This post begins a series of lesson plans for a comic book unit. These plans can be adapted for 9-11th grade, (and some for middle school) depending on your state curriculum. The first lesson, Censoring Comics, asks students to simulate a Comics Code Authority ratings board, so that they can understand how restrictive the CCA regulations were, and how personal bias influences all ratings systems.
Click to read more for the full plan.
STANDARDS
US-CC-ELA-2010.9-10.SL.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
US-CC-ELA-2010.9-10.SL.1.a
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
US-CC-ELA-2010.9-10.SL.1.d
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
INSTRUCTIONAL OBJECTIVES
1. TSW argue their assigned point of view in a debate about comic book censorship.
Assessment (#1): TSW hold an orderly debate, wherein each student will attempt to argue their assigned point of view for or against the approval of a given comic. TTW take turns listening to each group's discussion to judge how effectively students are participating in the discussion. In a reflection poll as closure , TSW reflect on their performance, the challenges, and come up with a strategy for improving their skills.
2. TSW differentiate between the literal meaning of a CCA guideline and its intended application.
Assessment (#2): TSW use these inferences to form their arguments in a debate. Feedback from their peers will reshape their arguments. TTW listen to each group's discussion and correct misconceptions where necessary.
3. TSW judge arguments constructed by other students and decide which way to vote on the issue of censorship or approval.
Assessment (#3): TSW hear feedback on arguments from multiple members of their group, as well as the teacher. Questioning from the teacher will assess how well students are listening and comprehending the arguments of their peers. A vote at the end of the discussion will determine which arguments were more well-received. A discussion after the simulation will allow students to evaluate their debates and cite what worked and what strategies were ineffective.
4. TSW recall regulations for the CCA code and cite them in arguments for or against the approval of a comic.
Assessment (#4): TSW use specific regulations to form their arguments for discussion. TTW listen for these specific examples when observing debates. If the rules are not being referred to, the teacher can quickly assess and correct this situation. "What rule would forbid that? Look at your regulations." Students will be asked to recall regulations in binary choice (True/False) and may be asked to name one or two regulations in a constructed response question on the unit test.
CONCURRENT SKILLS
The students must be able to:
Read and understand a comic book page in its intended sequence.
Hold an orderly, respectful discourse
Follow directions
Play-act an opinion from a perspective other than their own.
Phase I. Orientation
Preparation: TTW assign reading the class before as Homework. TSW read the Comics Code Authority regulations from 1959 and "Censors and Sensibility: RIP, Comics Code Authority Seal Of Approval, 1954 - 2011" (see attached)
SET: 1a. TTW play "Stan Lee Creating Spider-Man- The Comic Code Controversy":
http://www.youtube.com/watch?v=SBcyCAibXxM
1b. TTW give an overview of the Comics Code Authority, hitting key points in its history. This should take no more than ten minutes.
I. The CCA, founded in 1954, used a voluntary approval board to censor comics.
a. Comic books without the seal would not be stocked by news stands
b. News stands were the primary means of comic distribution until the late 1980's
c. The CCA replaced a previous failed comics rating board, the ACMP (Association of Comics Magazine Publishers)
II. The CCA Code was implemented as a response to a surge in crime and horror comics in the 1940s.
a. Comics were connected to a rise in juvenile crime.
b. Some comics were banned outright, though a Supreme Court Case in 1948 overturned the ban as unconstitutional.
III. The CCA Code restricted subject matter for serious comics.
a. Fear of sexual tension caused the near-elimination of female characters from superhero comics.
b. Artists were forbidden from depicting authority figures in a negative light.
IV. The CCA began to lose its foothold with the 1971 Amazing Spider-Man drug issue.
a. Exceptions were made to allow depictions of drug use in a negative light.
b. As comic stores opened, less and less comics were released with the seal of approval.
c. The 2011 removal of the seal from Archie Comics officially marked the death of the Comics Code Authority.
i. Archie Comics claims no connection to content in dropping the code, but in the same year added an openly gay character to its lineup.
2. TTW explain the simulation process, outlining the task at hand: to analyze single-page comics under the Comics Code Authority regulations and decide, as if they were censors in the 1960's, whether or not to approve or reject each comic. Some students will be assigned a particular bias to try and effect the outcomes of the rating, others will be left merely in the role of a society-conscious person from the 1960's.
Phase II. Participant Training
3. TTW choose three students for a practice session. A comic strip (Calvin and Hobbes, see attached) will be projected for the class to see. The teacher will hand out cards to the students. One will be assigned the bias of wanting the comic published because he/she loves Bill Waterson. The teacher and three students will hold a brief, mock debate where the teacher takes the hidden bias of being against the comic because it mocks public education. This session should last no longer than five minutes before they "vote."
4. The class will be divided into four groups of six students (with one group of seven). Namecards will be placed at desks before the start of class and instructions on the board will direct students to find their seats. Each "ratings board" will elect a leader to keep the debate on track. Every student will draw a card with a secret instruction on it from a basket. Two (or three, for the large group) will have "No Bias" on them. Four of these cards will assign a bias to the students:
- You love Greek Mythology and want more people to read myths in any form.
