De Smet Jesuit High School

English IV: Comics and Their Films 21254 Robert Benjamin Bergman Phone: (314) 567-3500 ext. 411 e-mail: [email protected] (My email is up from 7:50 am until 6:00pm.) Homeroom: 217 Activity Period: 217 Meeting Times: 7:40-7:55 am, 2:50-3:15

Course Description: Comic Books started a world-wide phenomenon from their early inception as “Funny Pages” to the more modern Graphic Novel. They have been vilified, suppressed, banned, and raised to an art form. The class will attempt to define the nature of the comic book and why they receive such positivity in today’s world as opposed to the history of their banishment as “real” literature and how they have been adapted into some of the top grossing films of all time. An analysis of the “types” of comic heroes will begin the class that will culminate in the discussion of the cultural impact of the comic. – From Ink to Screen

Approach to the Material:

Literature is not the study of books. It is a study of the human condition at that point in history and how it translates to the modern reader. It is a way to look at the creative past to see our self through the ideas and visions of others and their perspectives of who they were and who we are. How do you define "Human Condition?" Social Systems Philosophical Systems Technological Systems Ecological Systems Political Systems Psychological Systems Economic Systems Artistic Systems This is also how you define a Literary Period. A body of literature that reflects these systems helps identify the period. You cannot separate the literature from the time period. It is a paradox of Example and Definition and how they are interrelated. Education is making connections. Identify why one thing is related to another -- the interrelationship of all things and its effect on all other things. Understanding Science helps in understanding Literature. Understanding Literature helps in understanding Theology. Understanding Theology helps in understanding Philosophy. Understanding Philosophy helps in understanding History. Understanding History helps in understanding Science. Etc. Etc.

English Class is Ignatian . . .

 Jesuit education is a vision which is "Ignatian." The vision certainly, encompasses the entire high school community, and it recognizes that individuals have positive contributions to make to the community.  Ignatian education allows students to pursue intellectual development to the fullest measure of their God-given talents.  Ignatian education allows for the full growth of students which leads to action. At DeSmet, students learn that talents are gifts to be developed with the help of God, for the good of the human community.  Ignatian education is the opportunity for students to explore human values critically and to test their own values experimentally.  Ignatian education is the preparation for life.  Ignatian education is love shown in deeds.  At Jesuit schools, students learn, in light of competition, to distinguish themselves by their abilities to work together, to be sensitive to one another, to be committed to the service of others.  Students who graduate from Jesuit high schools receive guidance and ongoing formation, we have a commitment to our former students. Our prime educational objective is to form Men-For-Others, men who cannot even conceive of love of God which does not include love for the least of their neighbors. We work toward the ideal of the well-rounded Spartan who is intellectually competent, open to growth, religious, loving, and committed to doing justice in generous service to the people of God.

Learning Outcomes:

By the end of the course students will:

 analyze the impact of popular culture  discuss alternative literature  discuss alternative art  apply archetypal criticism to literary sources  discuss social issues/problems addressed in artistic mediums

Course Calendar: subject to change – a more detailed schedule will be available, and updated throughout the course of the semester. First Quarter – Teacher’s Choice Second Quarter Students’ Choice .Intro Police Alien Behemoth Vigilante God Amazon Patriot Innocent Justice Cowboy Rogue

Assessment types:  Completion of assigned readings.  Quizzes and Tests.  Several short response papers based on films with reference to readings.  Essays.  One Presentation.

Learning Materials:

