Untitled Document

Elizabeth Martinson
Censorship: Fahrenheit 451 "The temperature at which books burn."
Teaching Ray Bradbury's Fahrenheit 451; a three-week unit

Prefatory Statement: Censorship has played a major role in our students' education. It controls what teachers are allowed to teach, thus controlling what students learn. Because of this, it is important for students to be introduced to this concept and to the effects it has had on literature and it's readers. Our daily lives are filled with images, sounds and words via media, whether it be T.V., radio, Internet, or literature. These forms of communication have to pass certain restrictions to be made available to us. Our students have already had first hand experience with these forms of censorship but lack the knowledge to understand why this is done and how it effects them. Understanding the topic of censorship and the many roles it plays will allow the students to think critically about how censorship effects them and others and to think critically about their own positions on the subject. During this three-week unit, students will read and critically analyze Ray Bradbury's Fahrenheit 451, and develop a personal journal that illustrates their individual responses to the text and articles and how censorship may play a role in their education. These activities will better prepare the students for their participation in a mock simulation of a city hall meeting addressing concerns and objections to the teaching of the text Catcher in the Rye. Students will need to interview people to prepare for their roles. Throughout the unit, students will be required to report on issues in the media dealing with censorship, including these current topics in their journaling. This unit is not designed to present a biased opinion on the subject, but to present the information available to students, and to allow them to develop their own position on the subject.

Class Specification: This unit is designed to be taught to 12th graders. Due to the seriousness and depth of the topic, maturity and experience is required to understand this unit completely. This topic may not be appropriate for conservative schools or religious schools. This may be a subject you address at the beginning of the year. If there is parental objection to any part of the unit, you can adapt it to only include the reading of the text with discussion.

Significant Assumptions:
-It is assumed that students have had prior experience with Catcher in the Rye and elements of literature when reading the text in eleventh grade
-It is assumed that students at this age are passionate about their convictions.
-It is assumed that students have had first hand experience with censorship
-It is assumed that censorship plays a large role in the lives of 12th grade students
-It is assumed that students will be mature in their handling of the issues presented in the novel
-It is assumed that students will be able to find diverse community members to
interview

-It is assumed that students will use class reading and writing time for those purposes.
-It is assumed that students will be able to journal effectively without constant guidance

Desired Outcomes/Standards/Objectives to be Met:
Students will be able to demonstrate all standard specifications listed under the Minnesota High School Graduation Standard: Arts Analysis and Interpretation. After completion of assessment tasks, students will be able to demonstrate the ability to interpret and evaluate complex works of literature by:
1. Applying specific critical criteria to interpret and analyze the selected literature
2. Communicating an informed interpretation using the vocabulary of literature, and;
-Students will be able to explain what censorship is and how it has changed over time through journaling
-Students will research public people's roles in censorship
-Students will develop a personal journal illustrating their beliefs about censorship
-Students will develop an awareness for censorship in its everyday form
-Students will develop their own opinion and position on the topic
-Students will identify with their assigned roles in a mock simulation
- Students will make connections concerning the issues presented in the text with their own lives
-Students will explore different perspectives on issues presented in the novel and show an understanding of both sides found in the text.
-Students will understand the importance of respecting each other's views and opinions.
-Students will reflect on their thoughts and reactions to the characters and issues presented in the book, by journaling.

Possible Whole-Class Activities:
-Discussion on the artistic intent; and the historical, cultural, and social background of the selected literature
-Student/teacher reading and discussion of text.
-Discussion of important issues presented in the book.
-Discussion of the importance of different perspectives.
-Reporting of results from interviews.
-Discussion of community perspectives.
- Role-playing of minor characters and community members.

