Karena Hunt

Unit Plan on Censorship

Created for 9th Grade Pre-Advanced Placement

Primary Unit Components:

Reading: Individually selected book from the challenged/banned book list
Reading: In-class reading (aloud) the play Inherit the Wind
Writing Project: Censorship Issue Online Role-Play and subsequent reflection
Writing Project: “Two Letters” project. Students write two outlines for letters regarding their
chosen books – one outline supports its inclusion in public school library/curriculum, and one
argues that it should be banned. Students pick one side of the argument to develop into a fully
formed, well-articulated, persuasive letter.

Enduring Understandings:
1) Censoring texts is an act of power, and therefore certain institutions and/or ideologies are
upheld while others are denied or rejected when something is censored.
2) Various persuasive techniques, some more effective than others, are used to persuade
audiences to think, act, or feel a certain way.
3) Censorship is used for three main reasons: to control, to protect, or to change.

Unit Essential Questions:

1) How are values/ideologies/social institutions implicitly or explicitly supported or rejected
through the act of censoring something?
2) To what extent is censorship either beneficial or harmful?
3) How does looking at multiple perspectives on censorship important in understanding the
purpose for and effects of censorship?
4) How do writers (or other media creators) persuade their audiences to think, feel, or act in
a certain way?

Benchmarks:
I. Readings and Literature
C. Comprehension.
6.Trace the logical development of an author's argument, point of view or
perspective and evaluate the adequacy, accuracy and appropriateness of the
author's evidence in a persuasive text.
7. Make inferences and draw conclusions based on explicit and implied
information from texts.
8. Evaluate clarity and accuracy of information, as well as the credibility of
sources.
10. Synthesize information from multiple selections in order to draw conclusions,
make predictions, and form interpretations.
II. Writing
A. Types of Writing
1. Plan, organize and compose narrative, expository, descriptive, persuasive,
critical and research writing to address a specific audience and purpose.
 B. Elements of Composition: The student will engage in a writing process with attention
to audience, organization, focus, quality of ideas, and a purpose.
1. Generate, gather, and organize ideas for writing.
2. Develop a thesis and clear purpose for writing.
3. Make generalizations and use supporting details.
4. Arrange paragraphs into a logical progression.
5. Revise writing for clarity, coherence, smooth transitions and unity.

Background Concepts:
1) For success in reading their selected books: Students must be able to identify and explain
topics, ideas, or language within their book that may be considered censorable. Students
must also know how to identify and record important quotations from their text to support
identification of sensitive topics. Students have previously (in 9A –part 1 of two in the 9th
grade curriculum) learned how to find and record important quotations.
2) For the online role-play. Students will not need any special prior knowledge for the online
role-play as it will be mapped out and explained in detail – in verbal and written directions –
in order for students to understand procedures for participating successfully.
3) For the “Two Letters” project: Students have already learned in 9A how to begin a
paragraph with a thesis or idea statement and then use subsequent sentences to illustrate or
support that idea. Students will need this skill for the letter writing. Additional instruction on
persuasive writing will be covered in this class in order to strengthen student idea
articulation/argumentation in their letters. Finally, students need to be familiar with the
formal letter format, which will be reviewed in this unit.
4) For the Socratic Seminar: Students have already participated in several discussions in this
format, so no additional review/support will be provided. Students are familiar with the
discussion format and with their responsibilities as participants. Students will be encouraged
to write questions and comments in their notebooks the night before the seminar so that they
are further prepared for the discussion.

Skills Needed to Complete Assignments:

1) Ability to consider and reflect on class materials and reading prompts in journals
2) Ability to take the perspective of another person with a different background or beliefs
3) Participation in small group, whole class and partnered discussions
4) Participation in online role-play by responding appropriately to classmates’ posts, posing
questions and arguing their “character’s” stance.
5) Time-management to stay on track with independent reading, role-play postings, and
more long-term assessments

Activities:
1) Journal writing with prompts:
• Nearly every day, students will write a short reflection (usually for 5 minutes,
sometimes 10) that requires them to either think critically about a topic related
to the day’s topic, or somehow make connections between what will be
discussed that day and their own lives. By keeping these journals, students
individually work toward answering essential questions, as well as make real
life connections. These journal reflections will also serve as starting point for
 large group, small group and partner discussions. And finally, these journal
reflections will be a great reference for students as they complete other
assessments/larger writing activities for the unit.
2) 4 corners:
• Students will form and discuss their stances on multiple issues related to
censorship. The room will be divided into four different seconds, labeled as
such: strongly agree, somewhat agree, somewhat disagree and strongly
disagree. After a prompt is given, students will be required to take a stance,
and then at least one or two people (or more) from each corner will explain
their position. Often times, students from different “corners” discover that
they actually have very similar viewpoints, but that they interpreted the
prompt differently. Alternately, some students in the same corner may realize
that the position themselves in the same corner but might have different
reasons for taking that stance. The four corners activity can also be extended
into a writing prompt. Here are some (but not all) examples of prompts
students may be given:

o Parents should have the final say in the kinds of things their children
see (movies, television shows, readings materials)
o The main purpose of censorship is to protect people.
o Student publications (school newspapers) should have the same
freedoms as regular news sources
o Public schools should abolish dress codes.
o Mean and hurtful media should be censored.
o What is appropriate for adults is not necessarily appropriate for
adolescents
o The content in PG13 movies is appropriate for people above age 13.
o The content in rated R movies is appropriate for people 16 and older.

3) Landmark Cases in Student Press in Public Schools

• Students will review and discuss two very important cases involved in
freedom of expression in public schools in order to develop an understanding
of 1) First Amendment Rights and 2) How government officials are allowed to
make decisions to limit/censor expression of certain ideas – specifically in
public schools. Students will have the opportunity to defend or challenge the
court rulings in a discussion, which will help them strengthen
argument/persuasive skills needed for their final assessment and the online
role play they will be involved in for 2 weeks during this unit.