Textbooks, Resources, and Films: All Texts will be supplied by the instructor. A thumb-drive will be required for the course. From Ink to Screen: A Study of Comics and their Films. Provided by instructor Selections from the following: The Ten-Scent Plague: The Great Comic-Book Scare and How it Changed America by David Hajdu Film and Comic Books by Ian Gordon Understanding Comics: The Invisible Art by Scott McCloud Comic Book Nation: The Transformation of Youth Culture in America by Bradford W. Wright Our Gods Wear Spandex: The Secret History of Comic Book Heroes by Chris Knowles and Joseph Michael Linsner Comic Book Nation: the Transformation of Youth Culture in America by Bradford W Wright The Power of Comics: History, Form and Culture by Randy Duncan Supergods: What Masked Vigilantes, Miraculous Mutants, and a Sun God From Smallville can teach us about being human by Grant Morrison Men of Tomorrow: Geeks, Gangsters, and the Birth of the Comic Book by Gerard Jones The Supergirls:Fashion, Feminism, Fantasy, and the history of the Comic Book Heroine by Mike Madrid Super Heroes: A Modern Mythology by Richard Reynolds Understanding Comics: The Invisible Art by Scott McCloud A Comics Studies Reader by Jeet Heer Superheroes: Capes and Crusaders in Comics and Film by Roz Kaveney Holy Superheroes: Exploring Faith and Spirituality in Comic Books by Greg Garrett The Government Manual for New Superheroes by Matthew David Brozik Disguised as Clark Kent: Jews, Comics, and the Creation of the Superhero by Danny Fingeroth Other Readings: Will be supplied from the class website ( http://resources.desmet.org/bergman/index.htm) or Moodle. Supplies: A fully charged laptop everyday. Electronic handouts will be found on Moodle Course Calendar: (a more comprehensive/specified calendar will be provided on Moodle)

Unit 1: Background – Setting the Context Concepts: Controversy; Art, Satire, Seriousness, Social, Historical, Literary Timeframe:1-2 Weeks Outcomes: Students will demonstrate understanding of the following: - why comics are controversial. - why comics were used by the powers that be to criticize adults and children. - the seriousness of public consciousness. - the seriousness of public outcry. Content: Students will be introduced to the following: - archetypes. - the universes of Marvel and DC. - the background on some of the main characters. - how comics are defined. Assessment: Reflections, Essays, Journals, Presentations Material: Background Documentaries: -The History Channel: A History of Comics -Starz: A History of Comics Background Books: -Seduction of the Innocent by Fredric Wertham -Comic Books and Juvenile Delinquency Books: -Understanding Comics by Scott McCloud -Comics 101 by Scott Tipton

Unit 2: Alien – Concepts: First superhero, defining genres Timeframe: 2 weeks Outcomes: Materials: - the concept of what it means to truly be “alien.” Superman Films: - learn how to create a story arc. Superman: The Movie - 1978, dir. Richard Donner - discuss how stories work for a culture. Superman II - 1981, The Richard Donner Cut Content: Superman: Doomsday – 2007, dir. Lauren Montgomery - the creation of the first superhero. Superman Returns – 2006, dir. Bryan Singer - the importance of Jewish immigrants to the culture of Look Up on the Sky: A History of Superman comic books. Superman Books: - the importance of Superman to the American culture Action Comics 1 Assessment: Superman Chronicles Reflections, Essays, Journals, Presentations

Unit 3: Vigilante - Concepts: Orphan, Complexity of Media, Interests of Day, Reaction to Day, Violence, Sidekicks Timeframe: 2 Weeks Outcomes: Materials: - the humanity of a superhero. Batman Films - the reality of . Batman – 1989, dir. Tim Burton - the concept of insanity. Batman Begins – 2005, dir. Christopher Nolan - the dual nature of humanity. Batman: Year One – 2011, Sam Liu, Lauren Content: Montgomery - the controversy of the sidekick. Batman Books: - the controversy of going against social norms. Batman Chronicles - the idea of taboo. Batman: The Dark Knight Returns - the problem of the superhero. Batman: The Long Halloween Assessment: Batman: Knighfall Reflections, Essays, Journals, Presentations Batman: Unauthorized-Vigilantes, Jokers, and Heroes of Gotham City, Ed. Denny O’Neil Batman: A Death in the Family

Unit 4: Amazon – Concepts: Feminism, Differences between Men and Women Heroes, Role Reversal Timeframe: 1 Week Outcomes: Materials: - why there are so few female superheroes. Wonder Woman Films: - how feminism is still a powerful movement. Wonder Woman – 2009, dir. Lauren Montgomery Content: Wonder Woman Books: - to the taboo. Wonder Woman: Best Stories - how writers and artists can promote their own agendas. - how superheroes and change with the times and adapt Tri-Venn Diagram for generations. Assessment: Reflections, Essays, Journals, Presentations

