STEP 1: Foundational Discussion 

We recommend that educators begin an exploration of this book by discussing hobbies and interests with students. What are the things that make our youth "tick?"
Maybe it's skateboarding, playing a musical instrument, theatre acting, gymnastics, track and field, sculpture, writing, basketball, video production, design (landscape, structural, clothing, etc.), juggling, hip-hop dance, or any number of different things that they excell at. . .that they care deeply about. And maybe the students THINK they're not accomplished at it yet, but they are interested in it nonetheless.

This book, The Cartoonists Club, is inspired by a graphic novel originally printed in the 90s called Understanding Comics that was written and drawn by Scott McCloud the author and artist of some wonderful graphic novels including Zot, The Sculptor, and many others. Understanding Comics is widely recognized as a comics industry classic. 30+ years after it was published UC remains one of THE definining texts on what comics are, what strategies that comics creators employ to maximize the impact of the format, and how we--as readers--process comics as an art and literary form. We STRONGLY recommend that you search out a copy of Understanding Comics at your local library or brick&mortar comics or book store. UC is a mindblower of a timeless masterpiece, and has inspired countless creators as well as casual comics readers over the decades. Raina Telgemeier is one of those inspired by McCloud's book and is a brilliant comics creator in her own right with a veritable legion of fans across the world due to her stunning modern graphic novel classics: Smile, Drama, and Sisters just to name a few.  Telgemeier eventually convinced McCloud to co-create a youth version of Understanding Comics. And THAT is how this book, The Cartoonists Club, came to be published. 

However, The Cartoonists Club isn't merely a rehash of Understanding Comics. Somehow McCloud and Telgemeier have collaborated and created something that is greater than the sum of its parts. It DOES provide a rich and nuanced exploration of the comics form through the four main protagonists and the individual interests, strengths, and talents that they bring to the medium of comics creation, but it ALSO is a profoundly realistic portrayal of how--within any given pursuit--there are things that we can all excell at and things that we may struggle deeply with. Essentially, it is a gentle but poignant examination of the many layers of  ___________ pursuit [in this case: comics creation] and how we, as creators, can sharpen our existing talents, flop at things we struggle with, and find meaning in the pursuit of improving upon our perceived limitations. 

This book, The Cartoonists Club, is a youth version of the language of comics, but it is also a gift to the innovators, the enthusiasts, the devoted practitioners of ANY pursuit--whether we have designs on career pathways or simply out of the love of what we do as a form of self-fulfillment--because it digs into the nuance of multiple layers that define that pursuit. It acknowledges that these layers represent multiple diverse pathways of pursuit that are complex enough on their own to ponder, process, and explore over a lifetime. TCC gives all of us permission to dive deeper into that craft--whatever it is that inspires us--and find the components and layers that WE want to pursue and recognize the areas that are less compelling or can wait until we feel more confident about our current trajectory in this pursuit before exploring other layers.

We hope that you can explore this book as an educator who can draw implications from the lessons conveyed by the main protagonists to your students who can apply these epiphanies and conclusions to their OWN pursuits and interests as a means of personal expression and self-fulfillment.

This Google Classroom is designed to allow teachers from different classes/schools to facilitate collaboration and communication about student allyship, culturally responsive curriculum, and youth voice and empowerment. Before engaging in this culminating classroom discussion, all students should have A) read Victory. Stand! B) viewed the primary source video "One Book, One San Diego VIRTUAL Teens Author Event with Derrick Barnes!" (above) and  C) discussed and reflected on the reading/viewing of A) & B) with their classmates.

You are welcome to clone this class and share as you see fit within SDUSD. (Scroll up to directly above "Educator Pathway" for cloning instructions or--if you're not an SDUSD educator) a job-aid on how to build your own.

Please note: Educators may need to go to "Stream" section of the General settings (below) and select "Students can post and comment" if it's not selected in the general settings. 

Classwork #1 The ___________________

1. In the "Question" section of your "Classwork" tab, paste this:  

1. ____________________ Prompt: The ____________________

"Mohandas Gandhi, my grandfather, wanted a unified India. He understood that this goal faced a variety of obstacles, but he actively looked for common ground between different factions and groups. There was division between Muslims, Hindus, Sikhs, Christians and others. There was division by caste including glaring and persistent injustices against the so-called Untouchables, these days referred to as “Dalits,” earlier spoken of as “Harijan.”

And there were tribal, regional, and geographical divides. Gandhi was always on the lookout for ways to bridge these divides. But sometimes, this willingness to work across groups prompted some in these opposing groups to be angry not just at each other. . .but at Gandhi himself.

Some were angry because Gandhi was willing to compromise when they weren’t ready to compromise. Or because he was suggesting inclusion and even mutual forgiveness despite a history of conflict.

So here’s my question: What would YOU do in order to bring groups together. . .to help unify people even if they have a history of conflict? Can you think of conflicting groups who could benefit from compromise, from inclusion, from acceptance, from letting go of negative feelings?"

2. In the "Instructions" section, paste this:  

Synthesizing what you read in your Gandhi text, viewed in the "A Conversation with Dr. Raj Gandhi" video, and your own life experiences, view Dr. Raj Gandhi's prompt (below) and compose a unique post.

Additionally, please respond to at least two other students' posts. Be sure to use academic language, proper punctuation, and respectful dialogue.

Attached is a discussion rubric and expectations for facilitating online communication. 

Learning About Threats to Democracy

Help your students reflect on the significance of events within recent history that comprise a threat to civil discourse and our democratic system of government.