Running head: STUDENTS AND CENSORSHIP 1

Students and Censorship: Why Banned Books are Necessary Tools for Learning

Shelby Hemley

Arizona State University

STUDENTS AND CENSORSHIP 2

Students and Censorship: Why Banned Books are Necessary Tools for Learning

This project is created for students to learn and be involved in their school and classrooms. They

are using this project to get practice in creating questions, doing research, and reflecting and

presenting these ideas to each other as well as the community. They are working towards

understanding legislature and rules that limit their learning and reading because of censorship

and banning books in their classes and communities.

Applicant and School Environment

I am a teacher in my mid-twenties. I love to teach students about reading and writing,

though I love to partake in different kinds of hobbies outside the classroom, such as: walking,

reading, watching TV and movies of all genres, baking, and playing golf. I have been teaching

for a few years now and have interned and student taught for two years prior to graduating from

the teacher’s college at Arizona State University. I am a teacher because I deeply value learning.

I was raised in a household that instilled this principle in me from birth. My mother always used

to read to me, critique my work, and encourage me to apply myself to becoming someone I am

proud of while reminding me that the only thing you can never lose in life is your education.

Because of these lessons, I want to inspire others to challenge themselves as I have been and

choose to strive for greatness in their own lives. Teaching is the way to achieve this. By being a

leader and facilitator of these values, I hope to transform bright young minds so that they, in turn,

can practice them in their personal lives as well as in the whole of society.

I am a middle school English teacher at Ward Traditional Academy in Tempe, Arizona. I

teach sixth, seventh, and eighth grade students reading and writing here and absolutely love it!

Although this school is a public school, it is highly rigorous and structured, requiring a lot of
STUDENTS AND CENSORSHIP 3

student and parent involvement. The school is a very small k-8, which is great for students to get

to know their peers and teachers for a long period of time if they enter the school at a younger

age. The students mostly come from white affluent families, but about 30 percent are on free or

reduced lunch, which means that not all students are in homes with high incomes. The majority

of students at Ward Traditional Academy are female, but it is almost a 50-50 split. Students in

my classes can range quite a lot since I teach all three grade levels of middle school. The

classrooms within the English department of the school are all arranged in rows of desks, where

each student is individual from their peers. It is unusual for students to perform group activities

in this school due to the rigorous nature of the program. Every middle school student in the

district receives a Chromebook to rent at the beginning of sixth grade to rent until the end of

eighth grade. Students in my classroom use these computers for almost all activities in the

classroom and homework assignments, which aids in their technological skills as well as learning

in the modern age. Parents are heavily involved in students’ work and activities because they are

supposed to monitor their children’s’ online presence. They are also asked to attend quarterly

conferences and to regularly check on agendas and homework. I believe by working together, we

can all help aid kids’ learning as best as we can. I want to ensure that everyone feels safe,

comfortable, and valued in my classroom so that they have a better opportunity to engage, learn,

and retain knowledge introduced in my lessons and with the people around them.

Though the school is really great and is very academic, I wish that they offered more

project-based learning throughout the English department. Students rarely work on projects with

one another, which I believe helps them learn and retain information better. I think that when

students are listening to their peers, they are more involved and interested in what they are

learning about. Most of the projects done in my classrooms and others are research papers, which
STUDENTS AND CENSORSHIP 4

is not as engaging as a real project would be. They could definitely use the technology they are

provided with in order to do projects with weebly, prezi, or other platforms. The school district

already emphasizes technology in the classroom, which students love. I have a good bit of

experience with technology just from working in a school where it is so heavily integrated, but I

have also used it in my classes throughout my career as a student. I have taken classes that

involve me learning and practicing the use of technology and how to incorporate it into my

lesson plans and daily activities.

These qualities are only a few of the reasons why I am highly qualified to take on a

project such as this. It would be my honor to be able to advocate for the students in this way so

that they can get the outcomes this would provide. I intend to use the project in the entire school,

school district, and community to better teach and serve those I work with.

Summary of Project

This project is needed within the school because there are a lot of books that are on the

banned books list in classrooms and the library. Students are required to read a certain number of

novels per quarter depending on their grade level and have some difficulty choosing books that

they find interesting. A lot of books deemed “too obscene” for students of these age ranges to

read are among some of the ones that they are most interested in reading. It is important for

young students and readers to understand the literary merit behind some of these books that are

ruled inappropriate for their age.