Unit 5: Innocent – Spider-man Concepts: Trademark issues, Property Ownership, Bullying Timeframe: 2 Weeks Outcomes: Materials: - the archetype of the innocent/fool. Spiderman Films: - the idea that ignorance is not bliss. Spiderman I – 2002, dir. Sam Raimi Content: Spiderman II – 2004, dir. Sam Raimi - the concept of “everyman.” Spiderman III – 2007, dir. Sam Raimi - how Spider-man is the concept of teenager. Spiderman Books: - that with “great power comes great responsibility.” The Amazing Spiderman Marvel Masterworks, Vol. 1 - the importance of “9/11.” Spiderman vs. Wolverine Assessment: The Amazing Spiderman Annual 21 Reflections, Essays, Journals, Presentations

Unit 6: Cowboy – Iron Man Concepts: Capitalism, Honor, Futurism, Technology, Philosophy Timeframe: 2 Weeks Outcomes: Materials: - the idea of what a “cowboy” is and the importance of Iron Man Films: the cowboy to American identity. Iron Man I – 2008, dir. Jon Favreau Content: Iron Man II – 2010, dir. Jon Favreau - the concept of “manifest destiny.” The Invincible Iron Man – 2007, dir. Frank Paur, Jay - the difference between the West Coast and the East Olivia Coast. Iron Man Books: - the fallen hero. The Invincible Iron Man Marvel Masterworks, Vol 1 Assessment: Demon in a Bottle Reflections, Essays, Journals, Presentations

CHOICES

Unit: Police – Concepts: Universal Justice, Film Adaptation Failure Outcomes: Materials: - why comics have been used to get to a younger Green Lantern Films: audience. Green Lantern: First Flight – 2009, dir. Lauren - why comics can be a driving force for change. Montgomery - why there is a need for more positive minority Green Lantern: Emerald Knights – 2011, dir. Chris superheroes. Berkeley, Lauren Montgomery Content: Green Lantern – 2011, dir. Martin Gampbell - universal justice. Green Lantern Books: - the use of popular culture to address societal problems, Green Lantern Chronicle; such as racism, ecology, and drug abuse. Green Lantern/ Collection 2. - how public servants should serve the public and not their own self-interests. Assessment: Reflections, Essays, Journals, Presentations

Unit: Behemoth – Hulk Concepts: The Nuclear Age, Monster as Hero, Licensing Issues Outcomes: Materials: - the use of science in art. Hulk Films: - fear of the monster that can’t be controlled and created The Hulk – 2003, dir. Ang Lee by science. The Incredible Hulk – 2008, dir. Louis Leterrier Content: Hulk Vs. Wolverine – 2009, dir. Sam Liu, Frank Paur - the concept of the loner. Planet Hulk – 2010, dir. Sam Liu, Planet Hulk Extra: - the idea of the “Frankenstein Monster.” Wolverine vs. Hulk X-Men Short - the use of weaponry to create monsters. Hulk Books: - the idea that the military will go to any means to The Incredible Hulk Marvel Masterworks, Vol1. succeed.

Unit: God – Thor Concepts: Humility, Leadership, Brotherhood, Familial Responsibilities Outcomes: Materials: - the role of god in humanity’s life. Thor Films: - idea of god as hero. Thor: Tales of Asgard – 2011, dir. Sam Liu - the meaning of the death of a god. Hulk Vs. Thor – 2009, dir. Sam Liu, Frank Paur Content: Thor – 2011, dir. Kenneth Branagh - the importance of Norse mythology in Western Culture Thor Books: from the past to the present. The Mighty Thor Marvel Masterworks, Vol1. - surreal art. The Mighyt Thor #380 “Death of Thor Assessment: Reflections, Essays, Journals, Presentations

