NHD Theme Book 2015 | Page 61

America. It was an early attempt to create a formal censorship code that was ultimately unsuccessful because—at the time— it could not be enforced. Distribute Student Handout 1—The Don’ts and Be Carefuls (1927) to the class. Students should use Student Worksheet 1—Source Analysis to analyze their source. When they’ve completed the exercise, have students report their findings as a whole, in group discussion format. Suggestions of discussion questions include: • Do any of the items on the 1927 list surprise you? • Are there any items listed in the “Be Careful” list that you think should be in the “Don’t” section, or vice versa? Are there items you don’t think should be on the list at all? Explain your reasoning. • How did this list compare to the Don’ts and Be Careful list you created? • Does this 1927 list reveal any characteristic about the society at the time? • Do you think it is necessary to have a “code of ethics” for mass entertainment? Why or why not? Divide the students into five groups in order to analyze specific sections of The Motion Picture Production Code (1930). Give each group one part of the code. Distribute one handout (2-6) to each group. All students (Groups 2-5) will use Student Worksheet 2—Key Components to analyze their source except for students in Group One. Group One will use Student Worksheet 3—Film Censorship Code. This can be completed for homework. Have students orally report some generalizations about their findings in each particular section of the code. After the groups Day Two have reported, lead a discussion on the following questions: • What were the objectives of the 1930s code of censorship? • In your opinion, were these objectives realistic for the time period? • What then, to people of this time period, was the definition of censorship? • What is your definition of censorship? 58 NATIONAL HISTORY DAY 2015 Now have students analyze specific film segments documented as having been banned or eliminated. If you feel your class does not have the maturity to view these, you can elect to skip this segment. The documents are discussed in the third and second to last paragraphs in the “Teacher Background” section. Now have each group analyze the image in the 1938 Sunset Strip Case Poster by discussing the following questions. Remind them of the points they just discussed. • Would this film and poster be allowed under the 1930s censorship laws? • What specific parts of the code would you be able to use for or against it? • What do you believe the Pennsylvania State Board of Censors might do? • Provide students with 1938 Sunset Strip Case Eliminations and discuss based on their previous responses. Note the disapproval of the poster marked as part of this document. • Also distribute the Pennsylvania State Board of Censors, Certificate of Censorship—Not Approved to the class. The certificate shows the banning of the film Ecstasy in 1948. Ask the class to examine what sort of information is recorded on this document: • Have students compare and contrast the 1930s Code with the revised code in 1968 using Student Handout 7—Motion Picture Rating System (1968) and the current rating code using Student Handout 8—Modern Motion Picture Ratings. Use the following questions to guide their discussion: • How would you now define censorship based on the 1968 and current rating systems? • Is our modern-day motion picture rating system a form of censorship? Why or why not? • What are the objectives of the rating system we have today? Are they similar or different to those of the 1930s and 1960s? • To what extent, then, did the early attempts at censoring films find their way into the modern-day rating system? • What lasting legacy did the Pennsylvania Censorship Board create for future generations? How did their leadership open doors for future debates about film censorship at the national level? Assessment Strategies: The following strategies can be used for assessment throughout this lesson: 1. Completion and accuracy of the Motion Picture Production Code organizer.