CALIFORNIA STATE UNIVERSITY, NORTHRIDGE TEACHING ABOUT IFAN TO AMERICAN SECONDARY STUDENTS A graduate project submitted in partial satisfaction of the requirements for the degree of Master of Arts in Secondary Education by Mostafa Mirzaee June, 1981 The Graduate Project of Mostafa Mirzaee is approved: Barnabas B. Hughes, Ph.D. RaymondJ M.cHugh, Ed. D. California State University, Northridge ii TABLE OF CONTENTS Page ABSTRACT v INTRODUCTION 1 CHAPTER I -- GEOGRAPHY AND HESOUP.CES 5 Geography 5 Pesources 8 CHAPTER II -- HISTORY OF IRAN 13 Pre-Islamic Period >/~ 13 ,' Post-Islamic Period 15 CHAPTER III -- SOCIETY 24 People and Language 24 Tribes 26 No-Rouz 31 .~c ,• r- Education 39 CHAPTER IV -- ECONOMY 42 Trade 42 Agriculture 43 Industry 44 Modernization 46 Oil 48 Carpets 51 iii CHAPTER V -- RELIGION 55 Early Beliefs 55 Zoroaster 56 Islam 57 Religious Minorities 68 CHAPTER VI -- ARTS, CRAFTS, LITERATURE 71 Arts 71 Crafts 78 Literature 79 CONCLUSION: IRAN HADE VISIBLE 84 BIBLIOGRAPHY 97 iv ABSTRACT TEACHING ABOUT IRAN TO AMERICAN SECONDARY STUDENTS by Mostafa Mirzaee Master of Arts in Secondary Education Iran has become the center of much discussion and analysis within the last few years. This project seeks to broaden and deepen the perspective of the American public about this controversial area of the world. The intent of the project has been to widen the base of knowledge of the American secondary student as well as to sharpen appreciation of the diversity and richness of the coun­ try's history and culture. In order to accomplish this task, the project discusses the geography, resources, his­ tory, society, economics, religion, and arts of Iran. To reinforce its purpose, the project includes a set of slides designed to assist in the visualization of this diverse culture. v The objectives of the project are that the student be able to identify and explain the significance of four main phases in the development of Iran. These are the Persian Empires, the impact of Islam, the influence of the West, and modern (to 1976) developments in Iran. As the Persian empire, Iran developed an unique iden­ tity which laid the foundation for the great civilization that was to follow. The influence of this civilization was to be felt throughout the entire Middle East. With the coming of Islam in the 7th century, the lifestyle, language, religion, arts, and basic values of the entire society were radically altered. Such a dramatic change came amid conquest and violence and met with strong inter­ nal resistance. However, gradually Islam was absorbed and adapted to the society and began to meet the basic needs of the people. Islam proved to be a dynamic, unifying principle within the culture for thirteen centuries. The 20th century thrust a new and strange reality into the life of the Muslim society. Western imperialist countries discovered Iran's vast supply of "black gold"-­ the life blood of the industrial reolution underway with­ in their countries. Gradually and subtly, complete control of the politi­ cal and economic life of the people shifted into the hands of the western powers. Control by such a strong, external force which pervaded the entire society had as radical an vi effect on Iran as Islam had had thirteen centuries earlier. Iran was now thrust into a central position in interna­ tional affairs--a position for which she needed to prepare herself to cope with. It is my hope that students, through this project will come to appreciate the society of Iran within its total historical and cultural context. Only a small seg­ ment of the richness of its life has been presented here. Much more study and experience are needed to handle ade­ quately the topic. Only through a mature approach to cul­ tural diversity can people hope to live harmoniously to­ gether within the human community, sharing a planet and its gifts. vii INTRODUCTION This project is a visual presentation of the most influential contributions, ideas and facts about the his- tory and development of Iranian society. This project is an area study, which will help students learn about one of the oldest parts of the world in the Middle East. The project includes 70 slides with accompanying captions of the pictures, maps, art works, monuments, and customs. The intent is to prepare a media presentation on Iran through the year 1976 that can be shown to secondary stu- dents in one class period. Iran is the country which has been important in al- /most any period of its long history. /The name Iran is ,/ c derived from the ancient Iranian genitive plural, Aryanan ) or land of the Aryans.