4) Toy Censorship:
• Students will work in groups of 3-4 on a review committee of potentially
controversial toys. Each group reviews 3 different toys and fills in a chart that
helps them look at each toy in very different ways. First, students list anything
objectionable about the toy, even if it is a stretch of the imagination –
anything that anyone might find wrong with the toy, from the way it looks to
its function to the values it could potentially convey. Next, students look at the
 flipside: what are some positive values of this toy? Even if they do not
personally agree, student groups list every aspect they can in both categories.
This is the first of a few activities designed as “warm-ups” to get students to
look at various cultural objects and ideas in different ways. Examples of toys:
o Barbie
o G.I. Joe
o Cookie Monster
o Jesus Action Figure
o “Bobo” clown dolls (basically punching bags for kids)
o Realistic Baby dolls (that cry, require “diaper change & feeding)
o Baby dolls marketed specifically to boys
o The game “Cowboys and Indians”
o The game “Cops and Robbers”
o BRATZ dolls
o McDonalds Play Food/Cashier Set
o “Play Money” sets

5) Online Role-Play
• This is an ongoing activity that will span weeks 2-3 of the 4-week unit. As a
class (and with some direction from me) students will choose a topic that
involves censorship and adolescents – one that is controversial and will
provide a platform for discussion from multiple perspectives. The class will
determine various “stakeholders” in the controversy, and then I will assign
students randomly to a position (whether they are in support of or against the
censorship of the issue they are discussing) as well as their stakeholder
identity. Students develop this identity by creating a “Ning” profile of their
avatar with appropriate background information as well as an initial stance on
the topic. Throughout the two weeks, students will have four different
opportunities in class to complete the required posts on various discussion
forums. The expectation is that if students do not finish their work during this
time, they will complete it outside of class, as they have access to the library
computers before and after school and during their study periods. The online
role-play allows students to step into the perspective of another person, and
requires them to have an ongoing discussion about a topic from that
perspective. This aligns with the goals of the unit to get students to understand
the value of considering multiple perspectives and it also allows them to
practice argument/persuasion skills.

6) And Tango Makes Three and Fun With Dick and Jane
• As a class, we will read the children’s story And Tango Makes Three, which
has been on the ALA’s top ten most frequently challenged children’s books
for several years. It is challenged because the two main characters, both male
penguins, are described as a “couple” that is “in love” and they go on to hatch
and raise an abandoned egg from another penguin couple. It is a beautiful,
sweet story, based on actual events at Central Park Zoo. After reading this
 book, the class will evolve into a conversation about censorship of sexuality
(specifically homosexuality) and gender roles. Students will practice drafting
responses to the book from the perspective of a 3rd grader’s parent who does
not think the topics in the book are appropriate. One of the major objections to
the book (almost exclusively by quite religious, conservative parents) is that
by portraying “alternate lifestyles” it is somehow an attack on good, old-
fashioned, traditional family values. On one website, a parent actually cited
And Tango Makes Three as evidence of moral decline since the “good old
days” days when kids read books like Fun With Dick and Jane, which she
admits are boring, but at least “wholesome” and promoting the “right” family
values. I would like to challenge this person by having students dig into one of
these old fashioned “good-value-promoting” children’s books from decades
ago and finding evidence that the values promoted might not be so great after
all. In fact, the book is rather sexist. I want students to also draft a response
from someone who is offended by Fun With Dick and Jane, challenging them
to look critically at the texts that have been around for years, and are
seemingly innocent and innocuous. Finally, students will reflect on why
something like And Tango Makes Three has caused such a stir (is a depiction
of a supportive, egalitarian relationship between two penguins who lovingly
raise an abandoned penguin chick together really that objectionable?) while
other children’s books that perpetuate unfortunate stereotypes are not called
into question (at least in the past).

7) Vocabulary:
• As part of the 9th grade curriculum, students are required to study and be
tested on a list of 15-20 words for each of the three units during the trimester.
Because there will be some important words that are essential for
understanding and intelligently discussing issues surrounding censorship,
students will receive the list of words the second day of the unit (Wednesday)
and they will be testing the following Tuesday. In addition, students will be
encouraged to use these new terms in their whole class and small group
discussions, journal reflections, online role-play discussion, and in their
summative assessments.

8) Individual Book Investigation and Guiding Handout

• Students are able to choose their own main text from the ALA’s list of
frequently challenged/banned books to read for the duration of this unit.
Because their final assessment requires them to take what they have learned
about censorship from in-class readings and activities and apply them to their
understanding and consideration of their selected book for their final
assessment, a handout will be given to students to help guide and focus their
work and thoughts. The handout guides students to consider
themes/scenes/language within the book that could possibly be seen as
objectionable (if not by them personally, then by someone else like a parent or
community member). They are also required to cite specific examples in the
 text (quotes with page numbers) to illustrate/support their claims. This activity
prepares students for their final assessment and it also has a greater purpose in
the 9th grade curriculum, in that students are learning how to support
ideas/claims with text citations.

9) Movie and Television Rating System Debate and Overhaul

• 9th graders are directly affected by movie and television ratings because in
their recent history, they were considered “too young” for PG13 movies, and
at their current ages, nearly all of them are too young to get into a rated R
movie. Students will analyze the current rating system, discuss how and why
it has evolved (PG13 today is not PG13 from 15 years ago). They will discuss
the relative merits of having a rating system as well as the difficulties of
creating and using a rating system. Finally, students will think critically about
both themes and levels of “censorable” material in television and movies and,
in groups of 3-4, devise their own rating system with at least 4 different levels
(like G, PG, PG13, R). Their levels cannot have the same designations as the
current system. They must also include at least 4-5 different categories on
which to base the ratings (violence, language, sexual content, depiction of
negative stereotypes etc.) This activity requires students to examine their own
values/beliefs when they have to decide what should be rated and how.

10) Music Censorship

• Students will explore and discuss music censorship in terms of being
“environmentally-appropriate.” Students will bring in music from their own
lives and discuss where certain lyrics are appropriate or inappropriate and
why. Students will also read an article about Wal-Mart refusing to carry
certain music artists or albums because the album cover art or music lyrics go
against Wal-Mart corporation’s beliefs. Students will discern what those
beliefs are and, in effect, what beliefs are rejected by Wal-Mart’s censorship
of this material.

11) “The T-Shirt Test” -- https://umconnect.umn.edu/educationlaw006

• This activity is adapted from an activity on freedom of
expression/censorship/self-censorship in K-12 schools conducted by a law
professor at the University of Minnesota. It’s commonplace for people –
especially teenagers to wear personal/political/religious etc. proclamations
boldly stated on a T-Shirt – such as “Jesus is my Home Boy” or “Girl Power”
(ok, maybe not since the mid-9os, but even so…) or shirts with an American
Flag (or flags of other nations), or shirts/buttons supporting particular political
parties or politicians. Just how much/what sides of our preferences are
appropriate to showcase on a T-Shirt? Students will view a series of slides
with images of plain white T-Shirts with various (real and made-up) logos.
Students indicate individually whether 1) they would personally feel
comfortable wearing it in public and 2) whether a student at their school
would be allowed to wear it. Examples of T-Shirt Logos:
 o I like myself
o Black Pride
o Jesus is my Savior
o Gay Pride
o Image of an American Flag
o “I Like Boys” with image of man and woman kissing on the beach
o I Hate Myself
o I’m Not a Lesbian, But My Girlfriend Is
o “I Like Boys” with image of two men embracing and about to kiss
o I Don’t Like This School Very Much
o Straight Pride
o White Pride
o No Mo’ Homos
o Image of a Confederate flag
o This School Stinks
o I Hate the Principal
o I Hate Allah/I Hate God
o The KKK is Okay
A discussion will follow this activity that encourages students to explore what
ideas are considered “ok” to advertise on your person and what is not ok, and
why. Students will critically considers: What would happen if people at school
were suddenly allowed to exercise absolute freedom of speech and wear a shirt
like “No Mo’ Homos” or “White Pride.” What values/ideologies are in place that
stop people from wearing shirts like this and what kinds of values are school
promoting by putting these kinds of sanctions on freedom of expression. Is it fair?
Is it right? Is there a difference?