Unit: Patriot – Captain America Concepts: Government Control, Honor vs. Responsibility, Death of Patriotism, Product of Time Outcomes: Materials: - how governments look at their loyal followers. Captain America Films: - the embodiment of American Virtues. The Ultimate Avengers I and II – 2006, dir. Curt Geda, Content: Steven, Gordon - the idea of patriotism. Captain America: The First Avenger – 2011, dir. Joe - the symbolic death of patriotism. Johnston - the use of the shield as a weapon. Captain America Marvel Masterworks, Vol 1 - the loner. Death of Captain America - the vagabond. Assessment: Reflections, Essays, Journals, Presentations

Unit: Justice – Daredevil Concepts: Faith and Religion, Disability, Irony Outcomes: Materials: - blind justice. Daredevil Films: - the idea of a “handicapped” hero. Daredevil – 2003, dir. Mark Steve Johnson Content: Daredevil Books: - the balance between the law and justice. Daredevil: the Man Without Fear Marvel Masterworks, - the balance between good and evil. Vol 1. - how to make “right” choices. Daredevil #191 “Roulette” Assessment: Reflections, Essays, Journals, Presentations

Unit: Rogue – Wolverine Concepts: Philosophy, Berserker Nature Outcomes: Materials: - the idea of being out of time. Wolverine Films: - the mental breakdown of those who can’t die. X-Men Origins: Wolverine Content: X-Men - Gen Xers favorite character. Wolverine Books: - how scientific and natural happenings combine to Spiderman vs. Wolverine. create and destroy. - the duality of man. Assessment: Reflections, Essays, Journals, Presentations

A note about Essay writing: Always follow the writing rules posted on Moodle. A template will be set up at the beginning of the school year, always use it for this course.

The Project:

Project Presentations Each student will be required to prepare and present a character for 10-15 minutes - each researched topic must include the reason it is related to the current topic. The unit and topics are as follows: Background Stan Lee ______DC Comics ______Senate Commission on Juvenile Delinquency ______Alien ______Hawkman ______Silver Surfer ______Vigilante Blade ______Powerman ______Green Arrow ______Amazon She-Hulk ______Catwoman ______Spiderwoman ______Innocent Firestorm ______Kitty Pryde ______Captain Marvel (Shazaam) ______Cowboy Jonah Hex ______Iron Fist ______

Police The Spirit ______Aquaman ______Nova ______God Ghost Rider ______Dr. Strange ______Dream/Morpheus () ______Patriot Nick Fury ______Black Panther ______Sunfire ______Justice The Punisher ______Hawkeye ______Falcon ______Quasar ______Rogue Moon-Knight ______Elektra ______Deadpool ______Star Lord ______

Media of all sorts are possibilities to include in your presentation. If you use a Power Point presentation you are NOT to just read off of your slides, additional information must be presented. You must use at least one non-internet source on your project and submit a two page summary of your research including an annotated bibliography. Example of an annotated bibliography. Your total points will include: peer grading; presentation, and presentation write-up with bibliography.

Example of Presentation Rubric Requirements Check Scale Notes Total 1 Superhero Picture (writeup) 1 2 3 4 5 2 MPI: Mission (write up) 1 2 3 4 5 3 MPI: Powers (write up) 1 2 3 4 5 4 MPI: Identity(write up) 1 2 3 4 5 5 Origin Story Summary – (write-up) 1 2 3 4 5 6 Show Images of Character and explain 1 2 3 4 5 costume – (write-up) 7 Identify Relationships with any 1 2 3 4 5 organization or character: notable team- ups and affiliations– (write-up) 8 Explain how this character is an example 1 2 3 4 5 of Archetype. (write-up) 9 Explain how this character addresses 1 2 3 4 5 Societal Issues: Societal issues. (write-up) 10 Explain how this character a function of 1 2 3 4 5 Historical Time of Origin Story: his/her time in history. (write-up) 11 Explain how this character is a literary 1 2 3 4 5 Literary Membership: character. (write-up) 12 Nemesis and why. (write-up) 1 2 3 4 5 Nemesis Origin: 13 Notable Story/Plot lines. (write- up) 1 2 3 4 5 14 Clips –video clips of character: Animated 1 2 3 4 5 Explain choice of clip: and Film history(write-up) Include Release Year: 15 List Major Artists, Writers, and 1 2 3 4 5 Artists: Directors who worked with this Writers: character (write-up) Directors: 16 Bibliography (write-up) 1 2 3 4 5

Peer Evaluation - Moodle Choice /25

Teacher Evaluation -Presentation /80

Teacher Evaluation -Write-up /20

Total /125 Explanation: Numbers 1-16 should be covered in your presentation as well as your write-up. The evaluation by the students should also take into account this rubric when grading their peers. More explanation to follow before the first presentation.

