Identity and British Values The Croydon Avengers

Lesson 1. A Superhero Identity Objectives. At the end of this lesson, we will be able to: explain what we care about explain what we want to change in the world explain what traits make a ‘super’ identity

What do you care about? What do you want to change in the world? Think of things at home, school, in the local area, town, city, country or globally. Introductory exercise. Pupils should write their answers on post-its and stick it to the relevant board. Once the two boards are filled, get all pupils to read everyone’s contributions. Look for and discuss common themes that arise.

What makes a Superhero ‘Super’? Brainstorm in pairs Write characteristics on post-it notes Add them to the relevant board. Think of skills and qualities of Superheroes you know! Same as previous exercise. Traits can be superpowers but also qualities and personality/physical traits. Look for and discuss common characteristics.

Create your own Superhero Choose 2 post-it notes from I CARE ABOUT → Your Superhero’s PASSIONS Choose 2 post-it notes from I WANT TO CHANGE → Your Superhero’s DRIVES Choose 2 post-it notes from ‘SUPER’ TRAITS → Your Superhero’s QUALITIES They can choose to use ideas from others.

Superpowers! Super Brainy Healing Control Time Teleportation Love Language Nature Mind Control Control the weather Acrobatic Kindness Earth Wind Fire Ice Water Invite students to select one from the list, or to come up with their own superpower (might have come up in the previous exercise). Ask students to write down a brief explanation of the power and why they chose that specific one.

Becoming your Superhero: The Pose Find a space in the room. Stand in a pose that says ‘I am a superhero!’. Use a gesture that says something about your particular superhero. Count down from 5 as they find their pose.

Superhero Walks... Walk around the room as your own superhero and consider... Is she/he fast or slow? What part of the body leads them? Where do they look? How does their superpower show itself in the way they move?

Becoming your Superhero: The Name As you are walking around, think of a name for your superhero. Stop to greet others, and introduce yourself. Tell them your name, the things that you care about and what you are going to use your superpowers for.

Superhero Teams: Introducing... Find 2 or 3 other superheroes who have different interests to you. Form a team! Create a short introduction to your team, including: Intro to yourselves as individuals and a team (come up with a team name) A series of gestures and actions/movements as a group that show your powers How you are going to change the world. Share this with the rest of the class. Improvisation exercise. Help students form teams of 3-4 people, ensuring they have different passions and drives.

Lesson 2. British Values Objectives. At the end of this lesson, we will be able to: Discuss some of the factors that inform our individual identities Talk about the core British values Explain what it means to be British

Recap on the previous lesson Regroup the superhero teams you formed in the last session and refresh: Your superheroes’ passions (what you care about) drives (what you want to change in the world) qualities (‘super’ traits)

Introducing...British Values Democracy The rule of law Individual liberty Mutual respect Tolerance of those with different faiths and beliefs Give a quick overview.

Scene Extract - What makes one British?

Scene Extract - What makes one British? (Script) Rump Tower, the headquarters of the Rump Corp media empire. A press conference in progress. A banner reads, ‘Close Our Borders’. [...] REGINA: You think it’s a joke, but unlimited immigration is the biggest threat to our sovereignty. We do not know who is entering our country. PRESS 4: Regina Rump. Before this video, you were supportive of The Unknowns. Now you and your media chain are against them. Why? REGINA: Did he sound British to you? I wondered why they hid their faces. Now I know it’s because they mean harm to our country. Question Five. PRESS 5: Why should you decide what makes someone British? REGINA: I don’t decide. You choose to be British if you adopt British values. If you wear a hijab you’re not British. Even if you’re born here. Students can act out/read the extract independently.

What makes one British? What kind of a person is Regina Rump? What words would you use to describe her? Is Regina British? Does she demonstrate British values in the things she says? Pick out the lines that show she believes in British values and the ones that contradict her claim. Let students discuss these points in their groups and then as a class.

Scene Extract - What makes up Identity?

Scene Extract - What makes up Identity? (script) AISHA: How does this stop us from eating cold baked beans again tonight? LAURE: Oh, it’s a small price to become British! AISHA: I don’t want to be white. I’m Iraqi. PETR: Why you come here? Why you no go Muslim country? AISHA: Don’t confuse religion with nationality. LAURE: Like you confusing skin colour with nationality? AISHA: Everything white is right to you, Laure. PETR: That because it true. AISHA: Idiot. (Jogs LAURE.) And you. Why are you taking his side? LAURE: You know me better than that Aisha. We promised we’d use our powers for good, whatever happens. Same as previous extract. Guide the discussion about identity and note common themes on the board.

Interviews Work in pairs: one person is the journalist, another the interviewee. Journalists are to find out what the interviewee understands British Identity to mean. How British do they feel? What do British Values mean to them? Journalists should take notes of the interviewees’ answers. Switch Roles. Reminder - British Values are: Democracy The rule of law Individual liberty Mutual respect Tolerance of those with different faiths and beliefs

Scene Extract - Points of View

Scene Extract - Points of View (script) LAURE, AISHA and PETR stop a moped gang from stealing a mobile phone. PETR’s shirt is torn. PETR: (Miffed) My shirt. AISHA lays into a gang member. LAURE: You’re hurting him! LAURE runs over and pulls AISHA off the moped thief. AISHA: Pull at my hijab again! I dare you! They return the phone to the owner - REGINALD RUMP. LAURE: Oh my days, it’s Reginald Rump! PETR: (Goes to a male audience member – ‘REGINALD’, hands him the phone) Your phone. LAURE: Mind how you use your phone in public, yeah? AISHA: Tell your mum The Unknowns saved you or we’ll- LAURE: Tell her we love Britain.A good word from her is bound to help our cause. AISHA gives LAURE a hard, cold stare. Students can act out/read independently.

