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 superheroes 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 only 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 Second Quarter .Intro Cowboy Alien Behemoth Vigilante God Police Patriot Amazon/Princess Justice Innocent Rogue Final Synthesis Project

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

Learning Materials: Textbooks, Resources, and Films: All Texts will be supplied by the instructor. A CD or thumbdrive will be required for the course. Having a Netflix account would be beneficial. 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 Superhero: The Secret Origin of a Genre by Peter Coogan Other Readings: Will be supplied from the class website ( http://resources.desmet.org/bergman/index.htm) or Moodle. Supplies: Blue or black pens (please reserve all other colors for the teacher) Notebook or Binder for handouts Electronic handouts will be found on Moodle Course Calendar: (a more comprehensive/specified calendar will be provided on Moodle) Timeframe Outcomes Content Assessment Materials Students will understand Students will be introduced the following: to the following: Unit 1 - why comics are - archetypes. Reflection Background Background controversial. - the universes of Marvel Essays Documentaries: - why comics were used and DC. Journal -The History Definitions by the powers that be to - the background on Presentation Channel: A History Controversial criticize adults and some of the main of Comics Art children. characters. -Starz: A History of Satire - the seriousness of - how comics are Comics Seriousness public consciousness. defined. Background Books: - the seriousness of -Seduction of the public outcry. Innocent by Fredric Wertham -Comic Books and Juvenile Delinquency

Books: -Understanding Comics by Scott McCloud -Comics 101 by Scott Tipton Unit 2 - the concept of what it - the creation of the first Reflection Films: Alien means to truly be superhero. Essays Superman: The Superman “alien.” - the importance of Journal Movie - 1978, dir. - learn how to create a Jewish immigrants to the Presentation Richard Donner story arc. culture of comic books. Superman II - - discuss how stories - the importance of 1981, The Richard work for a culture. Superman to the Donner Cut American culture Superman: Doomsday – 2007, dir. Superman Returns – 2006, dir. Bryan Singer Look Up on the Sky: A History of Superman Superman Books: Action Comics 1 Superman Chronicles

Unit 3 - the humanity of a - the controversy of the Reflection Films Vigilante superhero. sidekick. Essays Batman – 1989, Batman - the reality of superhero - the controversy of Journal dir. Tim Burton comics. going against social Presentation Batman Begins – - the concept of insanity. norms. 2005, dir. - the dual nature of - the idea of taboo. Christopher Nolan humanity. - the problem of : Year One superhero. – 2011, Sam Liu,

Lauren Montgomery Batman Books: Batman Chronicles Batman: The Dark Knight Returns Batman: A Death in the Family Unit 4 - why comics have been - universal justice. Reflection Police used to get to a younger - the use of popular Essays Films: Green Lantern audience. culture to address Journal Green Lantern: - why comics can be a societal problems, such Presentation First Flight – 2009, driving force for change. as racism, ecology, and dir. Lauren - why there is a need for drug abuse. Montgomery more positive minority - how public servants Green Lantern: superheroes. should serve the public Emerald Knights – and not their own self- 2011, dir. Chris

interests. Berkeley, Lauren Montgomery Green Lantern – 2011, dir. Martin Gampbell GL Books: Green Lantern Chronicle; GL/Green Arrow Collection 2.

Unit 5 - why there are so few - to the taboo. Reflection Amazon/Princess female superheroes. - how writers and artists Essays Films: Wonder Woman - how feminism is still a can promote their own Journal Wonder Woman – powerful movement. agendas. Presentation 2009, dir. Lauren - how superheroes and Montgomery change with the times Wonder Woman and adapt for generations Books: Wonder Woman: Best Stories

Unit 6 - the archetype of the - the concept of Reflection Spiderman Films: Innocent innocent/fool. “everyman.” Essays Spiderman I – Spider-man - the idea that ignorance - how Spider-man is the Journal 2002, dir. Sam is not bliss. concept of teenager. Presentation Raimi - that with “great power Spiderman II – comes great 2004, dir. Sam responsibility.” Raimi - the importance of Spiderman III – “9/11.” 2007, dir. Sam Raimi Spiderman Books: The Amazing Spiderman Marvel Masterworks, Vol. 1 Spiderman vs. Wolverine The Amazing Spiderman Annual 21 Unit 7 - the idea of what a - the concept of Reflection Iron Man Films: Cowboy “cowboy” is and the “manifest destiny.” Essays Iron Man I – 2008, Iron Man importance of the - the difference between Journal dir. Jon Favreau cowboy to American the West Coast and the Presentation Iron Man II – 2010, identity. East Coast. dir. Jon Favreau - the fallen hero. The Invincible Iron Man – 2007, dir. Frank Paur, Jay Olivia Iron Man Books: The Invincible Iron Man Marvel Masterworks, Vol 1 Demon in a Bottle Unit 8 - the use of science in - the concept of the Reflection Hulk Films: Behemoth art. loner. Essays The Hulk – 2003, Hulk - fear of the monster that - the idea of the Journal dir. Ang Lee can’t be controlled and “Frankenstein Monster.” Presentation The Incredible created by science. - the use of weaponry to Hulk – 2008, dir. create monsters. Louis Leterrier - the idea that the Hulk Vs. Wolverine military will go to any – 2009, dir. Sam means to succeed. Liu, Frank Paur Planet Hulk – 2010, dir. Sam Liu, Planet Hulk Extra: Wolverine vs. Hulk X-Men Short Hulk Books: The Incredible Hulk Marvel Masterworks, Vol1.