12) Inherit the Wind Webquest

• During the final week of the unit, before we begin reading the play, Inherit
the Wind, students will participate in a Webquest designed to familiarize them
with issues important to the play, like the “Scopes Monkey Trial” of 1925, the
history of teaching evolution in schools, and the controversy of including
creationism or “Intelligent Design” as another plausible theory in science
class. The Webquest includes several questions for which the students must
“search for answers” to record in their journals.

13) Topics in Censorship Socratic Seminar: Inherit the Wind

• Part of the requirements for the Pre-AP coursework is that students participate
in Socratic Seminar discussions at least 3 times per trimester. For this
trimester, the discussion will focus on the unifying text, Inherit the Wind. By
the time students have reached this unit (during their second trimester of 9th
grade English) they will have participated in 4 Socratic Seminars, so the
format is familiar. Students will use notes and journal reflections from the
censorship unit during the discussion. Requirements for participating in the
 seminar include: coming prepared with 2-3+ open-ended questions (How to
Write a Socratic Seminar Question Handout), and 3-4 comments/assertions
about the text with supporting quotations from the text.

Summative Assessments:
There will be two parts to the summative assessment. Since this is part II (students take two
trimesters of 9th grade English) of the Pre-AP grade 9, there is a strong emphasis on requiring
students to take information learned in class and apply it to/synthesize it with what they have
been working on outside of class. Out of class, they have been reading their own
banned/challenged book. In class, we have covered a range of topics dealing with censorship, its
purposes, the power-relationships involved, and the importance of considering multiple
perspectives. Part one of the summative assessment requires students to draft two outlines for
letters regarding their book of choice. One letter is from the perspective of a concerned person
who believes the book should be banned from the 9th grade curriculum/from the high school
library, and the other letter is from the perspective of an authority figure in support of teaching
the book in a 9th grade classroom. For both outlines, students are required to list examples and
support for each position, and they are also required to consider a possible rebuttal and craft a
response to that rebuttal in each outline.

Part two requires students to write a completed, formal letter from one of the perspectives they
outlined. They are required to demonstrate understanding of paragraph construction with textual
support/references, and understanding of formal language use.

Finally the online role-play and its extension paper are both formative and summative
assessment opportunities designed to help students be metacognitive about perspective taking,
and reflect on their experience with persuasion in ongoing written “discussions”. After the role-
play’s completion, students will do a self-evaluation and self-reflection on their experience in the
role-play. The focus of this paper will be on power relationships: students will analyze which
“characters” seemed to wield more power in the role-play, and why. This reflection will also
require students to compare their avatar’s role and position with their own personal experience
and views and what they learned from discussing a controversial issue solely from someone
else’s perspective. This reflection assesses students’ understanding of the enduring
understanding/ and essential questions that deal with perspective taking.

Formative Assessments:
Various daily formative assessments will play important roles in this unit on censorship. Because
censorship is such a relevant current issue that students can easily connect to and reflect on how
their own lives are affected by it, journaling will be a major component to this unit. Student
journals will be collected once a week, where the assessment focus will be on the depth of the
reflections. The major purpose for the journals is to get students to keep returning to the essential
questions/enduring understandings for the unit. Many of the journal prompts will require
students to consider the essential questions from different perspectives or to consider their own
perspectives and connections to the essential questions and enduring understanding. Through a
combination of completing the summative assessments and doing these reflective journal
prompts, it is my belief that students will come to a deeper, more relevant, multi-perspective
understanding of censorship.

Discussion in various forms – partnered, small group, and whole class will also be an important
way of formative assessment. Through facilitating whole-group conversations and walking
around and listening to partnered and small-group discussions, I will be better able to understand
the level of understanding and comprehension of course material.

Differentiation:

This unit lends itself quite easily to differentiation. First, students are able to select their own
reading material. Media specialists will be available on the book selection day to ensure that
students have access to books that are appropriate for students in terms of personal interest and
reading level.

Since students are all reading different books for “the bulk” of their reading for this unit, I am
also incorporating many other kinds of media during the lessons that will help students connect
what they are reading at home with the enduring understandings and essential questions of the
unit. Some examples of the diverse kinds of media I incorporate in this unit include: interview
transcripts, news video clips, clips of documentaries, newspaper and magazine articles, legal
documents such as The First Amendment and court hearings about censorship, music and music
lyrics, poetry, images, children’s toys, and children’s books.

One of the main reasons I included the online role-play as a major activity throughout the unit is
that it is a great way to differentiate for students who are reluctant to participate in whole group
discussions. In this role-play situation, students’ avatars are anonymous (except to me, because I
assign them) and assigned so students are able to distance themselves emotionally from the
discussion. Students will need to challenge themselves to convincingly portray another person’s
position on an issue and may be less likely to be afraid to participate in fear of how they or their
opinions will be received by peers. Additionally, students will be participating in digital writing
– a form of writing that many of them are probably doing outside the classroom on social
networking sites and personal interest forums. The online role-play is a way to incorporate a
new, fun, and exciting form of discussion students do not generally get to use in the context of
school.

Resources Used:
www.pbs.org
www.freemuse.org
www.projectcensored.org
www.readwritethink.org
www.ning.com
https://umconnect.umn.edu/educationlaw006

Daily Schedule with Selected Detailed Lesson Plans

Day 1: Tuesday, April 20: Introduction to Censorship

Learner Outcomes:
1) Students will understand what censorship means, its purposes, and what kinds of media
and topics are most likely to be challenged or censored
2) Students will explore a selection magazines and books and discuss what might be
considered controversial or “censorable” in each example
3) Students will begin to explore how censorship plays a role in their lives

Materials:
Selection of “challenged” or previously censored reading materials pulled by librarians
Computer, LCD projector, and projector screen
Censorship unit permission slips

Procedures:

