Stacy Corpuz

11-28-07

ENGL 112B

Dr. Warner

Unit Plan

UNDERSTANDING THE MOTIVES FOR CENSORSHIP IN YOUNG ADULT LITERATURE

English teachers are generally familiar with censorship issues, both the direct form in which a book is challenged by an individual or group, and the more indirect or “better part of valor” form, which leads a teacher to opt for the path of least resistance and select a book less likely to be challenged. (Ericson 1)

Whether young adults realize it or not, censorship plays a major role in limiting their exposure to literature during their academic careers. With the rise of contemporary realistic fiction in the late 1960s, young adult coming of age novels began to address issues such as sexuality, abuse, and drug addiction which sparked much controversy and debate (Donelson & Nilsen 53). Parents and organizations such as the American Family Organization or Concerned Women for America argued whether this genre of contemporary realistic fiction was solely a true reflection of young adult lives or a major influence of shaping young adults’ minds and choices. Thus, censorship of young adult literature began to impact high schools nationwide, yet high schoolers continue to be either uninformed or misinformed about this growing issue.

            Although censorship creates unease and disagreement among parents, educators and even students, it is crucial to discuss the presence of censorship in schools because of the dilemma stated above—students know very little about the motives and the repercussions of censorship. If educators continue to choose literature that is “safe,” then they will, in a sense, not fulfill the duties of opening students’ minds to the ideas that are unknown. By introducing various readings that involve censorship or controversial topics, students can discuss the reasons why these works are so problematic, which, therefore, pushes them to think critically. This emphasis for dialogue will help students see the pros and cons for censorship and can direct them to make well-informed decisions about what they choose to read in the future.

            For the unit plan, J.D. Salinger’s Catcher in the Rye will be the canonical centerpiece. In spite the fact that Catcher in the Rye remained at the top of ALA’s list of Challenged Books until 2005, this novel is still taught in high schools across the country and even in many other countries worldwide (“Challenged and Banned Books”). The reasons for such controversy include the use of profanity, premarital sex, sexual orientation, and prostitution; however, critics claim that Holden Caulfield is a representation of teenage angst. Eric Lomazoff writes in his essay, “The Praises and Criticisms of J.D. Salinger’s The Catcher in the Rye” that Chicago Tribune reviewer Paul Engle “wrote of the authenticity of Holden's character, the idea that his voice was typical of a teenager, never childish or written down to that age level. He praised the book in noting that it was not merely another account of adolescence, complete with general thoughts on youth and growing up” (“The Praises and Criticisms of J.D. Salinger’s The Catcher in the Rye”). When reading Catcher in the Rye, students can conclude whether or not this novel realistically portrays the life of a teenager, and they can find similar controversial themes in the other readings for this unit plan.

LAUNCHING THE UNIT

Before reading Salinger’s Catcher in the Rye, incorporate one or more of these activities in order to push students start thinking about censorship:

1.     First, have students complete an in-class reflection discussing:

a)     What does censorship mean to you? Explain.

b)    What are examples of censorship that you see in your daily life, news, books that you have read, etc.

Have students talk about their answers and as a class, come up with one unanimous definition of censorship. Next, have students do a popcorn reading of the ALA’s “Intellectual Freedom and Censorship Q&A,“ so that they can learn more about what censorship is officially defined as, who wishes to censor materials, what is commonly censored, and what is intellectual freedom (“Intellectual Freedom and Censorship Q &A”).

2.     Read aloud to the students controversial poet Robinson Jeffer’s poem “Be Angry at the Sun” written below (66):

That public men publish falsehoods

Is nothing new. That America must accept

Like the historical republics corruption and empire

Has been known for years.

 

Be angry at the sun for setting

If these things anger you. Watch the wheel slope and turn,

They are all bound on the wheel, these people, those warriors.

This republic, Europe, Asia.

 

Observe them gesticulating,

Observe them going down. The gang serves lies, the passionate

Man plays his part; the cold passion for truth

Hunts in no pack.

 

You are not Catullus, you know,

To lampoon these crude sketches of Caesar. You are far

From Dante's feet, but even farther from his dirty

Political hatreds.

 

Let boys want pleasure, and men

Struggle for power, and women perhaps for fame,

And the servile to serve a Leader and the dupes to be duped.

Yours is not theirs.

 

Have students write an in-class reflection on whether they think this poem is controversial or not. If yes, who and what is the speaker challenging? Choose two quotes that show this resistance. Discuss the students’ conclusions and refer to ALA’s “Intellectual Freedom and Censorship Q&A“in order to present a mini-lecture on censorship.

3.     Show students the ALA’s “The 100 Most Frequently Challenged Books of 1990–2000^” and have the students write an in-class reflection choosing one or more books that they have read from this list and analyze whether they thought the book was controversial in any way when they were reading it. If yes, which issues that were presented made it problematic? Have them present their findings to the class and, as stated above, refer to ALA’s “Intellectual Freedom and Censorship Q&A“in order to present a mini-lecture on censorship.