Possible Small-group Activities:
-Discussion of text, issues, and perspectives
-Role playing of minor characters and community members.
-Interviewing peers and community members.
-Student/teacher reading and discussion of text

Possible Individual Activities:
-Individual journaling
-Finding and commenting on censorship articles
-Homework (reading, journaling, researching roles)

Ongoing Activities:
-Finding and commenting on censorship articles
-Journaling on topics addressed in text

Student Resources:
-Students will need
-a copy of Ray Bradbury's Fahrenheit 451 and possibly a copy of Catcher in the Rye by J.D. Salinger
-access to the internet and/or newspapers
-a journal notebook of some type
- a collection of censored books for students to peruse

Three-Week Run Down
Unit Launch, Week One, Day One, Fifty Minutes:
Objective: Students' interests towards the unit will be heightened by the handouts and first assigned reading
Methods:
Activity 1
Start class by handing out a copy of the brief list of the most frequently "censored" or controversial books in America:
Have them make check marks by the ones they have either heard of or read.
Activity 2
As a class, brainstorm reasons why these books are banned. Write these ideas on the board.
Activity 3
Ask for students to share an experience they have had with censorship. For example: Watching a T.V. show or movie with the profane words edited out, buying an album with an explicit warning label on it, etc.
Write these ideas on the board.
Activity 4
Discuss what censorship means to the students and how it affects them and how it relates to their daily lives
Activity 5
Assign the on-going journal assignments. Students will, throughout the unit, research and collect articles centering around censorship. Students should cut or copy the article and paste it in their journal and then comment on the article. Students do not need to have an article each time they journal, but they do need to address an issue pertaining to censorship, for example, past experiences. The finished journal will require 20 journal entries with 5 articles included. Assign first journal assignment, it should be due on Tuesday.
Activity 6
Introduce Bradbury's Fahrenheit 451 and how it relates to the censorship issue
Activity 7
Activity 6

Begin reading the text aloud with class. Readers can volunteer or be picked. Pgs. 3-32. Only read around 10 pages aloud, the rest is to be read silently in class.
Homework assigned: Assign pages not read and journal entry. While reading, students should make note of symbolism and foreshadowing and parts of text referring to censorship (assessment task #2). Handout glossary of Literary Vocabulary with definition included. Students should use this handout throughout the unit to help them define terms in relation to the text.
Assessment: I will know if students have completed the objectives if, they speak of it in class discussion and in their journal entries.

Week One
During the next four days have students continue reading text. 20 minutes of each day should be dedicated to discussing homework and literature vocabulary words that they have journaled about (see handout). By 12th grade students should have an understanding of the vocabulary words and should need little guidance in locating these elements with in the text. They have had experience with these elements in 11th grade. The rest of the 50 minutes students can use for silent reading. Questions concerning the text can also be posed to the students each day. Included is a list of possible questions. These questions should be used in conjunction to what they read for that day.
Tuesday 32-68
Wednesday 68-100
Thursday 100-130
Friday 130-160
For the weekend 160-179 (finish book)

Week Two, Day Six, 50 Minutes
Lesson Plan
Title: Vocabulary of Literature
Standard: Arts and Literature: Communicating an informed interpretation using the vocabulary of literature
Objective: Students will identify the defined Vocabulary Literature (see handout)
relating to the text and learn the concepts related to these words.
Activity 1
Handout Vocabulary Literature test
Activity 2
Allow students 20 minutes to take quiz
Homework: none
Assessment: I will know that students have successfully met the desired objective if all grades are above a C.
During the next 20 min:
In small groups have students discuss the ending of the text, specifically, the ending that they feel the author intended and what elements the author uses to illustrate his point. (Refer to Vocabulary handout)
Tuesday, Day 6- Intro. to Library research-students will be researching roles that will later be assigned to them for the mock simulation.
Wednesday, Day 7-1/2 Library Day-1/2 Intro. to Interview Research

Week Two, Thursday, Day Eight, 50 minutes
Title: Preparing for Mock Simulation
Standard: Arts and literature
Objective: Student's will research and obtain information that will better help them in their roles, during the Mock Simulation later in the unit.
Method:
Activity 1
Each student is given a sealed manila envelope with an identity included. Possible identities/roles: Mayor, a couple of English teachers, a couple of concerned parents, a couple of students, a minister/priest, a manager or owner of a privately owned book store, a manager of a franchised book store, a couple of school board administrators. Each student should keep his/her identity private.