1) Censorship in my life: Journal prompt. Describe a time when you were prevented from
wearing, watching, reading, or saying something because of certain rules put in place by
someone else. When and where did it occur, and how did you feel? What was the purpose
of those rules? To control you? Protect you? To protect someone else? To change you in
some way? Looking back, do you agree with why you were “censored” in that situation?
Why or why not? (10 minutes)
2) Take students to media center for the “Introduction to Book Censorship” by the media
specialist, Mr. Martinson (20 minutes)
3) Exploration of selected challenged materials
a. Students look through librarian-selected materials and pick 2-3 books or
magazines to explore for censorable topics or language (5)
b. Pair-share: Students in groups of 3-4 the books they chose, and their hypothesis
for what in the book could be considered offensive or censorable to someone.
Inevitably, some students will be unable to figure out why a certain book or
magazine has been challenged either because 1) they can’t discern it by the cover
or back cover synopsis or reading a few pages or 2) they are familiar with the
book and do not personally find it offensive and are unable to consider how
another group or person might find it offensive. Mr. Martinson, the librarians and
I will walk around, assisting those students with their exploration of the books
either by providing them with a synopsis of books they are un familiar with or
prompting them with questions to dig into the possible “censorable” material
(topics or language) within the book. Then, students share with the class the
book/magazine they selected and what is censorable about them. (5)
c. Students select a book to read in its entirety for the censorship unit. Mr.
Martinson, a librarian and I will all be available to make recommendations to
students. (15 min).
4) Hand out censorship unit permission slips to students and tell them they must have a
parent or guardian sign off on their chosen book, and then turn the slip in the following
day.
5) Book exploration: Students return to classroom with their selected book and reflect in
 their journals: What do you think is the purpose of a unit on censorship in a high school
English class? What could be the value of reading a book that has been challenged or
banned? (5 min)

Homework: have parent/guardian sign the permission slip. Then, explore the book by looking at
the front cover, back cover and reading the first 10-15 pages. Students who find that they are not
interested in the book after initially exploring it have one extra day to pick out a new book to
read for the unit.

Assessment:
Formative:
1) Journal prompt asks students to consider a way in which they were censored, and why.
2) Students will be formatively assessed on their understanding about what kinds of topics
are censored exploring, hypothesizing, and sharing with classmates the reasons that the
books/magazines they explored might be censored.

Day 2: Wednesday, April 21:

Learner Outcomes:
1) Students will learn key vocabulary necessary for intelligently discussing issues about
censorship.
2) Students will examine their own beliefs about topics in censorship and engage in a
discussion of when and why it may be appropriate to censor something and the relative
benefits and drawbacks of censoring those things.
3) Students will examine two different perspectives regarding censorship of potentially
controversial children’s games and toys, and demonstrate their ability to create an
argument for opposing side (for and against censorship of the toy).

Materials:
Powerpoint with 4-Corners statements
Vocabulary handout
Toy Censorship handouts

Procedures:
1) 4-Corners activity: Students move around to corners of the room labeled as: strongly
agree, agree, disagree, and strongly disagree in response to several statements that have
to do with censorship (see activities section). (15)
2) Introduce important vocabulary terms for this unit. Students will have a vocabulary test
on these the following Tuesday (5).
3) Introduction/discussion of institutions and ideologies. What are they, where do they
exist, what do they have to do with censorship? Include activity where students reflect
on examples of institutions and ideologies in their own life (10).
4) Toy censorship activity (30)
a. Students are divided into groups of 3-4 and are given a handout with three
different children’s games or toys that could be considered controversial or
offensive to certain groups of people or parents.
 b. Students must take the position of both the toy manufacturer and make an
argument for the positive attributes of the toy – what children can learn from it –
and then students take the other side of the argument (as offended group or
parent) and explain why this toy or game should be censored, modified, or not
exist at all.
c. Each group then shares with the class at least 2 of the toys they discussed and
presents both sides of the argument for these controversial toys.
d. Individually, students in each group reflect on a different toy in their journals in
terms of what ideologies and values lie in each opposing argument for that toy.
5) Journal Prompt: Students choose one of the 4-corners statements that they would like to
explore or reflect upon further. (10)

Homework: Read at least 25 pages in their selected books. Come up with one sentence to use
with each new vocabulary word.

Assessment:
Formative:
1) Students identify, explain, discuss, and defend their positions for the 4-Corners
statements. This allows me to know how students understand the purpose of censorship
as well as their understanding of relative positive and negative consequences of
censoring something.
2) For the toy censorship activity, students demonstrate their ability to formulate arguments
and their ability to take opposing perspectives.
3) Through students’ individual reflections on “ideologies and values” upheld by each side’s
argument for a toy, I will be able to gauge their initial understandings of what these key
terms mean.
4) Journal prompt: students further explore an issue of censorship, allowing me to more
deeply understand their personal perspectives and background knowledge on censorship.

Day 3: Thursday, April 22

Learner Outcomes:
1) Students will begin to reflect on the importance of exploring both sides of a controversial
issue.
2) Students will understand what basic rights the First Amendment protects.
3) Students will read and discuss two landmark cases relating to freedom of expression in
public schools and then discuss how both cases relate to the First Amendment and how
and why there are “different” rights in public schools in terms of freedom of expression.

Materials:
Powerpoint about the First Amendment
Copies of the Tinker case for ½ of the class
Copies of the Hazelwood case for ½ of the class
Guiding questions for jigsaw discussions
Final Project (2 Letters) explanation
Individual reading guide handout

Procedures:
1) Journal prompt: Yesterday, we looked at two different perspectives for potentially
controversial toys. Why is it important to explore multiple sides of an issue, even if a
person doesn’t agree with one of the perspectives? What would happen if people only
chose to listen to and consider perspectives they agreed with and ignored other
perspectives? (10)
2) First Amendment. This information will be presented in powerpoint format, and students
will be required to take notes. These notes will be important, as they will help students
understand the consequences, rights and responsibilities involved in one of the most oft-
quoted and frequently referenced Amendments in our United States Constitution.
Furthermore, students will use these notes on the First Amendment to discuss subsequent
readings and viewings of examples of censorship today. (15)
3) Jigsaw: Tinker and Hazelwood landmark cases (20)
a. Students are divided in half – one group reads the Tinker case and the other reads
the Hazelwood case (individually), taking notes/highlighting main points of the
case.
b. Jigsaw discussion: Students pair up and give the “highlights” of the case to their
partner who ahs read a different case.
c. The pair answers guiding questions relating to these cases, their relation to the 1st
Amendment, and the role of censorship in public schools in terms of student
publications/freedom of expression.
4) Hand out and explain the description of the final project (2 letters) and individual reading
guides for students to use with their selected books. This handout’s purpose is to help
focus students’ reading and prompt them to find/reflect upon/record examples of
“censorable” topics/scenarios/language as well as examples to support the relevance and
importance of topics in their books in order to prepare for the final assessment. This
reading guide is to be turned in with the letters (10)
5) Class brainstorm of what they feel are the most pressing or important issues of censorship
for teens today. We will choose one of these topics to do our online role-play debate,
which will be discussed at length tomorrow. (10)

Homework: Students should come prepared with at least 2-3 topics that relate to teens and
censorship as well as a few notes that describe the controversy (what are the major “arguments”
on each side?). These topics can be from the 4-Corners activity from Day 2, from the
brainstorming activity from the end of today’s class, or a different issue that the student is
interested in. Students should also read 20 pages from their selected books.

Assessment:
Formative: I will walk around the room, listening to jigsaw discussions, which will allow me to
understand how students understand the 1st Amendment in regard to two important legal cases.
Based on student responses to the cases and their answers to guiding questions, I will be able to
gauge whether students grasp the relation of the case to the 1st Amendment and the case’s
relevance to today.

