilinguals.
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Proficiency Level: Advanced
Students can narrate and describe in major time
frames and deal effectively with unanticipated
complication.
Standards: Students demonstrate
understanding of the target Culture through
the 5C’s: Community, Comparison, Culture,
Communication, Connections
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Content Objective:
Students will gain a deeper understanding of the different styles
and types of hijab and its intended value.
Language Objectives:
Students will practice using new vocabulary to describe their
understanding of the theme of hijab, convey their perspective
through engaging in discussion and analysis of the theme.
Students will be exposed to, and practice complex sentences
using subjunctive mood and relative clauses
Students develop critical thinking skills
Cultural Objectives:
Students develop cultural awareness/social awareness regarding
pre- and post-Iranian Revolution
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Materials used:
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News clips, video clips, texts, images, and interviews
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Differentiated Instruction Strategies
Centers
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Students explore historic events of the pre- and post-revolutionary era regarding Hijab using internet
sources as they prepare for their presentation.
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Exit Cards
Students reflect on their learning by providing two exit cards at the end of Day 1 and Day 3, responding
to two prompts: a) describing an “Aha!” moment of the day’s lesson, and b) an unclear question, or
how they can relate their learning to everyday life.
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Vocabulary Rubrics
Students strategize about their grasp of the unit vocabulary by completing a chart
provided by the teacher, which includes items such as: vocabulary that I can use, but
did not know how to write; vocabulary that I can use correctly when speaking and
writing; writing two or three words that have the same root
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Text-to-self-connection
Students pick out something of interest to them regarding the topic of hijab from one of the
readings, news or video clips and write a reaction paragraph to it with the following prompts:
I agree or disagree because…..
I find this interesting because….
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Preview: Students will be provided with handouts containing
a set of images of women in different types of hijab, and
asked to examine and express their impressions and
discuss what they see, what they know (eliciting
background knowledge about the images).
They are then asked to discuss among themselves and
answer the following questions:
1. What do you think about these photos? What are your
impressions?
2. What is the women’s dress code in Iran?
3. Can you identify the different forms of hijab, “without
hijab,” “bad hijab,” and “with hijab?” What do these different
forms mean for the Iranian women?
Students report to class.
‫مقنعه‬
‫روسری‬
‫چادر‬
‫مانتو و‬
‫شلوار‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫حجاب‬
‫چادر‬
‫مقنعه‬
‫روسری‬
‫با حجاب‬
‫بی حجاب‬
‫بد حجاب‬
‫پوشش اسالمی‬
‫‪.........‬‬
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Students view a short clip about
an Iranian swimmer Elham
Asghari, whose record has been
held hostage over 'un-Islamic
attire.’
http://www.guardian.co.uk/wor
ld/2013/jul/05/iranianswimmer-elham-asghari
Students then read a text of recent
news about the same swimmer.
They come up with the main idea
of the short clip and the reading
passage.
Students will be provided with a
handout which includes a series
of questions for discussion.
Students first discuss among
themselves, then as a whole class.
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Elham Asghari
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Students look at images of Iranian women in
pre-revolutionary era and compare them with
the images of their handouts from yesterday
that contained post-revolutionary hijab.
In groups, L2 learners are asked to speak about
the differences/similarities they observe in the
images, while HLLs write down the ideas
expressed by the L2 learners.
Groups share their ideas with the class.
Iranian women’s demonstration immediately after the revolution
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Students watch a short clip of an early postrevolutionary demonstration by women opposing
“observing the hijab,” followed by listening to a
recent news clip of a demonstration against “bad
hijab” women in Iran today.
http://www.youtube.com/watch?v=ybrxS0Plmq
E
Students are asked to identify similarities and
differences between the above clips, as well as the
clips they watched the previous day.
They discuss in groups and then report to class.
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Students are made aware of Women's
Awakening movement enforced by Reza Shah
Pahlavi (1936–1941), which sought to eliminate
the veiling.
Students compare and contrast enforcement of
Hijab policy pre- and post-Islamic Revolution.
Students practice identifying opposing views
via listening and reading.
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Women’s attire before and after
the Awakening Movement
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Students read a passage about Women’s Awakening
movement of 1936 and underline opposing views.
Students listen to audio recordings of two elderly women
who experienced the Women's Awakening movement.
Then they complete a chart indicating the similarities and
differences they hear in the recordings.
Students will be provided with a handout, which includes a
series of images of post-revolutionary hijab enforcement in
one column, and short news reports in another column.
They are then asked to match each image with the
appropriate text from the second column, followed by
another matching of related news reports. Students are
asked to provide reasons for their choices.
Post-revolutionary newspaper Articles
regarding observing the Hijab
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Students are asked to compare and contrast Women’s
Awakening movement in Iran with women’s
emancipation in the US.
Students are given a real time dictation based on the
Women’s Awakening movement passage worked on
earlier in class.
Homework
Students interview their parents, relatives, friends and
the community.
They call grandparents, relatives in Iran (if possible)
They search the internet for related news clips and
information
They prepare a Prezi/Powerpoint presentation
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Students will research the topic of hijab, and its
different types and styles in modern day Iran. In
addition, they will interview family members,
relatives, the community, in the US, and in Iran via
Skype, telephone (if possible).
They will present their work in a Prezi/Powerpoint
presentation. Students will be provided with
guidelines on how to prepare their Prezi/Powerpoint
presentation, as well as rubrics for assessment.
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Each student presents for 10 minutes.
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Students are provided with peer-evaluation forms,
which they complete as presentations are presented.
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Students listen to a news report and fill in the
blanks in a passage using words from the word
bank.
They listen to another report and use words
from the word bank to replace the underlined
words in the passage.