Activity 2
Instruct students to read the information inside the manila envelope in private.
Activity 3
Discuss what is expected from them during the next week and a half:

The final in this unit requires students to role-play their identity in a mock simulation of a city hall meeting addressing the censorship of the text Catcher in the Rye. Part of that role-playing requires students to interview someone in the community who is in the role indicated on the envelope. Students need to ask their interviewee pertinent information that will help them identify with the role. Research and interviews should take place during the next week and a half. Students need to add two objects/articles into the manila folder that will help students next year.
Students are not allowed to "fall out of character" during the simulation. It is pertinent that each student has fully researched the role they have been given. The amount of research needed to fully prepare the student is up to the student's discretion; however, a percentage of their grade is based on their performance. Students will also be required to prepare an identity biography along with the transcript of the interview. Students will have time to work on this the 12th and 13th day.
Activity 4
Conferencing with students will take place the 9th and 10th day of this unit, (Thursday and Friday) and the 12th and 13th day, (Tuesday and Wednesday). Half the class will meet the 9th day and the other half the 10th day. The same schedule applies to the 12th and 13th day. While conferencing is taking place, students should use this time to research their roles, edit their biographies or prepare for the simulation. The Mock Simulation is held on the 14th day.
Homework: The 9th and 10th day of class are dedicated to library research and conferences. Students should continue to research their roles, on their own, with little guidance during the next 3 days.
Assessment: I will know if students have completed the above objective if they, during the mock simulation, can give convincing arguments and opinions from the role of the identity.
Thursday- Conference with ½ class and research day in lib. for students
Friday- Conference with ½ class and research day in lib. for students

Week Three, Day 11, 50 min.
Guest Speakers: Two people from the administration board, the schools principal (if possible), and a member on the school board.
Speakers will address situations in where they have had to deal with the questions challenging the text being taught. All students should take notes and ask questions of the guest speakers.
Tuesday- ½ day conference with students and while waiting, prepare rough draft of identity biography, including written transcript of interview. Students may have to record conversation of take detailed notes during the interview
Wednesday- ½ day conference with students and while waiting, students should continue to work on rough draft of identity and transcript. If students finish early, a collection of censored books will be available for students to peruse.
Thursday-
Lesson Plan
Title: Mock Simulation
Standard: Arts and Literature and applying specific critical criteria to interpret and analyze the selected literature
Objective: Students will effectively portray their given identity, with strong arguments and opinions.
Method:
Teacher should take lead role and ask students, in their roles to introduce themselves and give a brief opening statement. From their, whomever is the mayor will address the situation and ask to hear from certain people. Group discussion should begin. Students should be made aware that participation in this activity is vital to their assessment and grade.

Assessment: Assessment is postponed until Friday.
Friday- Discuss results of Mock Simulation. This is where the real assessment should take place. Students will be excited to talk about what happened and how they felt. Identity biographies and interview transcripts should be handed in. Students should also bring their two articles to add to the identity envelopes along with their completed journals (complete with 5 articles including 20 journal entries.) If available, teachers may want to rent the video version of Fahrenheit 451, but this should no way be in substitute to reading the text.

Literature Vocabulary Quiz
Name:_____________
Match the following with it's definition and provide an example, either from Fahrenheit 451 or from your mind.
a. Foreshadowing
b. Antagonist
c. Metaphor
d. Simile
Match with:
1. A figure in which a similarity between two objects is directly expressed
2. The presentation of material in a work in such a way that later events are prepared for.
3. The character directly opposed to the protagonist.
4. An analogy identifying one object with another and ascribing to the first object one or more of the qualities of the second.

Short Answer
1. Provide two examples of how Bradbury uses symbolism in Fahrenheit 451 and the message he is trying to convey with the symbols he uses.

2. This text does not define one character as a protagonist or antagonist, however, that does not mean this text does not have one. What do you think Bradbury was trying to convey in these roles?

3. This text is flooded with imagery. Provide at least 3 examples of where imagery plays a major role. You may use your book?