Day 4: Friday, April 23

Learner Outcomes:
1) Students apply what they’ve learned about the First Amendment and the Tinker and
Hazelwood cases to discuss whether several hypothetical but possible students newspaper
editorials warrant censorship and why.
2) Students discuss and determine the “top” most interesting, controversial, relevant topics
related to teens and censorship as well as identify at least 4-5 different “stakeholders” in
the controversy (such as high school students, recent high school graduates, teachers,
parents, elderly community member etc.).

Materials:
Hypothetical student newspaper editorial handout
Online role-play handout
Powerpoint presentation introducing the role-play

Procedures:

1) Review of the impact of the Hazelwood case on public school publications (5)
2) Group activity: School Publication Censorship Scenarios.
a. Students get into groups of 3-4
b. Groups examine hypothetical, but realistic editorial topics in student newspapers
and determine, according to the Hazelwood decision, determine whether each
scenario warrants censorship by the school, and why or why not. Groups should
also reflect on which kinds of values are supported or rejected in school
newspaper censorship (15).
3) Distribute and read aloud the Online Role-Play Handout (5)
4) Show students example of online role-play set-up (tour of the writing methods debate on
having an emphasis on creative writing) (10)
5) Students form groups of 3-4 to discuss the controversial topics about teens and
censorship from yesterday. Each group will choose two topics they would like to debate
for the online role-play. I will record each group’s choices on the board. Topics that have
been chosen by multiple groups will receive tallies. As a class, students make a final
decision on their role-play topic (10)
6) As a class, students brainstorm different people/perspectives that would have an opinion
about the topic. For example, parents, students, teachers, community members, college
professor who interacts with incoming college freshmen (10)
7) There will be at least two of each kind of “stakeholder” – one who supports the
censorship of the chosen topic, and one who opposes it. I will randomly assign students
to their roles so that I will know which students are portraying which characters during
the role-play (10)
Homework: Fill out preliminary character profile info for the role-play and begin brainstorming
position statements and “back story” for the character. Read 20 pages in selected book.

Assessment:
Formative: Based on student responses to the hypothetical student newspaper publications, I
will gain a better understanding of how students understand what kinds of topics are
“censorable” in public schools, and why, as well as how these topics relate back to both the 1st
Amendment and the rulings of the two landmark court cases.

Day 5: Monday, April 26

Learner Outcomes:
1) Students will determine and discuss strengths and weaknesses in several articles
pertaining to censorship in order to prepare for their own writing.
2) Students will construct a persona through language and images that serves to convey
one’s positions and builds one's credibility as a knowledgeable expert.
3) Students will formulate their position and support that position with reasons and
evidence.

Materials:
Article copies
Reserve computer lab time

Procedures:

1) Journal prompt: Write this entry in bullet-points: What makes a good/strong argument?
What makes a weak argument? Include anything that comes to mind, or even examples
for each (5).
2) Article argument jigsaw:
a. Students are divided into 3 groups. Each group is assigned to read a different
article (articles to be decided – my cooperating teacher has a collection of articles
to choose from, and we have not decided which ones we will use yet) related to
the censorship of a particular topic/object.
b. Students read the article individually, using highlighters and/or pencils/pens to
mark areas of weakness or strength in the written piece (10).
c. Groups come together and compare notes on strengths/weaknesses of arguments
(5).
d. Students form groups of 3 with others who read different articles and share with
each other the main points of the article/what it was about a well as the strengths
and weaknesses of the arguments (10).
3) Lab time for online-role play/set-up time. Students are to individually work in the
computer lab to set up their character profiles and make their first post that demonstrates
their basic stance on the role-play issue (35).

Homework: Read selected book.

Day 6: Tuesday, April 27

Learner Outcomes:
1) Students will explore media censorship.
2) Students will understand and importance and purpose of news reporting and discuss
reasons for news censorship.

Materials:
Censorship terms quiz
FRONTLINE clip “Requiem” and viewing guide
PBS clip and transcript for Part I of “U.S., China Spar Over Internet Freedom”
Transcript for Part II of “U.S., China Spar Over Internet Freedom”

Procedures:
1) Quiz on censorship terms (10)
2) What is the purpose of journalism and news reporting? (5)
3) Handout FRONTLINE clip viewing guide. Read aloud the guiding questions so students
know what to focus on in the clip. (5)
4) Censorship in the media. Present and read aloud on LCD projector.
PBS news clip introduction: “At a time when fair and accurate news coverage is more essential than
ever, 2006 marked one of the deadliest years on record for journalists. Surprisingly, despite the fierce
fighting in Iraq, most of the slain journalists did not die in combat. They were deliberately targeted, hunted
down, and murdered for investigating corruption, crime, or human rights abuses in countries around the
world. In Requiem, FRONTLINE/World essayist Sheila Coronel looks at the dangers journalists confront
as they try to tell their stories and pays special tribute to reporters working in the Philippines, Russia,
Turkey, Zimbabwe, China and Iraq who have been killed, jailed, or exiled for daring to speak truth to
power.”
5) Watch “Requiem” FRONTLINE news clip:
http://www.pbs.org/frontlineworld/stories/newswar/video2.html (10)
6) Review student answers to guiding questions. (10)
7) Introduce the Google controversy in China. Give background information on important
current events in China and information on China’s government via powerpoint
presentation (10).
8) Think-pair-share: considering what you now know what China’s government and
involvement in Tibet and somewhat negative image, how might China’s government
respond to freedom of the press? How might they react to the availability of diverse kinds
of information from large internet search engines to their citizens? (10)
9) Distribute transcript for news report, “U.S., China Spar Over Internet Freedom”
10) Play audio for report while students read along with the transcript. (5)

Homework:
1) Distribute Part II of the PBS discussion on restricted internet access. This is a longer
discussion about the cultural and political “divides” involved in certain countries’
decisions to restrict their citizens’ access to and expression of information on the internet.
Students should highlight the claims/stances/ arguments made in the transcript for
tomorrow’s discussion. Students should read 20 pages from their selected books.
Assessment:
Formative: Students will demonstrate via journal entry, reader-guides and small group
discussion their understanding of the purpose of news reporting and making inferences about
why the Chinese government might prevent access to information. Students will determine
whether it is for protection (and for whom), for control, or for change/prevention of change and
why. Students will share their thoughts during the whole-class discussion and I will be able to
gauge whether students understand these categories for censorship reasons.

Day 7: Wednesday, April 28

Learner Outcomes:
1) Students will explore various news topics that are considered “censorable” and, through
small group and whole class discussion, they will gain an understanding of what kinds of
news topics are censorable, why, who would protest the printing of those stories and why.
2) Students will understand the importance of particular techniques in persuasive writing in
order to be more successful in the online role-play and their final letters project.