( Since about the 11th century, B.C., Indo-European tribes have been settled in Persia, I1 the old name for Iran. These peoples' proverbial capacity i I for assimilation, combined with their proximity to cultur- / al centers of extraordinary importance in the ancient ''\ world, has made Persia both a cultural bridge and a melt- i I i ing-pot for a variety of civilizations which its inhabi- ; I l tants have succeeded in amalgamating. I The country was known in Europe for centuries as Persia. In 1935, the nation demanded official recogni- 1 2 tion as Iran. However, since 1949, it has accepted Persia as an official alternative. Iran lies in Western Asia, bordered by the U.S.S.R. to the north, Turkey and Iraq to the west, the Persian Gulf and the Gulf of Oman to the south, and Pakistan and Afghanistan to the east. It is roughly equal to the state of Kansas, Oklahoma, Texas, Colorado, and New Mexico combined. The population is over 35 million peo­ ple. The climate is one of great extremes. In the sum­ mer, temperatures of over 55 degrees C or 130 degrees F have been recorded, but in the winter the great altitude of much of the country results in termperatures of 18 de­ grees C or 0 degrees F and below. About 50% of the popu­ lation are Persian, and speak Farsi, or Persian. Turkic­ speaking Azerbaijanis form about 27% of the population, and Kurds, Arabs, Baluchis, and Turkamans form less than 25%. The chapter on history describes how Iran is one of the earliest civilizations in recorded history. Success­ ive civilizations have risen and fallen in this country which in the 20th century has assumed increasing import­ ance in the world because of its vast petroleum resources. The exploitation and search for oil in Persia has brought the country into world economics and power politics. A large part of the oil in Iran is linked by pipeline to the head of the Persian Gulf where at Abadan, one of the 3 largest refineries of the world is located. Actually, Abadan is the largest refinery in the Middle East, al­ though, this is not the only refinery in Iran. Minerals other than petroleum are exported, but on a much smaller scale. Such minerals as coal, iron, copper, and chrome can be found. Cereals (wheat, barley, and rice), sugar beets, cot­ ton, tea, and tobacco are chief crops. In addition to cereal crops, Iran produces vegetables, fruits, and nuts such as pistacios. Also, caviar is one of the main re­ sources which is exported. Art work particularly carpets, are another major resource. Knowledge of the early inhabitants of prehistoric Iran is limited. The earliest written records of the Iranians are of the old Persian cuneiform inscriptions of King Darius I in the 6th century B.C., but a long history preceded them. We know nothing of the migratiops of the Indo-Iranians into their final homelands in India and Iran. We can only conjecture about the circumstances of their movements from comparative philology and archaeolog~ The recent Iranian is racially the result of several thousand years of blending. The aboriginal groups mixed with the successive Aryan invaders and also with Central Asian peoples. Augmented by later Median and Persian incursions, they created a culture that has persisted for 3,000 years. In addition, the people of the Iranian 4 plateau interbred to some extent with Westerners, the Aramaeans, Greeks, and Arabs. ;.u'l l((f L ( / Approximately 98% of all Iranians profess Islam, the // J'fficial religion. ~1ost of them belong to the Ja 'Fari 1 / sect (Shiet), the minority branch of Islam. Kurds, ; {.1 Turkomans, and Arabs adhere to the majority branch of I Islam, the Sunni sect. The Shiet branch of Islam is it- \ i self split into many sects. Zoroastrians, Jews, and \ '"~ristians are recognized as official minorities. Primary education is free and compulsory for both sexes, but this has not been fully implemented in rural areas. Culturally, one of the paradoxes of Persian art is that perhaps more than any other aspect of Persian life, it has been subjected to foreign influences. Yet it has retained throughout history an unrnistakeable character of its own. Nearly every element can be traced back to some other act; and yet the bas-reliefs of Persepolis, the lus- tre-ware of the 13th centry, the carpets, the miniatures, the metalwork, even the crude lacquer work of the 19th century, are as distinctive as if they were part of a completely isolated civilization. This is also true of literature. It is hoped that this project may stimulate some of its readers to help in the task of making known to the Western world a culture and civilization which remains extremely important and significant today. 5 CHAPTER I GEOGRAPHY AND RESOURCES Geography Recent geological research has shown that before 15,000 B.C., when the greater part of Europe was covered by glaciers, the Iranian plateau was passing through a pluvial period, during which even the high valleys were under water.