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.