Materials:
Copies of Top 35 Most Censored Articles in 2010
Powerpoint with explanation and examples of persuasive techniques including: using evidence to
support claims, acknowledging and refuting counter arguments and identification with audience.
Copies of Letter Project Outlines (included at the end of this unit plan)

Procedures:
1) Journal: If access to information is a human right that is defended by our Constitution,
why would the media censor certain news topics? What kinds of news topics do you
think are “censorworthy” and why? (5)
2) Article Jigsaw: from The Top 25 Most Censored Articles in 2010
a. Students individually read one of the top 25 censored articles of 2010 (from
www.projectcensored.org) and write in their journals why they think that article
was censored, who or what group would support censoring the piece and why and
the consequences of both censoring or NOT censoring the article. (10)
b. Pair share: students will get into groups of 3-4 and describe their findings to each
other . Where there any common themes? (10)
c. Whole class discussion: Students volunteer information on their articles as I
record information on the board. Together, we will discuss themes and trends in
the censoring of news. What are the dangers of this kind of censorship? Is it ever
appropriate? Are there any news pieces that should be censored? Why or why
not? (15)
3) Introduce techniques for online role-play (and other forms of persuasion). For each
technique, (20).
a. Using evidence to back up claims
b. Acknowledging counterarguments
c. Identification with audience
4) Introduce final letter project (5)
Homework: Choose one claim on the online-role play and begin forming a response to it,
keeping in mind 1) Evidence (presenting your own) 2) Questioning the evidence of the opposing
side and 3) Making sure to somehow identify with, not alienate the audience (in this case, the
opposing side). Also, continue reading from selected book.

Assessment: I will monitor student small group discussions about the articles they read during
class. Whole group discussion about whether or why certain topics in the news should be
censored will also help me gauge student understanding of the purposes and consequences of
censoring “the truth.” I will also ask and answer questions in relation to the writing techniques
presented in class.

Day 8: Thursday, April 29

Learner Outcomes:
1) Students will use arguments and appeal to audience's interests to gain their support to
build coalitions.
2) Students will identify and refute counter-arguments
3) Students will revise or modify one’s own positions based on learning from the role-play.

Materials:
Computer Lab

Procedures:
Students have the entire hour to work on the role-play. In order to keep students focused, there
will be a handout with specific tasks and guidelines for students outlining what they should
accomplish during the hour.

Homework: Continue reading selected book and begin taking notes for the letter outlines.

Assessment: By reading student responses on the Ning forum discussions, I will begin to see if
students demonstrating understanding of how to 1) use evidence/logic in arguments 2)
acknowledge and refute counter arguments and 3) identify with their audience. I will know after
reading today’s post if more instruction on these techniques is needed.

Day 9: Friday, April 30: Censorship in Children’s Literature

Learner Outcomes:
1) Students will explore censorship in children’s literature in terms of values and ideologies
supported and rejected.
2) Students will understand that even old, “traditional,” seemingly innocuous and “value-
neutral” books (even children’s books) are NOT value free. They simply promote or
conform to more widely acceptable values and ideologies and therefore are not
challenged as readily.
3) Students will examine the effectiveness/persuasiveness in a response to And Tango
Makes Three.
Materials:
And Tango Makes Three
Fun With Dick and Jane: Our Family.
“Attack on Tango” article copies

Procedures:
1) Journal: Reflect on some values/morals/ideologies that are important to you or your
family/community (5)
2) Introduce the book And Tango Makes Three to students as one of the most frequently
challenged children’s book for 4 years in a row, according to the American Library
Association. Read aloud: And Tango Makes Three (10)
3) Think-pair-share responses to the book. What is controversial about it? Who/what groups
of people would most likely object and why? If you had to defend this book to a parent
who thought it was inappropriate, what would you say – what reasons would you give for
reading the book to younger children? What values and ideologies are discussed in this
book (10).
4) Read Fun With Dick and Jane: Our Family – a seemingly non-controversial book
compared to And Tango Makes Three. Let’s “trouble” this book by looking critically at
the values and ideologies in this book as well. Let’s think of someone/certain groups that
could be opposed to this book. Would more people object to this book or And Tango
Makes Three, and why? They both are about family, so what kinds of ideologies and
values are “valued” more, or considered “more acceptable.” (15)
5) Hand out, read, and discuss the “Attack on Tango” piece as it relates to arguments and
persuasive writing about censorship.
6) More to come… Perhaps students will peruse several other children’s books and discuss
in small groups the ideologies and values present as well as what could be deemed
censorable by a certain person or group and why.

Homework: 1-Page reflection: What would happen if people only read books or exposed
themselves to media that aligned (agreed) with their own beliefs. Would there be any positive or
negative consequences? How and why? IS there a value in being exposed to many ideas, even if
we don’t initially agree with them? Why or why not?

Assessment: Through journal prompts and discussion of values and ideologies in the children’s
books, I will be able to gauge students’ understanding of the terms and students ability to find
values and ideologies present in children’s lit and explain why and to whom it may be considered
offensive.

Day 10: Monday, May 3

1) Journal Prompt: We’ve been talking a lot about the 1st Amendment and censorship in
terms of our rights, but what about our responsibilities? How would you define our
responsibilities as members of a society where everyone has equal rights to expression?
Can we really say and do anything we want? (10)
2) Pair-share of the journal prompt (10)
 3) Offensive language
a. Don Imus Controversy: watch Dateline clip:
http://www.msnbc.msn.com/id/21134540/vp/18126388#18126388 (10)
b. Read TIME article “Who Can Say What” about celebrity use of offensive slurs
and complete reading guide questions in groups of 2-3. (15)
http://www.time.com/time/nation/article/0,8599,1609490,00.html
c. Class discussion of slurs – in the face of freedom of expression/freedom of
speech, should offensive language be censored? In what contexts? All?
4) The T-Shirt Test (20) (see activities section)

Day 11: Tuesday, May 4

1) Journal prompt – reflection on the following quote, especially in light of yesterday’s
lesson: “The antidote (remedy) to distasteful or hateful speech is not censorship, but more
speech.” Respond to this quote. Do you agree with it? Disagree? Explain.
2) Pair-share of journal writing. Should certain offensive things be censored? Why or why
not? Should they be censored in all situations or just in some?
3) Lab time for role-play

Day 12: Wednesday, May 5

Music Censorship:
1) Journal: How many minutes/hours each day do you listen to music? List 4-5 of the
artists/bands you listen to most. Pick ONE of those artists. Why do you like
him/her/them? How important are LYRICS in your decision if a song is good or not?
WHY? List ONE song title you would feel uncomfortable reading the lyrics out loud in
front of your grandma, teacher, or school board. WHY? (10)
2) Read article about Wal-Mart refusing to sell certain music albums because of cover art or
lyric content. Think-pair-share: what ideologies is Wal-Mart upholding by their choice to
not carry certain albums. What values and ideologies is Wal-Mart rejecting? (10).
3) Give students the music censorship handout
a. Students work in pairs to complete the handout.
b. The purpose of this handout is to get students to think about “environmentally-
appropriate” censorship, where certain ideas/language/media might be appropriate
in some situations but not others.
4) Time in-class for students to begin handwriting ideas/notes for their final position
statements for the role-play, which they will need to post on Friday (there will be some
time in class on Friday for the actual posting).