What successful students should expect to do in this course: Responsibilities: - Work should be completed on time. - Use your time wisely in class and out of class. - You will have sufficient time to complete all assignments. - Always check the schedule and plan your week accordingly. (posted on wipe board) - Always have your books and materials for class. Classroom Conduct Be honest. Be truthful. Be attentive. Be respectful. Be on time. Be prepared. Follow the rules of the school Special Needs: If you have a physical, psychiatric/emotional, medical, or learning disability that may impact your ability to carry out assigned course work, I urge you to contact De Smet’s Learning Consultant who will review your concerns and determine, with you, what accommodations are necessary and appropriate. All information and documentation is confidential. Academic Honesty:

De Smet Jesuit High School is a community of learning in which integrity and mutual trust are vital. De Smet Jesuit works to form Men for Others, who pursue glorifying God through each and every action, hence our use of the Latin motto “A.M.D.G.,” meaning “for the greater glory of God.” Academic dishonesty runs counter to the ethical principles of Christianity and undercuts the spiritual and intellectual ideals of the Catholic Church and the Society of Jesus, upon which our school is founded. There is no greater academic crime you can commit in this school. If you cheat, or engage in acts of dishonesty, you will receive a zero. Worse, you will lose the opportunity to learn from that assignment, and use your talents fully; you will fail to glorify God. Academic dishonesty includes, but is not limited to, the following:

 Cheating - The use of unauthorized or unethical assistance to gain an unfair advantage over other students. This includes: working with a partner on an assignment that is supposed to be done individually; sharing questions from a quiz with a classmate who has not yet taken the quiz; obtaining and/or using unauthorized tests aids (cheat sheets, etc.).  Plagiarism - The intentional representation of someone else's thoughts or words as if they were one's own. This includes: Using quotes from online sources without proper citation; changing the wording of a sentence from an online source without proper citation; submitting someone else’s work and claiming it as your own.  Collusion - Collaboration with another person or persons for the purpose of engaging in, aiding, or abetting acts of academic dishonesty as defined above. This includes: having a friend re-write a sentence or paragraph during a peer edit; allowing someone else to see and/or use your work without the teacher’s permission.

Ultimately, it is the student’s responsibility to understand and adhere to the above rules and definitions. If a student has any doubt that he is following the rules, it is his responsibility to approach the teacher.

Disciplinary action will be taken against any students who engage in behavior considered academically dishonest. See the Parent-Student Handbook for further explanation of consequences.

* Definitions and philosophy have been adapted from the Saint Louis University College of Arts and Sciences website http://www.slu.edu/college-of-arts-and-sciences-home/undergraduate- education/academic-honesty/ii-definitions

Cheating in this course includes any of the following and if caught, you will receive a zero for the assignment and there will be no possible way for you to make up the points and you also forfeit any EXTRA CREDIT assignments for the year. - Students will put a copy of each assignment into turnitin.com when instructed. - Breaking Test Procedure is a form of cheating: the use of any "Cheat Sheet", a book, a note, writing on the desk, looking around, talking, having your internet engaged when told not to, etc. during testing/writing time that is suspicion of cheating on the quiz, test, project, essay, etc. PLAGIARISM: - Plagiarism is the use of another author’s thoughts or ideas and claimed as your own without proper credit given to the original author. - In addition, you have a responsibility to guard your academic intellectual property. - “Team writing” or collusion occurs when you compose or brainstorm an essay with another student, family member, or teacher. The penalty for this offense is a zero, for both of students involved. This also applies if you do your original work, but allow another student to use your work for dishonest ends. The penalty for this offense, even if you think you are doing the right thing, is again, a zero. (paraphrased from slu.edu)