For your consideration,
a brief list of the most frequently "censored" or controversial books in America:
The Adventures of Huckleberry Finn by Mark Twain (S.L. Clemens)
Antigone by Sophocles
Brave New World by Aldous Huxley
The Catcher in the Rye by JD Salinger
Catch-22 by Joseph Heller
The Color Purple by Alice Walker
The Diary of a Young Girl by Anne Frank
The Grapes of Wrath by John Steinbeck
The Merchant of Venice by William Shakespeare
1984 by George Orwell
Slaughterhouse-Five by Kurt Vonnegut, Jr.
To Kill a Mockingbird by Harper Lee
The Wizard of Oz by L. Frank Baum

(Source: "Censorship: A Threat to Reading, Learning, Thinking",
John S. Simmons (Ed.), 1994. International Reading Assoc.:
Newark, Delware 19714. )

Possible questions
for Discussion/Comprehension or journaling
1. Why would society make "being a pedestrian" a crime? (Clarisse tells Montag that her uncle was once arrested for this.)
2. One suicide and one near-suicide occur in this book. One woman, who shuns books but loves TV and driving fast in her car, anesthetizes herself,; "We get these cases nine or ten a night," says the medical technician. Another woman, who cherishes her books, sets herself on fire with them; "These fanatics always try suicide," says the fire captain. Why would two people who seem to be so different from each other try to take their own lives? Why does suicide happen so frequently in Montag's society?"
3. Captain Beatty quotes history, scripture, poetry, philosophy. He is obviously a well-read man. Why hasn't he been punished? And why does he view the books he's read with such contempt?
4. Beatty tells Montag that firemen are "custodians of peace of mind" and that they stand against "those who want to make everyone unhappy with conflicting theory and thought." How well are the firemen accomplishing these objectives? Are conflicting ideas the only source of unhappiness in their society? What other sources might there be? Can conflicting ideas exist even without books that have been destroyed and outlawed?
5. Why do you think the firemen's rulebook credited Benjamin Franklin-- writer, publisher, political leader, inventor, ambassador--as being the first fireman?
6. Why does Beatty program the Hound to track Montag even before Montag stole the book? Do you believe Beatty had seen him steal books before? Or is it that Beatty had detected a change in Montag's attitude or behavior? Cite incidents in the book that support your answer.
7. Montag turns to books to rescue him; instead they help demolish his life- -he loses his wife, job and home; he kills a man and is forced to be a nomad. Does he gain any benefits from books? If so, what are they?
8. Do you believe, as Montag did, that Beatty wanted to die? If so, why do you think so?
9. Since the government is so opposed to readers, thinkers, walkers, and slow drivers, why does it allow the procession of men along the railroad tracks to exist?
10. Once Montag becomes a violent revolutionary, why does the government purposely capture an innocent man in his place instead of tracking down the real Montag? Might the government believe that Montag is no longer a threat?
11. Granger, spokesperson for the group on the railroad tracks, tells Montag, "Right now we have a horrible job; we're waiting for the war to begin and, as quickly, end...When the war's over, perhaps we can be of some use in the world." Based on what you've read of the world these men live in, do you believe that the books they carry inside themselves will make a difference? Might this difference be positive or negative? Point out episodes in Fahrenheit to support your response.
12. What does Granger mean when he says, "We're going to go build a mirror factory first and put out nothing but mirrors for the next year and take a long time to look at them?" Why would "mirrors" be important in this new society? (Note: In Part 1, Clarisse is said to be "like a mirror.")

Literature Analysis
Although Ray Bradbury's work is often referred to as science fiction, Fahrenheit has plenty to say about the world as it is, and not as it could be. As you review the book, list examples of the themes mentioned below, as well as others you notice. Discuss how you feel about the stands the author or characters take in Fahrenheit.
· conformity vs. individuality
· freedom of speech and the consequences of losing it
· the importance of remembering and understanding history
· machines as helpers to humans, machines as hindrances or enemies

Notes on Censorship
Use at your discretion.
Firemen paid to start fires may have been a Bradbury idea but he did not have to invent book burning. Censorship was a real and frightening concern in the U.S. when Fahrenheit 451 came out in 1953 during the height of the career of Joseph McCarthy, the U.S. Senator from Wisconsin whose unfounded accusations of a Communist-infiltrated Department of State led to the suppression of information and the propagation of falsehoods and fear-- effects not unlike those the firemen of Fahrenheit had on citizens in their state.