Students will conduct research on the books that have been censored and banned in our

country as well as others around the world and find out why they were suggested to be removed

from libraries and curriculum. They will go on a field trip to the public library to conduct
STUDENTS AND CENSORSHIP 5

research, browse the stacks, and listen to the librarian discuss and answer questions about

different books they have found in their research. Each group of students will choose one book to

report about to the class after researching and potentially reading the novel.

This project is designed to impact student learning because it is important for them to

learn about things that they are truly interested in. Based on their development, this is the time

that they are questioning and curious about regulations that limit their choices, which keeps their

interest piqued. Students are engaged in their learning because they are the ones conducting

research on topics that they find fascinating and worthy of research.

Student Impact

The students that may be directly impacted by this project may be few, potentially about

20 people because they are not as focused on reading and learning about history of books during

this time. Students that truly care about their lives and freedoms being restricted by adults such

as their parents, teachers, or authorities in school districts or communities will definitely be more

impacted by the project. However, as they grow up and start to see first-hand how these

limitations affect their learning and what they can and cannot learn in schools, they will

understand the importance of researching how the subject affects them.

Teacher Impact

As a teacher, the project will impact my teaching because I will be able to get a glimpse

into what excites students and how they are researching and gaining information on topics. I can

understand what their thoughts on the books and situations being banned are, which is going to

be very exciting to see. Other teachers will also be able to see this project and get an

understanding on what students enjoy reading and learning about and how the community’s

decisions on their learning affects them. It will impact my practice because in the future I will
STUDENTS AND CENSORSHIP 6

strive to accommodate students based on their learning and preferences that I find out in this

project. I will also be able to see what types of things students enjoy reading and researching

about and how they prefer to gain this knowledge and test their creativity.

Community Impact

The biggest community impact on the project will be the school, school district, and the

students’ communities such as their libraries and homes. These will all be affected once students

begin to learn that they are restricted in their options and learning. Students may strive to change

the regulations of these areas in order to have more freedom on what they would like to learn and

read about in the future or for future generations of students.

Project Narrative

Please see Table 1 for this section.

Budget Narrative

Please see Table 2 to explain the breakdown of expenditures for this project. I will be

needing a school bus one day to take a field trip to a local public library. There, students will

have a guest presentation to talk to them about their projects and as repayment for volunteering, I

will be giving them a gift card. For the days that the kids are brainstorming and working on their

projects in class, they will be needing paper, pencils, markers, and big paper for group ideas and

collaboration. Lastly, I added a cheap laptop to the budget because students will most likely

forget theirs at home or come with it uncharged, so I would like to have one in class just in case

they need it for their work.

STUDENTS AND CENSORSHIP 7

I plan on getting the funding for my project by making a class page on the Adopt A

Classroom site. I really liked how easy it was to view different classes that needed donations and

how you can take money from it whenever you needed to, even if all of the money was not raised

yet. I also thought that it would be nice for donors to view what we spend the money that they

give us on that website. It seems very user friendly and fun so I will be planning on getting

funding through people’s generosity on there.

 STUDENTS AND CENSORSHIP 8

References

AdoptAClassroom.org: Fund a Teacher or School. (n.d.). Retrieved from

https://www.adoptaclassroom.org/.

All Resources: MyPBLWorks. (n.d.). Retrieved from https://my.pblworks.org/resources.

Ward Traditional Academy. (n.d.). Retrieved from https://www.tempeschools.org/our-schools/k-8-