- The artist was someone who went to high school with you. She was mean to you.
- You're worried that this particular retelling might romanticize rape.
- Your brother-in-law is part-owner of the publishing company that wants to release this comic.
Students who have been assigned a bias will be asked to keep it a secret. They will need to influence the discussion without revealing the information on their card.
5. TTW remind students of the time limit for their debate and that every student is required to speak at least once. They will then begin the clock.
Phase III. Simulation Operations
6. TSW read and debate whether or not they should give the Comics Code Authority Seal of Approval to the given comic, Hades x Persephone (see attached). (Objective 1) Four students will be trying to influence the decision based on their bias while two will be judging as unbiased board members. Each of the four groups will conduct their debate at different ends of the room.
a. TTW circulate the room, listening to be certain that students are working respectfully and staying on task. This is the time to correct or remind students of group-work guidelines.b. TSW cite evidence from the informational text, the Comics Code Authority regulations, which should have been read for homework the night before. In doing so, they will decipher the literal meaning of the text and debate its interpretation. (Objectives 1, 2, 3, & 4)c. TTW stop and start the debates as he/she sees fit to correct group behavior or pose questions.7. TTW call time. TSW call a vote and by "yay" or "nay" decide whether or not to give the CCA Seal of Approval. (Objective 3)
i. What can we infer about the end of the comic? Should this implication be considered in the decision, or does the fact that it is not explicitly stated clear it of responsibility?ii. Check the grammar. Are there mistakes? Is this comic a good example to our students?iii. Is the last panel drawn suggestively?iv. Should we give special treatment to the classics?d. TTW pause groups, one at a time, to speak with the groups. TSW give feedback on the process. (Objective 3)
i. What made that argument particularly effective?ii. Do you think that STUDENT is stretching the intent of that rule?iii. This rule seems silly to us now, but how would a parent in 1954 feel?
Phase IV. Participant Debriefing
8. TTW write on the board which groups chose to approve and which voted to deny.
9. TTW lead a discussion about the activity, asking key questions to tie the activity to the content.
a. Comics Censorship:
i. These regulations are really limiting. How might these regulations, if imposed on books you've read in school, ban some very important literature?ii. What rules did you use to argue against the approval of the comic?iii. Rules 4 under costuming says that women can't be drawn with exaggeration. What about men?iv. Do togas count as reasonably acceptable dress to society? Do we judge it by modern society or Ancient Greek society?v. Rule ten under general standards forbids depiction of kidnapping. How could we feign ingorance to let this comic through?vi. With these regulations, is it easy to understand how comics were not a respected medium until Comix started to shirk the code in the seventies?b. Speaking and Listening:
i. Was it easy to tell where people's bias rested?ii. What strategies did you use to mask your bias?iii. Was it easier to cite the regulations or to speak from the heart? Which was more persuasive?iv. For those trying to approve the comics, was it difficult to twist the code to allow things to slide?(Objective 3)
CLOSE: TSW respond to an exit poll on large index cards. At the end of the class, three questions will be posted on the board. To leave, TSW have to hand in a card answering the questions.
1. What was the most difficult part about convincing your board to vote the way you wanted?
2. Under the CCA rules, why do you think it would be difficult to create a meaningfult piece of literature?
3. What would have helped you form a more convincing argument for your point of view?
(Objective 1)
MATERIALS AND RESOURCES
Homework:
Comic Code Authority Text- printed and stapled
The Comics Code Authority: As Adopted in 1954. Retrieved from http://www.comicartville.com/comicscode.htm\
"Censors and Sensibility" (NPR Article)- printed and stapled
Weldon, Glen (January 27, 2011). Censors and Sensibility: RIP, Comics Code Authority Seal of Approval, 1954-2011. NPR. Retrieved from http://www.npr.org/blogs/monkeysee/2011/01/27/133253953/censors-and-sensibility-rip-comics-code-authority-seal-1954-2011
For Class:
Calvin and Hobbes strip- to be printed on overhead or projected with document camera.
Peter (2012, May 5). Calvin Mocks Education System and Teachers. Retrieved fromhttp://bestofcalvinandhobbes.com/2012/05/calvin-mocks-education-system-and-teacher/
Hades x Persephone- printed and stapled for each student
O'Donnell, Patricia (April 10, 2012) Hades x Persephone. Retrieved from http://browse.deviantart.com/?qh=§ion=&q=comic+page+hades+x+persephone#/d4vrokwLarge index cards
Role assignment cards & basket
Name cards
Chalk/Dry erase markers
Pens/Pencils
Projector/Computer
[DOWNLOAD DIGITAL MATERIALS PACKET]
ACCOMMODATIONS
TTW group EL students with quieter students in the class to ensure that students struggling with English are not steam-rollered by more outgoing English-speaking students.
TTW work closely with special education personnel to obtain a copy of all IEPs for students in his or her class. TTW adhere to any accommodations and/or modifications outlined within a student's IEP.