READING THE CENTERPIECE

When reading Salinger’s Catcher in the Rye, consider using these writing activities to spark dialogue about censorship, major themes, and personal reflections.

Ø    Have students keep a journal reflecting on topics such as :

a)     What are the various controversial issues that are presented throughout the novel? This novel has been frequently challenged and censored for many years. Do you agree that high schoolers should not read this novel?

b)    Draw a Venn diagram differentiating important issues that occur in your daily life versus important issues that Holden Caulfield discusses in his life. What similarities, if any, do you find?

c)     Discuss whether you believe this novel is a realistic portrayal of the difficulties that teenagers face. Do you think anything is exaggerated? Explain and give textual examples.

Ø    Bonnie Ericson suggests in Adolescent Literature as a Complement to the Classics Vol. 3 to have the students create a storyboard (6). With censorship as the focal point, have students get into groups of three or four and have them choose one controversial issue that is woven into the novel. On sheets of paper, have them draw out the particular scene and write a quote related to the controversial issue. Have the students present their findings to the class and discuss whether these issues deserve to be censored or not.

Ø    Begin a class discussion about the reasons why Holden craves intimate relationships with others. Is this a common feeling for teenagers? Why or why not. Have them write an essay about the role of sexuality in the novel and whether or not it is an accurate representation of teenagers’ lives.

Ø    Have students read the excerpt from chapter 1 of Joan DelFattore’s What Johnny Shouldn’t Read: Textbook Censorship in America (5-6). Write a journal entry explaining whether they agree or disagree with DelFattore’s comments about censorship.

EXTENDING THE UNIT

In order to broaden students’ knowledge about censorship, introduce the students to other Young Adult texts that are often challenged. Just as Dr. Warner suggests in her unit plan about acceptance in Literature for Today’s Young Adults, start with a Book Pass and have students choose the top two novels they are interested in reading (201). From there, group the students in threes or fours by the novel they want to read and have them read that novel outside of class. The students will have a chance to discuss the novel with their group members and can complete these activities:

Ø  Act out a powerful scene from the novel and perform it for the class.

Ø  Hold a popcorn-reading where students choose favorite/moving quotes or passages to read aloud.

Ø  Have students research the reasons why their particular novel was challenged and have them present their findings to the class.

Ø  Conduct a class debate of the pros and cons of censorship and ask them if there are times when censorship is necessary.

YOUNG ADULT LITERATURE SELECTIONS

Ø    The Chocolate War by Robert Cormier: According to the ALA, The Chocolate War made the list for “The 10 Most Challenged Books of 2006” for sexual content, offensive language, and violence (“Challenged and Banned Books”). Amazon.com’s synopsis of the book states:

Does Jerry Renault dare to disturb the universe? . . . He's just trying to stand up for what he believes, but perhaps there is no way for him to escape becoming a pawn in this game of control; students are pitted against other students, fighting for honor--or are they fighting for their lives? In 1974, author Robert Cormier dared to disturb our universe when this book was first published. And now, with a new introduction by the celebrated author, The Chocolate War stands ready to shock a new group of teen readers (“The Chocolate War”).

Ø    Memoirs of a Bookbat by Kathryn Lasky: Ericson suggests in Adolescent Literature as a Complement to the Classics Vol. 3 to use this novel described below when discussing censorship:

Harper is a 14-year-old who is recounting events in the recent years of her life, events that find her on a bus on the way to live with her grandmother. Harper’s parents become involved with a conservative religious group that saves their marriage, but their involvement has other effects, too. Harper finds herself hiding her beloved books from her parents and their friends because he parents believe these books will have a negative influence on her . . . . What does Harper’s future hold now? Has she made the right decision? (4)

Ø    The Day They Came to Arrest the Book by Nat Hentoff: Ericson also includes this novel described below when exploring censorship:

Nat Hentoff’s book captures both sides of the censorship argument. Friendships are strained when The Adventures of Huckleberry Finn is challenged by African-American parents after a social studies teacher assigns the book to her class . . . Who will win when the Board of Education votes on whether or not to retain Mark Twain’s classic? Are there “winners” at all? Or is this a single battle in a larger, exceptionally complex war whose outcome is still uncertain? (4)

Ø    Athletic Shorts by Chris Crutcher: The ALA also added this novel to “The 10 Most Challenged Books of 2006” for homosexuality and offensive language and was voted ALA’s Quick Pick for Reluctant Readers (“Challenged and Banned Books”). Amazon.com’s synopsis of the book states:

If the stereotype of the "bonehead jock" is ever to be defeated, it will be at Crutcher's hands. In these six short stories, he and his athlete protagonists take on such weighty issues as racism, homophobia, sexism and the teenager's essential task of coming to terms with his parents . . . . In the book's final tale, Louie Banks (from Running Loose) is befriended by a young man with AIDS and must cope once again with the untimely death of a loved one. The stories' locales--mostly small towns in Montana and Idaho--are vividly evoked, and make a satisfying change from the well-known big cities and bland suburbs where so many YA novels are set. (“Athletic Shorts: Six Short Stories”)