Script Extract - Points of View The scene we’ve just read takes place on a street. Imagine you are watching the incident from the point of view of a bystander character... Possible character types include: Banker - Stay at home parent - Pensioner - Head of Marketing - Student  - Doctor - Sales assistant - Administrator - Builder - Teacher - Call centre worker - Nurse - Carer - Charity worker - Child aged 10 - A teenager - Punk Students to roleplay in pairs trying different character types. Encourage the pupils to step into other people’s shoes, to understand their values – and to challenge stereotypes.

Superhero Identity What are your superhero’s personal values? Do their personal values fit with the British Values? Draw your superhero. How might their costumes represent their values and reflect their powers? Challenge pupils to design a gadget for their superhero! What does it do? How does it work?

Superhero Costumes Make a set of designs onto paper. DESIGN a visual diagram – it’s not about making a fantastic drawing, but conveying information about how your costume works. can have labels, arrows and explanations. You can do more than one design as ideas often develop as you draw. Creative exercise. Other options: Draw around each other on large pieces of paper and use your own outline to create real-life sized superheroes OR cut simple cape shapes from cotton or calico, cut out symbols and motifs from contrasting fabrics and glue or stitch them onto the cape.

Lesson 3.Living the Values Objectives. At the end of this lesson, we will be able to: Talk about British Values with confidence Plan and create a script/storyboard

Recap on the previous lesson British Values are… “You are British if you adopt British values.” Regina Rump Have different students quickly list and explain British values.

Scene Extract - Introducing the Croydon Avengers

Scene Extract - Introducing the Croydon Avengers (1 of 2) Outside the Warehouse. LAURE, AISHA and PETR stand in a line. LAURE holds a picture of fish and chips, AISHA a picture of a Muslim in a Union Jack hijab, and PETR a picture of boxer Anthony Joshua. LAURE and PETR are grinning widely. AISHA frowns. They have Union Jack flags tucked into their belts. LAURE: My code name is Earth. PETR: Me Wind. AISHA: And I’m Fire. And together we are – They say at the same time. Justice League UK! The South London Avengers! The Croydon Defenders!

Scene Extract - Introducing the Croydon Avengers (2 of 2) LAURE: We haven’t decided on a name. PETR: But we no harm you. AISHA: We are making the streets safe for you. LAURE: We are young people. We want to make a difference. They bring out the Union Jack flags and wave them. Land of Hope and Glory plays. PETR: We believe in a world where everyone is equal. AISHA: Where everyone can practice their faith in peace. PETR: Wherever you come from or whatever your sexuality. LAURE: But most of all we believe in Britain. AISHA: Don’t believe what you read about us in the media. PETR: Believe us. AISHA: Believe in us.

Presenting your superhero’s story Retrieve your notes on your superhero character. Plan a narrative for your superhero. What are the three key moments in your story? Writing exercise. Option to reflect on the backstory - How did you become a superhero? What set of events led to your transformation? Was it an incident which happened to you?

Presenting your superhero’s story What is your superhero’s goal? What are the challenges (people, events, obstacles) that might stop her/him? How do they overcome their challenges? How do their values help or hinder them in their quest? Do they succeed in getting what they want? How does this change them? How does it change the world? Help students structure visually engaging answers to these questions and let them write their answers in their notebooks. Option to act some scenes out - do freeze frames or improvs of key moments.

Lesson 4. Make a Comic on your Superhero Objectives. At the end of this lesson, we will be able to: Plan, sketch and finalise a comic story

Recap on the previous Lessons Consider the materials we produced on: Our Passions Our Drives Identity British values Superhero names, traits and powers, poses, teams Your superhero’s story Help students summarise learning by noting key concept on the board.

Comic Plot Structure Setup (¼) - Introduces the hero and her/his goal. The Journey (½) - The action truly starts! Obstacles are met and overcome. New situations are experienced. Friends and enemies are made. End (¼) - The hero goes back to normality, but with new knowledge. What lessons are learned? How is life different from now on?

Comics Production Checklist Make a list of main characters and draw them Create a story mountain to visualize the story - one scene for each panel Does your story answer the 5 Ws (Who, What, Where, When, Why) ? Draw the scenes in pencil Ink and colour the scenes Remind students they don’t have to be an artist to communicate their message visually.

The Magic Gutter What happens between the scenes? We call GUTTER the empty space between panels That’s where CLOSURE happens Explain the reader’s active participation comes into play when reading a comic script. Our brain is able to perceive the continuum even if we are looking at crystallized parts of the story (closure).

Rough to Final Encourage students to be creative in their use of illustration and colour. Also, the initial drawing can vary significantly from the final.

Share the Creative Vibes! We’d Love to Hear from You! Use the hashtags #whycomics #croydonavengers to share your work How did you find this lesson? Let us know at info@whycomics.org We’d love to receive teachers’ feedback on this resource. How did you find it? How did the class react to this learning experience? Is there anything we could improve? Thank you!