schools/ward-traditional-academy-2721.
 STUDENTS AND CENSORSHIP 9

Table 1

Learning Learning Activity Assessment Technology Innovation

Goal /
Standard
Day 1 Standard: Students will listen to a guest At the end of class, Students will have The lesson will
8.W.7 speaker at a public library on students will hand a padlet set up transform student
the importance of laws and in an exit ticket. containing learning because
Learning regulations that effect the including at least 3 discussion it is student
goal: students’ choices. Students things they learned questions and based, which they
Students will take notes and engage from the lesson topics that they may have never
will be able with the speaker then and beginning may research. As done before. It is
to conduct complete research on topics research and one they research and also very research
research to they find interesting within thing they are listen to the heavy and that is
answer the this concept. looking forward to speaker, they will unlike many
question: (a certain book, the fill out the English
“How can Differentiation: Advanced final project, a brainstorming map classroom
we create a students may research the guest speaker, etc). of things that they curriculums. The
banned history of banned books and have learned or are project involves a
books which states have the strictest curious to research lot of peer
section in regulations on reading in the project. The collaboration and
the material. Students without padlet will be examining the
classrooms any background knowledge available for all community, and
and may continue to interview the students in the this may be the
libraries of guest speaker or begin class to view as a first time that any
our researching books that have collaboration tool. students actually
community been banned in the past. do these types of
?” There is an IT things.
specialist at the
school and library
that the students
can get help from
regarding their
research or laptop
issues.
Day 2 Standard: We will learn about digital I will give students Students are using This lesson is
8.W.7 safety and the importance of a quiz on good and their laptops in the innovative
good internet practices. Then, bad internet classroom to do because students
Learning we will analyze what good practices and their lesson and may not have
goal: research looks like and how it reliable sources. quizzes. They ever gotten a
Students can be applied to real life Students will also should be able to proper lesson on
will learn applications and writing have a short visit websites and the good and bad
how to prompts. Students will look at answer to databases that are practices of the
conduct the differences between good, complete that important to the internet and
efficient scholarly websites and shows their researching. They
 STUDENTS AND CENSORSHIP 10

research sources and bad sources to understanding of research they are will be able to
that is on cite and do research from. the importance of conducting. utilize this
task and good, relevant information well
relevant to Then, students will continue research in beyond the
the topic where they left off the projects and real- project and they
they are previous day and begin doing life applications. work as students
learning their own research on topics in a classroom
about. that they were interested in setting.
based off of the grand theme
of banned books and
censorship in schools and
libraries.
Day 3 Standard: Students will get a direct I will have Students are all This day is
8.W.7 instruction lesson on some of students write out equipped with innovative
8.RI.1 the topics they were a journal entry laptops so they because it offers
interested in and had started based on their will be reviewing students the
Learning to research the previous day. findings in class. the lecture on their chance to present
goal: The lesson will be no longer They will also computers but also their ideas and
Students than 15 minutes and will write down ideas use them for findings to the
will still be involve students taking notes on how to notetaking and class. Besides the
working and collectively sharing conclude the discussions with lecture that I give
toward the things that they would like to project and make their peers. (but based on
driving continue to research. We will real change in their their interests), it
question begin thinking about how to community. is all student
and will get present the findings and driven.
a start on research at the end of the
the ultimate project.
goal of
learning Differentiation: Students with
how different interests really get to
research shine here because the lesson
and will be student-driven based
learning on their responses. If students
impacts that are a little bit behind on the
goal. understanding, this is a good
day to regroup and repeat
things that they have learned
but also continue to research
topics they want to explore.
Day 4 Standard: Students will utilize the I will grade Technology used Students are using
8.W.7 information that they have students based on during the day is tools that they
gathered this far in their their overall effort their laptops to may have never
Learning research and present their on the presentation complete the worked with
goal: findings to the class. Students and the research and the before and are
Students in the audience will take information and presentations. able to
will be able notes and participate in quality of research students are collaborate with
 STUDENTS AND CENSORSHIP 11

to present discussions during the they have done. allowed to pick the their peers by
their presentation in order to Students should presentation tool discussing things
findings collaborate on ideas. have a minimum they choose that they learned
from the Differentiation: of three sources (google slides, during their
past few Students are able to pick the and at least a 7- prezi, powerpoint, presentation.
days of topics within the theme that minute glogster, etc).
research they can present to the class. presentation about
using the Students with presentation their topic.
presentation fears or speaking difficulties
tool of their may write an essay on the
choice. research that they have
conducted.
Day 5 Standard: I will give a brief lesson on Students will be The technology Again, students
8.W.7 the history of banning books asked to make a used this day is are using new
and censorship. I will cover portfolio of the mostly on their tools to explore
Learning books that have been recently information that laptops. They will that they may not
goal: taken off of school reading they have gathered also get to explore have ever gotten
Students lists and library shelves. and learned so far a presentation tool the chance to
will be able Students will do further in the project. The of their choosing review before.
to identify research on the books that I portfolio must to keep all of their They are also
the origins talk about and some that they have the following work/research in. learning how to
of are interested in learning tabs to get full (Students may conduct good
censorship more about. they will be able credit on the choose evernote, research and
and how it to identify the people in assignment: google sites, become
has evolved charge of these policies and books/movies weebly, wikitools, experienced
over time. how they affect students. banned, history, etc) notetakers.
and legislature/
community that
impacts these
decisions.
Day 6 Standard: I will bring in a guest speaker Students’ feedback The technology
8.W.7 that works in legislation in on padlet will be used today will
schools to talk to students assessed to see mostly be on their
Learning about the impact they have on how well students laptops, which
goal: the freedoms that students understood the they will use for
Students care about. Students will be speaker and the discussions and
will be able able to ask questions and consequences of collaborating with
to explain interact with the speaker to their policies. others about their
how better understand how these They will be ideas and what
policymake policies are put into place and graded based on they have learned.
rs affect how they can be changed. their participation
their Students will answer with their peers
learning questions on padlet to and the speaker. I
and rights. collaborate with their peers will provide
and the speaker on things feedback on their
they should be thinking about
 STUDENTS AND CENSORSHIP 12