Ø    The Perks of Being a Wallflower by Stephen Chbosky: Once again, this novel makes ALA’s ““The 10 Most Challenged Books of 2006” for homosexuality, sexually explicit, offensive language, unsuited to age group (“Challenged and Banned Books”). Amazon.com’s synopsis of the book states:

What is most notable about this funny, touching, memorable first novel from Stephen Chbosky is the resounding accuracy with which the author captures the voice of a boy teetering on the brink of adulthood. Charlie is a freshman. And while he's not the biggest geek in the school, he is by no means popular . . . . We learn about Charlie through the letters he writes to someone of undisclosed name, age, and gender, a stylistic technique that adds to the heart-wrenching earnestness saturating this teen's story. Charlie encounters the same struggles that many kids face in high school--how to make friends, the intensity of a crush, family tensions, a first relationship, exploring sexuality, experimenting with drugs--but he must also deal with his best friend's recent suicide. (“The Perks of Being a Wallflower”)

Ø    The House of the Spirits by Isabel Allende: This novel was number 67 on ALA’s list of “The Most Frequently Challenged Books Written by Authors of Color 1990-2000” for its offensive language and because it was sexually explicit (“The Most Frequently Challenged Books Written By Authors of Color 1990-2000”). In addition, this novel has been widely used worldwide when teaching magical realism. The following synopsis is taken from the novel’s book jacket:

A best seller and critical success in Europe and Latin America, The House of the Spirits is the magnificent epic of the Trueba family - their loves, their ambitions, their spiritual quests, their relations with one another, and their participation in the history of their times, a history that becomes destiny and overtakes them all. (The House of the Spirits)

 

CONCLUDING ACTIVITIES

One way to close the unit plan is to let students explore censorship beyond literature. Have them choose a specific song, movie, painting or event that was censored from the public or deemed controversial. What made this piece of art or event so problematic? Have students bring visuals or audio, if possible, and let them discuss their findings to the rest of the class. After this unit, students should be able to understand the motives behind censorship and the advantages and disadvantages of suppressing ideas and information to others. If students are interested in spreading the knowledge of censorship to their peers, suggest forming a club promoting intellectual freedom. Students can work with local libraries or can team up with bigger groups such as As If!, YouthAction, or The Free Expression Policy Project to actively work with their community.

            The goal of this unit plan is to expose students to the ongoing battle between censorship and intellectual freedom. Keeping students in the dark about censorship because it is “the path of least resistance” will not stimulate the students’ intellectual growth and will instead hinder them from thinking critically. From this unit plan, they can also see the power that literature holds and the effects it has on our ideologies, education, and freedom of speech.

 

                                                                             

 

 

Works Cited

The 100 Most Frequently Challenged Books of 1990–2000. American Library Association. 23

Nov. 2007.

<http://www.ala.org/ala/oif/bannedbooksweek/bbwlinks/100mostfrequently.htm>.

Allende, Isabel. The House of the Spirits. New York: A.A. Knopf, 1985.

Amazon.com. 23 Nov. 2007. <www.amazon.com>.

Challenged and Banned Books. American Library Association. 23 Nov. 2007.

<http://www.ala.org/ala/oif/bannedbooksweek/challengedbanned/challengedbanned.htm>

Chbosky, Stephen. The Perks of Being a Wallflower. New York: Simon & Schuster, Inc., 1999.

Cormier, Robert. The Chocolate War. New York: Laurel Leaf Books, 1986.

Crutcher, Chris. Athletic Shorts: Six Short Stories. New York: HarperCollins Publishers,

1989.

DelFattore, Joan. What Johnny Shouldn’t Read: Textbok Censorship in America. New York:

Vail-Ballou Press, 1992.

Donelson Kenneth L. and Aileen Pace Nilsen. Literature for Today’s Young Adults. Boston:

Pearson Education, Inc., 2005.

Ericson, Bonnie O. Adolescent Literature as a Complement to the Classics. Ed. Joan F.

Kaywell. Vol. 3. Massachusetts: Christopher-Gordon Publishers, Inc., 1997.

Hentoff, Nat. The Day They Came to Arrest the Book. New York: Dell Laurel-Leaf, 1982.

Intellectual Freedom and Censorship Q & A. American Library Association. 23 Nov. 2007.

< http://www.ala.org/ala/oif/basics/intellectual.htm>.

Jeffers, Robinson. “Be Angry at the Sun.” Robinson Jeffers Selected Poems. New York: Vintage

Books, 1941. 66.

Lasky, Kathryn. Memoirs of a Bookbat. Orlando: First Harcourt, Inc., 1996.

Lomazoff, Eric. “The Praises and Criticisms of J.D. Salinger’s The Catcher in the Rye.” 23

Nov. 2007. < http://www.levity.com/corduroy/salinger1.htm>.

Salinger, J.D. The Catcher in the Rye. Boston: Little Brown, 1991.