Day 13: Thursday, May 6

Movie/Television Censorship
Day 14: Friday, May 7
Lab time to finish role-play
Hand out role-play self- evaluations and reflection questions
Day 15: Monday, May 10
1) Journal prompt: Define evolution. What groups of people might be opposed to teaching
evolution in public schools? Why? (5)
 2) Webquest: http://inherit.wikispaces.com/ (25)
3) Begin Inherit the Wind (30)
4) Class time to work on letter outlines (10)
Day 16: Tuesday, May 11
1) Journal prompt:
Read inherit the wind
Role-play reflection questions due
Lab time for completing self-evals
Day 17: Wednesday, May 12
Hand out: Socratic Seminar: Guidelines for Forming Good Questions

Read Inherit the Wind

Dr. Laura Letter and discussion of the play’s title

Day 18: Thursday, May 13

Read Inherit the Wind
Letter outlines due
Day 19: Friday, May 14
Finish Inherit the Wind
Day 20: Monday, May 17
Socratic Seminar (45 min)
View end of the film Inherit the Wind (20 min)

Outlined Letter to the Editor Writing Assignment Part 1: Offended Individual

Imagine the RAHS English Department is considering adding the controversial book that you
selected to the 9th grade English curriculum. All 9th grade students would be required to read and
analyze this book.

Take on the persona of an individual outraged to discover that the RAHS English Department
would even consider adding this book to its curriculum. Write an impassioned Letter to the
Editor of the Star Tribune declaring your objections to this book.

Remember to double space it and check for spelling or grammar mistakes. Use the
censorship terminology from your notes to write an articulate letter. Your Letter to the
Editor should contain 5-6 outlined paragraphs and should follow this outline:

I. (minimum – 5 sentences) Intro

a. Introduce yourself as the offended person, including important info that would
explain why you object.
 b. Thesis statement- what should the RAHS English Department do and why? (1
sentence)

II. (minimum – 5 sentences) Example of censorable material

a. Topic sentence: what is one example of objectionable material?
b. Evidence: Give context, then give a direct quote from the book that show
objectionable material (page #)
c. Explain why the materials should be banned from RAHS

III. (minimum – 5 sentences) Example of censorable material

a. Topic sentence: what is one example of objectionable material?
b. Evidence: Give context, then give a direct quote from the book that shows
objectionable material (page #)
c. Explain why the materials should be banned from RAHS

IV. (minimum – 5 sentences) Acknowledge and refute counter-argument

a. Topic sentence: what is one major reason why others would support teaching this
book at RAHS?
b. Evidence: Give context, then give a direct quote that shows materials they would
support (page #)
c. Explain why this would be seen as educational or important
d. Explain why this is not enough of a reason to teach this book at RAHS

V. (minimum – 5 sentences) Conclusion

a. Summarize your main topic
b. Summarize your supporting evidence
c. Explain what action you want the RAHS Eng. Dept, to take

Outlined Letter to the Editor Writing Assignment Part 2: Teacher Rationale

Imagine the RAHS English Department is considering adding the controversial book that you
selected to the 9th grade English curriculum. You are a 9th grade English teacher and you need to
decide exactly how this book should be dealt with in the curriculum. Should it be taught as a unit
addressed by the entire class, worked on only in small groups, or read individually?

Take on the persona of an English teacher who must defend the inclusion of your chosen book in
the RAHS English Department curriculum. Write an impassioned Letter to the Editor of the
Star Tribune declaring your support of this book.

Remember to double space it and check for spelling or grammar mistakes. Use the
censorship terminology from your notes to write an articulate letter. Your Letter to the
Editor should contain 5-6 outlined paragraphs and should follow this outline:

I. (minimum – 5 sentences) Intro

a. Introduce yourself as a RAHS teacher, including info that would explain why you
 support teaching the book
b. Thesis statement- what should the RAHS English Department do and why?

II. (minimum – 5 sentences) Example of the value/importance of teaching the book

a. Topic sentence: what is one reason this book should be taught?
b. Evidence: Give context, then give a direct quote from the book that shows
educational material (page #)
c. Explain why you support this material

III. (minimum – 5 sentences) Example of the value/importance of teaching the book

a. Topic sentence: what is one reason this book should be taught?
b. Evidence: Give context, then give a direct quote from the book that shows
educational material (page #)
c. Explain why you support this material

IV. (minimum – 5 sentences) Acknowledge and refute counter-argument

a. Topic sentence: what is one major point that others might object to? Who would
object and why?
b. Evidence: Give context, then give a direct quote from the book that shows
objectionable material (page #)
c. Explain why they object to this material
d. Explain why this is not enough of a reason to ban the book

V. (minimum – 5 sentences) Conclusion

a. Summarize your main topic
b. Summarize your supporting evidence
c. Explain what action you want the RAHS Eng. Dept, to take

Censorship Quiz NAME:__________________________

Terms In your own words, what does Provide an example
this term mean?
Bias

Desensitize

Self-censorship

Empathy

Environmentally
- appropriate

Ideology

Institution(s)

Socratic Seminar: Guidelines for Forming Good Questions

A good opening Socratic circle question:

 • Is an open-ended and resists a simple or single right answer

• Is deliberately thought-provoking, counterintuitive, and/or

controversial

• Requires students to draw upon content knowledge and

personal experience

• Leads participants back to the text as they speculate, evaluate, define,

and clarify the issues involved.
• Leads to more essential questions posed by discussion group.

Ideas for questions:

WORLD CONNECTION QUESTION: A question connecting the text to the

real world issues (or other texts).

OPEN-ENDED QUESTION: An insightful question about the text that will

require support from the text, group discussion and "construction of logic" to
discover or explore theanswer or multiple answers to the question.

UNIVERSAL THEME/ CORE QUESTION: Write a question dealing with a

theme(s) of the text that willencourage group discussion about the
universality of the text.

EVALUATIVE QUESTIONS: An evaluative question seeks discussion about

the value, worth, or truth of the text or the contents/values expressed or
implied in the text.

_______________________________________________________________________
Write two or three questions to prompt the Socratic Circle discussion of
Inherit the Wind here:
 Stem Questions that Facilitate & Sustain Dialogue
Review these stem questions and discussion prompts before the Socratic Seminar and think of
way you could use them. During the seminar, you may use these if discussion slows down or
gets stuck. These stem questions are designed to help the group dig deeper into an idea or
question, rather than just moving through questions quickly on the surface level.
Type of Stem Question: Examples:
Clarification I’m not sure I understand…

Tell me more about that…

Do you see gaps in my reasoning?