to direct their focus onto the understanding thus

topic we are learning about. far.
Day 7 Standard: I will organize the students Students will have Students will use
8.W.7 into groups based on their an exit ticket to their laptops to
presentations from day 4 and complete with view the portfolio
Learning the overall interests that theytheir group tools that they
goal: share with other classmates. including two picked as well as
Students They will all review each potential solutions any collaboration
will be able other’s portfolios from day 5 they can look into or brainstorming
to and brainstorm ways in which and who they tools that they
collaborate they can present the concern might want to choose to work
on their of censorship to their present their with their group
ideas about community members. information to. I members.
the topic will use this
and come Differentiation: information as a
up with Students with hesitations guide to see where
solutions towards groups may work the students are at
for their individually or with a partner. in their research
community. They can collaborate online and ideas as we
in order to brainstorm with near the end of the
others and see their ideas project.
without being in the same
group with them.
Day 8 Standard: I will give a short lecture on Students will be Students can use
8.W.7 how to write persuasively. assessed based off resources for their
8.W.1 Students will learn the of their letters letters. Their
importance of this writing written and will be laptops will be
Learning style and its connection to the given feedback on used only for
goal: project’s goal. Students will their proposed research and
Students then begin to formulate solutions. I will gathering their
will be able solutions to the issue of offer guidance on ideas.
to work censorship in schools and how to improve
together to libraries. They will practice their writing or
come up writing persuasively by what resources to
with creating a letter to a find to offer a
solutions to community member. compelling
our issue. argument.
Differentiation:
Students may give an outline
of their ideas and solutions if
they are not understanding
the persuasive writing. they
may also choose to directly
speak their ideas to me rather
than writing a formal letter.
 STUDENTS AND CENSORSHIP 13

Day 9 Standard: Students will watch videos or I will assess Technology used Students are
8.W.7 short documentaries on how students based on during this day are taking a lot of
to effectively state your case their screencasts definitely laptop- knowledge about
Learning on a subject. They will and how will they focused as most of technology and
goal: practice by making a are able to explain their projects will tools that are
Students screencast of their project or their logic behind be using some available for their
will be able of themselves talking about the solutions. They kind of digital tool. use. They are
to display their topic/solutions to will receive They will be understanding the
their project reference to later. They will feedback on how exploring how to use of persuasion
in a work in their groups to finish effective their make a screencast to make their case
presentation the final presentation and solutions are and to show me their on the topic.
of some decide who will be their how well they progress on the These skills will
kind to community member to present the project. be needed
show present to the following day. information given. throughout school
community and into their
members adult lives.
for the final
day.
Day 10 Standard: Students will finalize all of Community Students may The lesson is
8.W.7 their work and be ready to members will give choose from a innovative
present their findings and feedback to the variety of because students
Learning solutions to community students on how technology options are collaborating
goal: members such as school they presented the depending on how on a project that
Students boards, teachers, librarians, information and they choose to they are interested
will present legislature, or parents. how their solutions present the in learning about.
their whole would be effective. information that They are also
project to Differentiation: I will grade them they have. presenting to real-
members of Students may work based on their Students will be life people who
the independently on this if they overall effort on using their laptops could potentially
community choose to be outside of a the entirety of the for the project. be changing
to advocate group. They can also choose project but also policies to fix the
for change. which community members based off of the problem that they
to talk to, based on their feedback received are presenting.
research and their from the members.
interests/findings.
STUDENTS AND CENSORSHIP 14