Fallout from the McCarthy cloud spread beyond government boundaries into the private sector as well. The pressure to scrutinize, modify, and prohibit was on, and writers, publishers, moviemakers, performers and advertisers felt the squeeze. In 1953, the Chicago Archdiocese Council of Catholic Men was spearheading a pro-censorship campaign; the city government in St. Cloud, Minnesota, was adding new names each month to its list of three hundred banned books. This alarming trend prompted President Dwight D. Eisenhower to speak out:
"Don't join the book burners," he cautioned graduating seniors at Dartmouth College. "Don't think you're going to conceal faults by concealing evidence that they ever existed. Don't be afraid to go into your library and read every book..." "Freedom cannot be censored into existence," he wrote to the American Library Association. "A democracy chronically fearful of new ideas would be a dying democracy."
Despite the President's words and the freedom of press and expression written into our Constitution, censorship thrives in the U.S. today. In 1983, a major publisher canceled the printing or shipping of two novels and a book of verse whose authors did not comply with suggestions to "soften" the language and replace two of the poems. In 1984, Of Mice and Men by John Steinbeck was banned in Scottsboro, Alabama, high schools because of "profanity," and a group of parents and students in Church Hill, Tennessee, went to court to fight against use of "anti-Christian," "anti-American" English textbooks approved by the state. For ten years up until April 1984, publishers who wanted their textbooks bought in Texas had to leave out any mention of evolution unless it was labeled theory rather than fact and called "one of several explanations of the origins of mankind."

Literature Vocabulary
Hold on to this sheet through out the unit
Use it to help you define these terms in relation to Fahrenheit 451
Imagery: Imagery in its literal sense means the collection of images in a literary work.
Simile: a figure in which a similarity between two objects is directly expressed.
Metaphor: an analogy identifying one object with another and ascribing to the first object one or more of the qualities of the second.
Symbolism: In its broad sense symbolism is the use of one object to represent or suggest another; or, in literature, the serious and extensive us of symbols.
Foreshadowing: The presentation of material in a work in such a way that later events are prepared for. Foreshadowing can result from the establishment of a mood or atmosphere, as in opening of Conrad's Heart of Darkness or the first act of Hamlet.
Rising action: The part of a dramatic PLOT that has to do with the COMPLICATION of the action. It begins with the EXCITING FORCE, gains in interest and power as the opposing groups come into CONFLICT, and proceeds to the CLIMAX.
Protagonist: The chief character in a work, usually the good guy.
Antagonist: The character directly opposed to the protagonist. A rival, opponent, or enemy of the PROTAGONIST, usually the bad guy.

Assessment Task:
Minnesota Electronic Curriculum Repository
Learning Area:Literature and the Arts Content Standard:Literature and Arts Analysis and Interpretation- literature Educational Level:High School Submission Type:State Model Performance Assessment
Description of Student Performance:Vocabulary of Literature: Define and find vocabulary of Literature in relation to the text.Critical Analysis of a Literary Work: Students will read an assigned piece of literature and formulate a critical analysis and interpretation of the work from a given perspective.Applying Critical Perspectives: Research and interpret an assigned perspective to produce a variety of critical interpretations.

Name of Item:Vocabulary of Literature
Learning Area:Literature and the Arts Content Standard:Literature and Arts Analysis and Interpretation- literature Educational Level:High School Submission Type:Assessment Task

Standard Specification: Those parts of the standard that are assessed in this task are bolded.
A student shall demonstrate the ability to interpret and evaluate complex works of literature by: A) describing the elements and structure of literature; the artistic intent; and the historical, cultural and social background of the selected literature; B) applying specific critical criteria to interpret and analyze the selected literature; C) describing how particular effects are produced by the artist's use of the elements of literature; and D) communicating an informed interpretation using the vocabulary of literature.