DON'T "SHARE" YOUR PAPER WITH ANYONE and DON'T COPY OFF THE INTERNET ANY PAPER or PART OF A PAPER or PARAPHRASE WITHOUT PROPER CITATION and DON'T TRUST WIKIPEDIA. DO YOUR OWN WORK

Technology Requirements:

Moodle: Moodle is a course management system where you will be able to find a copy of this syllabus. I will use Moodle throughout the school year in the following ways: I will have electronic course documents stored on Moodle. I will give periodic quizzes, discussion boards and other online activities through Moodle. I will use Turn-It-In through Moodle to help evaluate the originality of your work. I will maintain a list of support materials and websites relevant to the topics being covered. I will expect you to periodically participate in Discussion boards and Wiki’s. I will post work assignments and materials on Moodle in the event of my absence. Computer use: Students are expected to take good care of their computer and are responsible for having a well maintained working computer in class every day. Batteries are fully charged at the beginning of the school day. It is recommended that you use Microsoft OneNote for your class notes and that these files are stored in My Documents. If you are experiencing any technical issues resolve the issues with the IT Center as soon as you are able. Netclassroom: I will use Net Classroom to keep you informed of your current progress in class. Please occasionally verify the accuracy of this information and let me know if there are any discrepancies. Each assignment will have a point value adding up to a whole for the semester. All points are positive points. I will place an “M” on a missing assignment and when it is turned in late, I will place a class note as an explanation that signifies it as a “Late” assignment and it has been turned in for evaluation. When assignments are graded, I update Netclassroom.

Grading: The following are the list of percentages and their equivalent in letter form: 98-100 = A+ 78-81 = C 93-97 = A 75-77 = D+ 92-89 = B+ 70-74 = D 85-89 = B Below 70% = F 82-84 = C+ Grades are given for the following: Essays and Projects If a student is on the line for a grade, class participation will come into play at this time.

Late Work Policy: All assignments are due on the assigned day. If you are absent, essays are still due on the assigned day. You should email it to me and upload it to turnitin.com . Late work will be accepted. After one day late, the maximum grade you can receive on an assignment which is one day late is a "C." If you are legitimately sick the day a paper is due, you should email and let me know; otherwise, your late paper will be worth a "C" if it is of "A" quality. Papers, which are more than one day late, can be turned in for up to 50% of the total points/grade. All papers are due the hour the class meets. If you hand in a paper 5th hour, which was due 1st hour, it is considered a late paper. If you have difficulty meeting a deadline, let me know before the due date so we can work out some sort of agreement. If you are absent because of an extended illness, special arrangements will need to be made.

If a problem arises and you cannot turn in your paper on time, do not assume anything. Please come and speak to me. Make-up assignments are allowed only for an excused absence from class. If you are absent from school for one day, the day a test is given, you are expected to make up the test on the day you return. If you are absent for an extended period of time, you need to check Moodle and get your assignments so you will be able to return to school and keep up with the class. As a rule, you should be able to complete all assignments on time.

A comment on grading philosophy:

Assessment in this course can be best understood with the following statements in mind:

 Student progress can be measured in countless ways.  Benchmarks of progress are important for encouraging student growth and continuous improvement.  Although traditional assessment based on grades can have its drawbacks, a ‘point system’ can help students gauge their understanding of material.  Open dialogue and communication between the instructor and student can aid both the student and instructor in assessing student progress.  The grade is your grade, no one else’s.

Your Teacher:

What to expect from me outside the classroom: In order to meet all of my professional obligations, I plan my schedule carefully. While I might wish to be available for your questions 24/7, that is simply not possible. Please be advised that I regularly check my phone and e-mail messages on school days between 8 a.m. and 4 p.m. This means that if you leave a message at 4:01 on Friday it may not be returned until first thing Monday morning.

What you can expect when you submit papers or projects for grading: I make every effort to return papers and projects within one week. Occasionally, other professional obligations make this impossible. I will advise you of this when the work is submitted and let you know when you can anticipate return. I make comments in the margins of written work. Should these comments be insufficient for you to understand your grade, please make an appointment to discuss the work. If I give you a week to write a paper you should give me at least a week to read your paper. All grades will be updated as soon as grading is complete.