Support Questions Can you give us an example of…

Where in the story…
What would be a good reason for…

How are ______ and _______ alike? How are

Compare / Contrast they different?
What is that similar to?
Can you think of why this feels different than…
How does this remind you of…

Benefits / Burdens
Point of View / Perspective
Cause and Effect
What are some reasons why this would (or would
not) be a good idea?
Would anyone like to speak to the opposite side?
Those are some reasons it would work; what are
some reasons it might not work?
How might he/she have felt?
What do you think he/she was feeling when…?
______ has expressed a different opinion. Are
there others?
What is some evidence for…?
Did you have different conclusions?
How did you arrive at your view?
Why do you think that happened?
How could that have been prevented?
Do you think it would happen that way again?
Why or why not?
What would have to happen in order for things to
turn out differently?
 English 9B Book Selection Permission Slip
The purpose of our Censorship Unit is to explore why censorship exists, how we
can defend our personal values, and multiple perspectives on censorship. Our
class will be involved in a unit where students will read books that have been
censored at some time for various reasons. Students will learn about why
certain books are banned and do an individual analysis of censorship in
literature. Because some of the choices available for selection contain
controversial ideas or language (hence the censorship), we would like to make
sure that parents/guardians are informed as to their student’s selection. Please
sign the following form and have your student return it as soon as possible.
Thanks!

__________________________________ (student name) has my permission to read

____________________________________________ (book title) for the 9B Censorship unit.

______________________________ ___________________________________
Parent Printed Name Parent Signature

Hunt 27
Names: ______________________________
For each situation, decide if the song would be appropriate. Write 1-2 sentences
explaining if it would be appropriate or not and why.

1.) “Kiss Me Thru The Phone” at a McDonald’s Playland?

2.) “Right Round” at a high school dance (prom or snow)?

3.) “Poker Face” at a party for your grandparent’s anniversary?

4.) “Kiss Me Thru The Phone” as 1 minute passing music between classes?

5.) “Right Round” at a funeral?

Hunt 28
Now, take a look at the lyrics to these songs. Come up with 4 different lyrics that
you think might be the most controversial. Copy them on the left side of the chart.

On the right, give a score to these lyrics per each group listed. A 1 is NOT
offensive and a 10 is VERY offensive.

Lyric 5 year for a teen? a senior a teacher?

old? citizen?

Hunt 29
 Attack on Tango:
Here is a response to Tango from a website that attacks teaching about “alternative lifestyles” in public
schools:
They say that if you throw a frog into a pot of boiling water, it will quickly jump out, but if you
put a frog in a pan of cool water and heat it ever so slowly until it starts boiling, the frog will cook to
death before he even realizes what has happened to him.

In 1964 I entered the first grade. I still remember the early readers we used and the characters, Dick and
Jane, their younger sister, Sally, their dog Spot and cat, Puff. Dick and Jane had a female mother, one of
them, and one male father. It seems bizarre to me that I even need to clarify that.

Typical dialog went like this, “See Dick run. Run Dick, run.” Not the most exciting material and probably
not the best phonetic approach for beginning readers, but at least it was wholesome and family-oriented.

The temperature in the pot is pretty high in Alameda County California. The school district recently
approved a mandatory program, LGBT Lesson #9, for the 2009/2010 school year. The program will be
taught to students in kindergarten through fifth grade.

Although two of the five board members believed students should have the chance to opt out, the
district’s legal counsel recommended against it, claiming that the curriculum does not deal with health or
sex education, topics that require opt-out provisions. The school district says it will reassess the
curriculum after it is in place for one year. I say you do have an opt-out. Get out of the public schools
altogether!

As part of the curriculum, “And Tango Makes Three,” a story about two homosexual penguins, by J.
Richardson and P. Parnell will be read to second-graders. The book is based on a true story about two
penguins, Roy and Silo, in the Central Park Zoo.

Roy and Silo are described as being “a little bit different…They didn’t spend much time with the girl
penguins, and the girl penguins didn’t spend much time with them.” When the male penguins nurture an
egg, it soon hatches. “We’ll call her Tango, because it takes two to make a Tango.”

“Tango was the very first penguin in the zoo to have two daddies.”

How did we get from “Dick and Jane” to the homosexual propaganda in “Tango” in 35 years? Just like
the frog analogy, it was a gradual process – bit by bit, compromise by compromise. The temperature is
near the boiling point. It’s time to jump out of the pot before it’s too late.

Don’t think this is just California – coming soon to a school district near you.

In your journal, write a response to this persuasive techniques used, not the ideas presented.
Your response should address the way the writer makes and supports the claim, addresses (or does not
address) the other side, and identifies with the audience. What emotions do you think the author was
trying to convey with this message and how can you tell?

Hunt 30
 Wal-Mart and Censorship
From: “Store Wars: When Wal-Mart Comes to Town”
PBS website

With its roots in the Southern Christian heartland, Wal-Mart believes that being a
"family" store is the key to their mass appeal. They refuse to carry CDs with cover art or lyrics
deemed overtly sexual or dealing with topics such as abortion, homosexuality or Satanism.
While Wal-Mart is the world's largest CD retailer, and in some regions the only place in town to
purchase music, entertainment products represent only a fraction of their business. However, it is
a different story for recording artists. Because Wal-Mart reaps about 10 percent of the total
domestic music CD sales, most musicians and record companies will agree to create a "sanitized"
version specifically for the megastores.
Sometimes this entails altering the cover art, as John Cougar Mellencamp did when asked
to airbrush out an angel and devil on one of his album covers. Other times, musicians change
their lyrics and song titles. Nirvana, for example, changed its song title from "Rape Me" to "Waif
Me" for the Wal-Mart version. They also changed the back-cover artwork for the album In
Utero, which Wal-Mart objected to because it portrayed fetuses. And when Sheryl Crow released
her self-titled album, Wal-Mart objected to the lyric, "Watch our children as they kill each other
with a gun they bought at Wal-Mart discount stores." When Crow would not change the verse,
the retailer refused to carry the album. This type of censorship has become so common that it is
often regarded as simply another stage of editing. Record labels are now acting preemptively,
issuing two versions of the same album for their big name artists. Less well-known bands,
however, are forced to offer "sanitized" albums out of the gate.

Wal-Mart's statement on stickered music:

Wal-Mart will not stock music with parental guidance stickers. While Wal-Mart
sets high standards, it would not be possible to eliminate every image, word or
topic that an individual might find objectionable. And the goal is not to
eliminate the need for parents to review the merchandise their children buy. The
policy simply helps eliminate the most objectionable material from Wal-Mart's
shelves.

Magazines don't escape Wal-Mart's "family values" rule, either. Cosmopolitan, Rolling Stone,
Vibe and others have been pulled off the shelves because the retailer deemed the covers too
provocative. Some magazines willingly send advance copies to big retailers like Wal-Mart for
their approval, and will even alter cover artwork to avoid losing sales.

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