Banned Book Week Lessons

In my classroom, I observe Banned Book Week by having lively, open discussions centered around the idea of banning literature. Usually, I don't have students do any particular assignment other than writing a journal entry during the last few minutes of class. A good deal of learning is taking place without extraneous assignments. With this topic, there is plenty of fodder for class discussion. Spark learners' interest by informing them that some of the famous books they are now required to read were once banned. Some of these titles include: The Catcher in the Rye, by J.D. Salinger, The Call of the Wild, by Jack London, and The Adventures of Huckleberry Finn, by Mark Twain. Now that you've got their attention, have them refer to this list to discover books that have been either recently banned or challenged. Divide the class into small groups. Have each group peruse the list, noting which books they have read and what content they think caused these books to be challenged. 

 

What Is Fair?

Since teens love to talk about rights and fairness, the topic of banned books is an ideal opportunity to let them voice their opinions. I begin class by asking pupils to define the words fair, unfair, right, and wrong. Keep the environment non-judgmental and you will find that within your class, there are varying definitions for these two words. Be sure to ask your students clarifying questions because quite often their first definition isn't well-thought-out, or they are having trouble choosing words to convey what they think. With pointed questions, learners will be better able to articulate their thoughts. After brainstorming and discussion, write some of the definitions for both words on the board. These definitions will be useful in later discussions and assignments.  

What Do You Think? 

Next, read the opening monologue (below) from a Twilight Zone episode called "The Obsolete Man." Twilight Zone's ironic tone and what-if scenarios will get learners' brains spinning. These episodes will get your pupils thinking in unconventional, creative ways. After reading the monologue aloud, give it to pupils in written form. (Sometime during this week, use this monologue as a writing prompt for an opinion piece. There is a plethora of directions students can go with this assignment. The looser your assignment, the more creative/varied responses you will receive.) 

Monologue: "You walk into this room at your own risk, because it leads to the future; not a future that will be, but one that might be. This is not a new world: It is simply an extension of what began in the old one. It has patterned itself after every dictator who has ever planted the ripping imprint of a boot on the pages of history since the beginning of time. It has refinements, technological advancements, and a more sophisticated approach to the destruction of human freedom. But like every one of the super states that preceded it, it has one iron rule: Logic is an enemy, and truth is a menace. This is Mr. Romney Wordsworth, in his last forty-eight hours on Earth. He's a citizen of the State, but will soon have to be eliminated, because he's built out of flesh and because he has a mind. Mr. Romney Wordsworth, who will draw his last breaths in the Twilight Zone."

What Do Pupils Think About Mr. Wordsworth's Fate? 

This particular episode is about a retired librarian named Mr. Wordsworth. He has been labeled as obsolete by the State which brings with it a death sentence. The State has ruled both books and libraries obsolete. With no need for books or libraries, the State has decided there is no need for librarians either. Mr. Wordsworth argues admirably about the importance of books and the written word, but he loses his battle and receives his sentence. The twist comes at the end of the story when Wordsworth's judge is found to be obsolete as well, and is forced to suffer the same punishment as the librarian. Using the class definitions of fair, unfair, right, and wrong, facilitate a class discussion with regard to Mr. Wordsworth's fate.

What Are Man's Rights Regarding Freedom and/or Knowledge?

Banned books and the plight of Mr. Wordsworth provide a great springboard to a class discussion about freedom and an individuals rights to knowledge. Next, I show the above mentioned Twilight Zone episode to the class. After watching the episode which takes about twenty-five minutes, provide the opportunity for more class discussion. At the end of the week, I like to bring the discussion back around to how we began the week; discussing banned books. I obtain a list from the American Library Association of the books that have been challenged over the past twelve months, and the status or outcome of the challenge. Ask if anyone has heard of, or read any of the challenged books. You can limit your lessons to the week designated for banned books, or you can extend these discussions way beyond a week. Either way, you are bound to have spirited participation from all of your pupils. 

What Resources Would be Good for Banned Book Week? 

Recommended Reading 

Pupils examine and defend various positions in the argument over a book ban in the Miami-Dade school system and then write a letter to the Miami-Dade school board expressing their opinion about the issues raised in the debate.

Do Students Have a Right to Read? 

This lesson probes the topic of banned books a little deeper than just a discussion. It gives great ideas on how to involve the librarian or the administration in a small discussion with a class with regard to what their district's procedures are for removing a book from the library shelf in their school. Pupils study First Amendment Rights, excerpts from Supreme Court cases, and create a radio talk show discussion about banning books.  This would take a little extra planning, but there are also many links on the site that could help create other ways to recognize Banned Book Week.

Censorship in Our Library: 

To use this resource during Banned Book Week, you will need to reserve the computer lab so pupils may research some of the websites contained in the lesson. The purpose of the lesson is to challenge learners to research a book that contains content that might be questionable for an elementary school library (grades 4 - 6) and write a persuasive letter to the governing board of that library. The title may already be in the library and they feel it should be removed, or the title may not yet be in the library and they would like it added to the library collection. Either way, they will get practice researching and writing a persuasive essay.