Large Processes and Concepts: The items from the Large Processes and Concepts for this learning area that are addressed in this assessment task are bolded in the right hand column.
The following bolded large processes and concepts are covered in this assessment task.Select/describeanalyzeinterpret/translateevaluate

Evidence of Learning: The following product(s) supply evidence of student learning.
Comprehension of a text's literary vocabulary: passing grades

Task Summary: The following is a brief summary of this assessment task.
Define and analyze a text's in relation to the elements of literature

Feedback Checklist: Items in the checklist are aligned with the standard and describe the quality criteria for each piece of evidence. Items indicate what is being assessed and how well it needs to be demonstrated.
Task ChecklistY = YesN = No Evidence Shown
Student Type of Evidence Teacher
Define and analyze a text in relation to the element of literature
The definition of the vocabulary is concrete and accurate.
The analyses of the elements in relation to the text is concrete and accurate
The comprehension of the vocabulary of literature is above a passing grade.

Task Description: Includes clear, step-by-step, instructions.
1. Hand out sheet stating and defining a selected amount of literature elements. Read one work of literature, it must be a novel or a drama. Analyze the text by focusing on the elements stated above.2. Next, write down in journal when a literary element in found in text.3. When done reading text, review elements of literature and take quiz.

Name of Item:Critical Analysis of a Literary Work
Learning Area:Literature and the Arts Content Standard:Literature and Arts Analysis and Interpretation - Literature Educational Level:High School Submission Type:Assessment Task

Evidence of Learning: The following product(s) supply evidence of student learning.
Analysis of a Literary Work from a given perspective

Task Summary: The following is a brief summary of this assessment task.
Students will read an assigned piece of literature and formulate a critical analysis and interpretation of the work from a given perspective.

Feedback Checklist: Items in the checklist are aligned with the standard and describe the quality criteria for each piece of evidence. Items indicate what is being assessed and how well it needs to be demonstrated.
Task ChecklistY = YesN = No Evidence Shown
Student Type of Evidence Teacher
Analysis of a Literary Work From a Given Perspective
The analysis is a thorough examination of the literary work thatconnects elements and structure with effect and artistic intent,connects background and context with meaning and point of view.
Interpretation of the work is consistent with the analysis
Conclusions are supported and explained with specific examples from the work

Task Description: Includes clear, step-by-step, instructions.
Read assigned text. Formulate a comprehensive analysis and interpretation of the work from an assigned perspective and record your progress via a journal. Items to journal about may be:1. Notes about the social, political, cultural events or circumstances of the time period in which the work was written. Describe how these factors influenced the development of the work or are reflected in the work. 2. A description of the writer's use of the formal elements of fiction. Among the elements you may consider are the uses of symbolism, figurative language, allusion, setting, characterization, dialogue, narrative structure and repeated elements. Provide detail and examples from the text to support your analysis. 3. Biographical notes about the author including specific details that shed light on the work or raise questions about the work.

Special Notes: Includes any tips or special instructions.
The assigned perspective is one of censorship.

Name of Item:Applying Critical Perspectives
Learning Area:Literature and the Arts Content Standard:Literature and arts analysis and interpretation - literature Educational Level:High School Submission Type:Assessment Task

Evidence of Learning: The following product(s) supply evidence of student learning.
Individually created biographies of a given identity

Task Summary: The following is a brief summary of this assessment task.
Research and interpret an assigned perspective to produce a variety of critical interpretations.
Feedback Checklist: Items in the checklist are aligned with the standard and describe the quality criteria for each piece of evidence. Items indicate what is being assessed and how well it needs to be demonstrated.
Task ChecklistY = YesN = No Evidence Shown
Student Type of Evidence Teacher
Individually created biographies of a given identity
The biography states a position and reasoning as to why the position is taken
The biography contains ample information and citation for future identities holders
The biography includes a community interview transcripts along with notes and comments
The biography is helpful in understanding a given perspective

Task Description: Includes clear, step-by-step, instructions.
1. The biography identity is assigned by teacher. 2. Each identity is to be researched and supported, this information is to be included in the biography.3.All research is to be followed up by a community interview with a member of this identity4. Transcript of interview including , questions asked, answers given and note and comments is to be included in biography

Special Notes: Includes any tips or special instructions.