Dangerous Language Winter 2010 Julia Heaton, LREI
DANGEROUS LANGUAGE FINAL PROJECT – SHOW AND TEACH
You have three options for the final project. Each option asks you to think critically about issues
of censorship, language, and freedom of expression that we have discussed in the course. Each
project includes a written component and a 5-8 minute “show and teach” presentation. All
projects will be assessed according to equivalent, but not identical, expectations. The general
instructions and specific requirements for each project are described below.
General Guidelines
On FRIDAY, MARCH 5, you must inform Julia of your choice of project/topic. Given the
short amount of time to complete the project, you will want to choose a topic that is reasonable
in scope and schedule your work time with care. Beware of choosing a topic that is too big or
too ambitious to address in the time allotted.
On THURSDAY MARCH 11 you must come to the exam period with your project complete
and ready to present. The final presentation, in which you “SHOW and TEACH” your peers
about your topic, is the most important component of the project. As always, process matters,
and I will be assessing the extent to which you are able to demonstrate your understanding of the
ideas and the knowledge you have acquired in the course. In addition, your thoughtful and
respectful critiques of the presentations will be a key piece of your final class participation grade.
Project 1: Legal Research and Teaching
For this project, you will research an area of First Amendment law that we have not
covered in class. Begin by thinking about the themes of the course—freedom of expression,
censorship, definitions of “appropriate-ness,” etc. Which themes piqued your interest? Which
stand out as the most challenging or personally relevant? Next, consider the topics that we did
not have time to cover during the trimester—censorship of media (music, film, TV, art), child
pornography, violence in the video games, hate speech, flag burning, etc. Based on this
brainstorming, choose a topic that intrigues you and that will lead to stimulating and
satisfying research.
Using the resources available via the LREI Library Visual Search page (via
http://library.lrei.org), you will gather information from a variety of relevant and reliable
sources. I encourage you to select a balance of historical and contemporary sources, so that you
are well-informed about the development of the issue over time. Be aware that generic websites
like Wikipedia and online encyclopedias will not provide the depth of information expected and
required for this project. You must submit a Works Consulted List (MLA format).
The culmination of this project is to teach a concise, informative lesson to the class
about your legal issue. The main goals of the lesson are to explain your legal topic in a clear,
interesting way and deepen the class’s understanding of what constitutes “dangerous language.”
I recommend that you create a visual component to the lesson—e.g. a Power Point
presentation, poster, or handout. Beyond that, you are the teacher; the style and content of the
lesson are up to you!
Dangerous Language Winter 2010 Julia Heaton, LREI
Project 2: Controversial Children’s Book
For this project, you will create an original piece of children’s literature that pushes the
limits of what is considered “appropriate” content, language, or theme(s). First, review your
notes about children’s books that have been challenged or censored in the past. [See ALA
website or Karyn for titles.] Second, come up with an idea for an original story that would be
captivating to a young audience while raising controversy with adults. What type of story
would have thrilled your younger self? What ideas will grab a child’s attention but also teach
him/her something about the world? What about the subject matter, form, or illustrations might
be deemed “inappropriate” or “dangerous” by a particular audience and for what reasons?
You can choose to write a picture book, alphabet book, revised fairy tale, easy-reader, or
one chapter of a chapter book. The balance between words and images depends on the age group
of your intended audience and your own preference/skills. I encourage you to create your own
images, however, if you do use images from other artists or online websites, you must cite your
sources! At the final presentation, you will read your book aloud to the class and defend your
book against potential challenges from parents, school board members, religious groups, etc.
Project 3: The “Anti-Book Report”
In order to do this option, you should have already read a book that has been historically
banned or challenged in the United States. As you read the book, consider the themes we have
discussed in this course: how to judge a book’s quality or literary merit; definitions of what is
“appropriate” language or content; representations of race/ethnicity/gender in literature;
pornography vs. art; and, above all, the 1st Amendment right of freedom of expression. How do
these themes play out in this book, specifically? Your project must express your opinion and
analyze the salient issues/themes in the novel in light of current trends in censorhip.
First, review your text with an eye for the questions above. Annotate the passages that
might be deemed controversial and generate arguments for and against the book. Then, do some
research about the censorship history of the book. When/where was this text banned or
challenged? By whom? For what reason? The LREI Library Visual Search/Dangerous
Language page (via http://library.lrei.org), can provide useful resources on censorship.
Next, come up with a creative way to present the novel to the class. A strong
presentation will combine written, oral, and visual components. Some examples: You could
write a scathing book review for the New York Times and an incensed reader’s subsequent
response. You could design two book jackets, one that highlights the novel’s controversial
content and one that champions the novel as classic literature. Stage and film a press conference
in which pop culture figures, politicians, and community leaders debate the merits/flaws of the
novel. This should not be a book report (i.e. plot summary and trite comments such as “I liked it
because…”) but rather an “anti-book report” that highlights the book’s most controversial
aspects and demonstrates your careful analysis of the book’s themes and characters.
HAVE FUN AND GOOD LUCK!