Post by Charlynn on Dec 16, 2010 21:29:36 GMT -5
The following is a study guide for Chapter Twelve of Alleen Pace Nilsen and Kenneth L. Donelson's textbook Literature for Today's Young Adults provided by my Libraries, Literature, and Young Adults professor, Dr. Celeste DiCarlo Nalwasky. (Page Numbers Cited)
1. Name the work that is filled with provocative ideas and helpful suggestions to help with issues of censorship and is an easy source for finding ALA’s Library Bill of Rights. Intellectual Freedom Manual, 7th edition (Page 390)
2. Recall the time period of the first cited case of censorship addressed by our authors. 5th Century BC (Page 390)
3. Identify the publisher of The Students’ Right to Read. National Council of Teachers of English (Page 392)
4. List briefly the 9 assumptions made by our authors:
5. Describe the “good” that censors can do. Censors seem unwilling to accept the fact that the more they attack a book, the greater the publicity and likelihood that more young adults will read the offensive book. (Page 395)
6. Name the three kinds of censors highlighted in our text by our authors. (1) Those from the right, the conservatives; (2) those from the left, the liberals; and (3) an amorphous band of educators, publishers, editors, and distributors who we might assume would be opposed to censorship. (Page 397)
7. Summarize the ruling in Tinker v. the Des Moines (Iowa) School District in 1969. Students have First Amendment rights when they are in school, just as they do outside of school. The sentence, “It can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.” is present in many of the judgments made by educators.
8. Compare the impact of the 1979 decision by the U.S. Supreme Court in Board of Education, Island Trees Union Free School District v. Pico for school libraries and that of classroom teachers. Boards of Education did not have the right to remove books from the school library, but conceded that the school board has the right and duty to supervise the general content of the school’s course of study. (Pages 409-410)
9. Tell how publishers have contributed to censorship. (Pages 415-417) removing words or phrases which might offend
10. List the procedures that teachers and librarians should create before the censors arrive. They should:
1. Name the work that is filled with provocative ideas and helpful suggestions to help with issues of censorship and is an easy source for finding ALA’s Library Bill of Rights. Intellectual Freedom Manual, 7th edition (Page 390)
2. Recall the time period of the first cited case of censorship addressed by our authors. 5th Century BC (Page 390)
3. Identify the publisher of The Students’ Right to Read. National Council of Teachers of English (Page 392)
4. List briefly the 9 assumptions made by our authors:
a. Any work is potentially censorable by someone.
b. The newer the work, the more likely it is to come under attack.
c. Censorship spreads a ripple of fear.
d. Censorship does not come only from people outside the school. (administrators, other teachers or librarians and school board)
e. Censorship can happen to me, not just other people.
f. Schools without clear, established, school board-approved policies and procedures for handling censorship are accidents waiting to happen.
g. If one book is removed from a classroom or library, no book is safe any longer.
h. Some people would prefer to see young adults educated, while others want them to be indoctrinated. With so little in common between these two philosophies of schooling, disagreement is not only natural but certain. (Pages 394-395)
5. Describe the “good” that censors can do. Censors seem unwilling to accept the fact that the more they attack a book, the greater the publicity and likelihood that more young adults will read the offensive book. (Page 395)
6. Name the three kinds of censors highlighted in our text by our authors. (1) Those from the right, the conservatives; (2) those from the left, the liberals; and (3) an amorphous band of educators, publishers, editors, and distributors who we might assume would be opposed to censorship. (Page 397)
7. Summarize the ruling in Tinker v. the Des Moines (Iowa) School District in 1969. Students have First Amendment rights when they are in school, just as they do outside of school. The sentence, “It can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.” is present in many of the judgments made by educators.
8. Compare the impact of the 1979 decision by the U.S. Supreme Court in Board of Education, Island Trees Union Free School District v. Pico for school libraries and that of classroom teachers. Boards of Education did not have the right to remove books from the school library, but conceded that the school board has the right and duty to supervise the general content of the school’s course of study. (Pages 409-410)
9. Tell how publishers have contributed to censorship. (Pages 415-417) removing words or phrases which might offend
10. List the procedures that teachers and librarians should create before the censors arrive. They should:
a. keep up-to-date with censorship problems and court cases by reading professional journals.
b. develop clear and succinct statements, devoid of any educational or library or literary jargon, on why they teach literature or stock books.
c. develop and publicize procedures for book selection in the library or the classroom.
d. develop procedures for handling censorship, should it occur, including a form to be completed by anyone who objects to any teaching material or library book and what to do once the form is completed. (Page 418)
e. have the procedure approved by the Board of Education; otherwise the document cannot stand legally.
f. write or obtain rationales explaining why a title was chosen to teach to a class. (Pages 417-419)