Table 2

Item Cost # URL

Bus $250 1 https://firstcharterbus.com/your-event/youth-education/
Paper $9.64/pack 2 https://www.walmart.com/ip/Norcom-150-Sheets-
Wide-Ruled-Filler-Paper-10-5-x-8/5043374
Post It $35.89 1 https://www.officedepot.com/a/products/618017/Post-
easel paper it-Super-Sticky-Easel-Pad/
Markers $6.29/pack of 3 https://www.officedepot.com/a/products/470108/Office-
6 Depot-Easel-Pad-Markers-100percent/
Pencils $3.97/pack of 3 https://www.walmart.com/ip/Pen-Gear-No-2-Wood-
72 Pencils-Yellow-72-Count/344351419
Laptop $299 1 https://www.walmart.com/ip/HP-Chromebook-14-14-
Full-HD-Touchscreen-Display-AMD-A4-9120C-AMD-
Radeon-R4-Graphics-4GB-SDRAM-eMMC-Audio-by-
B-O-Ink-Blue-14-db0044wm/218817736
Gift card $25 2 https://www.starbucks.com
Total cost: $684.95
 STUDENTS AND CENSORSHIP 15

Appendix

Inquiry Based Lesson Plan

Teachers: Subject: Grade:

Shelby Hemley English 8
Common Core State Standards:
 8.W.7. Conduct short research projects to answer a question (including a self‐generated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of
exploration.
Objective (Explicit):
 Students will be able to conduct research to answer the question: “How can we create a banned books section in the
classrooms and libraries of our community?”
Evidence of Mastery (Measurable):
 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response
 exit ticket – journal/reflect about things they learned and are excited about for this project
 students must detail at least 3 things they learned from the lesson and beginning research
 students must include one thing they are looking forward to (a certain book, the final project, a guest speaker, etc)

Sub-Objectives, SWBAT (Sequenced from basic to complex)

 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relative to students, their lives, and/or the real world?

 ask students what they know about banned books

 to master the lesson, students must be able to conduct relevant research and come up with focused questions or discussions about the
next steps of the project
 students will probably conduct some type of research throughout their everyday lives, they are interested in rules made for them by adults
and community members (which are the ones to select banned books)
Key vocabulary: Materials:
Engage
 How will you activate prior knowledge?
 How will you hook student attention?
 What question will you pose, based on your objective, that students will seek to answer in Explore?
Teacher Will: Students Will:
 take students on a field trip to a local public library  take notes and contribute to discussion
 discuss with students the importance of different types of books,  write down topics they may want to delve into through
who selects reading material, and how books get banned research
 prepare a guest speaker to discuss with them the legislature and  ask questions
meaning behind outlawing selected texts or topics

Explore
 How will you model your performance expectations? (Remember you are not modeling what you want students to discover but need to model
expected behavior or required procedures.)
 How will students take the lead and actively use materials to discover information that will help them answer the question posed in the Engage?
 What questions or prompts will you be prepared to use with students while they are “exploring”?
Teacher Will: Students Will:
 arrange students into groups near computer areas  practice group activities
 discuss roles and tasks for group members and go over  do individual research to practice what teacher has done
procedures for individual work
 model how students can conduct research and show them which
websites are good resources
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
 STUDENTS AND CENSORSHIP 16

Explain
 How will all students have an opportunity to share what they discovered?
 How will you connect student discoveries to correct content terms/explanations?
 How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from the Engage
before moving on?
Teacher Will: Students Will:
 in groups, students will discuss their ideas on the project and
 show students how to use padlet for brainstorming and what they have learned from the speaker and individual
discussions research
 write out discussion topics in padlet for students to collaborate and  share on padlet a few ideas they discussed within their
answer on groups that answer the posted topics
Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Elaborate
 How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this learning at a
deep level?
 How will students use higher order thinking at this stage (e.g. A common practice in this section is to pose a What If? Question)?
 How will all students articulate how their understanding has changed or been solidified?

Teacher Will: Students Will:

 walk around the room as students discuss their ideas from the  discuss answers to what if questions with their peers
explain section  think about and share similar questions that they may have.
 ask questions (what if the school district decided to ban your
favorite book? a book that you considered important for everyone
to read? why do you think they would do this? what if they didn’t
ban anything, despite its potentially explicit content?)

Co-Teaching Strategy
 What co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you provide for specific students?
 How will you anticipate students that need an additional challenge?
Evaluate
 How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)?
 How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

Teacher Will: Students Will:

 go over expectations for exit ticket
 gather and discuss ideas shared in ticket
 students will hand in exit ticket:
o students must detail at least 3 things they learned
from the lesson and beginning research
o students must include one thing they are looking
forward to (a certain book, the final project, a guest
speaker, etc)