Considering Censorship (designed by Beth Day, Furman University)

Considering Censorship

Fahrenheit 451, Ray Bradbury (graphic novel)

Essential Question: What is the importance of the written word to people? What are the implications of eradicating (or attempting to eradicate) the written word?

Topics:

· Relationship between language and thought

· The power of words

· Impact of written language

· Impact of TV on the written word

Teacher:

· The teacher assigns Fahrenheit 451 (graphic novel) for the class to read

· The teacher leads a series of mini-lessons on:

· slaves not allowed to read

· cultures where women are not allowed to read

· censorship in America through history

· These lessons will facilitate discussion of the interplay between those in power and what is published and the power of writing.

· The teacher leads discussions between the role of television on books, challenging students to watch no TV for a week and observe what they do with their free time in lieu of television. Teachers may want to introduce the idea of the internet and its role on books. Excerpts from a book such as The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don't Trust Anyone Under 30) may be used a conversation starter. The teacher challenges the students to consider the authors' ideas and come to their own conclusions. If they disagree, would they censor the author/s?

Student Products:

Students could choose between a variety of products, including:

· Students write an essay arguing for or against banning a book of their choice. This could be retroactive-- a student could write a letter to the society of the time that a book was banned, even if it is no longer banned.

· Students write a paper explaining why books are banned today and whether any of the instances are appropriate.

· Students write a letter to the author of The Dumbest Generation: How the Digital Age Stupefies Young Americans and Jeopardizes Our Future (Or, Don't Trust Anyone Under 30) to challenge or support the authors ideas.

· Students choose one book that they would memorize if all the books were to be burned and then write a paper explaining how and why they chose that book.

Recommended

The Center for Cartoon Studies

Huffingtonpost.com on Graphic Novel Adaptations

Here are 13 works adapted to graphic novels. . .several are examined in my book in press with Sense. . .

Krashen on Comics

Comic Book Reading, Reading Enjoyment, and Pleasure Reading Among Middle Class and Chapter 1 Middle School Students

Comic readers/collectors become writers. . .

Poet Nate Pritts notes his beginnings as a poet—comics.

Sherman Alexie and Superman and original essay in The Los Angeles Times

Two nonfiction/professional graphic adaptations

Howard Zinn's A People's History of American Empire as graphic adaptation.

William Ayer's To Teach: The Journey, in Comics as graphic adaptation.

CTL Teaching and Learning Forum

CTL Teaching and Learning Forum
Wednesday, 28 April, 2010 (Study Day)
LIB 041 and 043
Plenary and concurrent sessions from 9 AM to 12:30 PM
Coffee & bagels at 8:30 AM; lunch at 12:30 PM

With a special keynote talk by Gil Einstein:
"Using Cognitive Principles to Enhance Teaching and Learning"

We're pleased and honored this year to host Gil in a plenary session from 11:30 AM to12:30 PM, right before lunch, capping off a packed schedule of presentations:

From 9 to 9:30 AM—Opening plenary panel:
"Lessons Learned from the Lilly South Teaching Conference," with Jessica Hennessy, Stephanie Knouse, Ken Kolb, and Jeanine Stratton

From 9:30 to 10 AM—Concurrent sessions:
Omar Carmenates, "Using Audio Technology to Promote Reflective Learning"
Sandy Roberson, "Supplementing Individual Exams With Group Exams to Improve Student Communication Skills and Enhance Students’ Understanding of Group Dynamics"

From 10 to 10:30 AM—Concurrent sessions:
Paul Thomas, "Adventures in Genre: Considering Comics and Graphic Novels"
Ken Kolb, "Google Docs for Daily Reading Assignments"

From 10:30 to 11 AM—Concurrent sessions:
Lorraine Dejong, "Using Photo Story within Portfolio Assessment to Foster Analytical Thinking and Document Student Understanding"
Wes Dripps, "The Campus as a Pedagogical Opportunity"

From 11 AM to 11:30 PM—Concurrent sessions:
Jeanine Stratton, “Managing and Assessing Student Video Projects”
Lynne Shackelford and Mary Fairbairn, "Opportunities for Enhancing Information Fluency in Upper Level Humanities Courses"

From 11:30 AM to 12:30 PM—Plenary keynote:
Gil Einstein, "Using Cognitive Principles to Enhance Teaching and Learning"