Unit 9 - the role of god in - the importance of Reflection Thor Films: God humanity’s life. Norse mythology in Essays Thor: Tales of Thor - idea of god as hero. Western Culture from Journal Asgard – 2011, dir. - the meaning of the the past to the present. Presentation Sam Liu death of a god. - surreal art. Hulk Vs. Thor – 2009, dir. Sam Liu, Frank Paur Thor – 2011, dir. Kenneth Branagh Thor Books:

The Mighty Thor Marvel Masterworks, Vol1. The Mighyt Thor #380 “Death of Thor” Unit 10 - how governments look - the idea of patriotism. Reflection Captain America Patriot at their loyal followers. - the symbolic death of Essays Films: Captain America - the embodiment of patriotism. Journal The Ultimate American Virtues. - the use of the shield as Presentation Avengers I and II – a weapon. 2006, dir. Curt - the loner. Geda, Steven, - the vagabond. Gordon Captain America: The First Avenger – 2011, dir. Joe Johnston Captain America Marvel Masterworks, Vol 1 Death of Captain America Unit 11 - blind justice. - the balance between the Reflection Daredevil Films: Justice - the idea of a law and justice. Essays Daredevil – 2003, Daredevil “handicapped” hero. - the balance between Journal dir. Mark Steve good and evil. Presentation Johnson - how to make “right” Daredevil Books: choices. Daredevil: the Man - the controversy of the Without Fear death penalty. Marvel Masterworks, Vol 1. Daredevil #191 “Roulette”

Unit 12 - the idea of being out of - Gen Xers favorite Reflection Wolverine Films: Rogue time. character. Essays X-Men Origins: Wolverine - the mental breakdown - how scientific and Journal Wolverine of those who can’t die. natural happenings Presentation X-Men combine to create and Wolverine Books: destroy. Spiderman vs. - the duality of man. Wolverine. - religion of superheroes. 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.

Project Presentations Each student will be required to prepare and present a character for an entire class period instead of writing a paper for one unit - each researched topic must include the reason it is related to the current topic. The unit and topics are as follows: Background Stan Lee __NA______DC Comics __NA______Senate Commission on Juvenile Delinquency __NA______Alien Martian Manhunter ______Hawkman ______Silver Surfer ______Vigilante Blade ______Powerman ______Green Arrow ______Police Ms. Marvel ______Aquaman ______Nova ______Amazon/Princess She-Hulk ______Catwoman ______Spiderwoman ______Innocent Firestorm ______Kitty Pryde ______Captain Marvel (Shazaam) ______Cowboy Jonah Hex ______Iron Fist ______

Flash ______Behemoth Thing ______Swamp-Thing ______

God Ghost Rider ______Dr. Strange ______Dream/Morpheus (Sandman) ______Patriot Nick Fury ______Black Panther ______Sunfire ______Justice The Punisher ______Hawkeye ______Falcon ______Rogue Moon-Knight ______Elektra ______Deadpool ______

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. Presentation Evaluation Rubric. Your total points will include an average of peer grading and your two page summary with annotated bibliography. 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 - Always have your books and materials for class. Classroom Conduct Be honest. Be truthful. Pay attention. 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 Mrs. Linda Doherty, 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: Students should recall the Honor Code that they signed before they started their freshman year. The Code states, “De Smet Jesuit High School is a Christian COMMUNITY dedicated to fostering LEADERSHIP in the Jesuit tradition, which is characterized by RESPECT, INTEGRITY, and generous SERVICE. I promise to:  Embrace honesty in all that I do by never lying, cheating, or stealing;  Treat my school, my teachers, my fellow students, and myself with respect;  Strive to be a “man for others” both inside and outside of the school;  Approach academic and co-curricular activities with self-discipline;  Appreciate the value of diversity, accepting others as they are;  Think before I act. With the Honor Code in mind, students should understand that cheating of any kind in this course will result in disciplinary action. According to the Student Handbook, “When a student is caught cheating or breaking test procedure, the teacher will collect the work of the student(s) involved. The penalty for such cheating is a “0” on the exam or paper. The teacher involved notifies the student’s parents and the Assistant Principal’s office of the incident. An additional penalty for a second incident of cheating will include the student being placed on disciplinary probation. A third occurrence will be considered grounds for a review by the Discipline Board.”

Cheating in this course includes any of the following: 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. Breaking Test Procedure is a form of cheating. This is the use of any "Cheat Sheet", a book, a note, writing on the desk, looking around, talking, etc. during testing time that is suspicion of cheating on the quiz, test, project, etc. PLAGIARISM: this 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. (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 (any fool can add or edit an article on wikipedia and therefore is not a credible source of correct information)) 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 note about unexcused absences: Students who skip class or whose absences are considered unexcused will receive only 60 percent of points earned on all make-up work (including tests, quizzes, and homework). For example, if a test is worth 100 points and he earns 90 points on the test, he will receive 54 points (60 percent of the grade he earned) on that test. Refer to the Student-Parent Handbook for further disciplinary consequences for skipping or other unexcused absences.

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.