Censorship In The Modern World

TIPC Ratings

Teacher:  By creating and providing the learning stations, the teacher is able to assess student knowledge of censorship on a variety of levels.  The Public Awareness Campaign gives students a wide-variety of options depending on their interests and ability levels.  Using the self-assessment, the content and collaboration rubric, and the KWLH board, the teacher will be able to assess the student’s broad range of knowledge.

Student:  The Public Service Campaign is designed for the students to research, evaluate, and create a project that presents and synthesizes their research from a variety of sources.  The campaign project gives students the choice about what types of items they wish to create.  The creation of the Glog and the letter to Brookland’s Paw Post provides the students the opportunity to communicate about censorship in a real-world situation, especially on a global level.  The stations provide the opportunity for students to research and learn more about censorship on a variety of levels.

Teacher:  By creating the opportunity for discussion with Brookland’s Library Media Specialist, learning stations, and Public Service Campaign, the teacher provides opportunities for students to work together, connect with the issue globally, and communicate with the school community (letter to “The Paw Post”, Public Service Campaign).  The Public Service Campaign also creates a “team” approach to the project.

Student:  Since students will have to work in groups during the learning stations and for the Public Service Campaign, they are given the opportunity to communicate and collaborate with a diverse group of thinkers.  In addition, they will have to work as a team to develop an original campaign that identifies the topic of censorship and relate it to the real-world.  The letter to The Paw Post is an opportunity for students to initiate conversation between classmates after the editorial is read.  Discussion boards in School Space provide the opportunity for students to collaborate and discuss ideas with one another. 

Teacher:  Through the use of the learning stations and the Public Service Campaign projects, students are able to use higher order thinking skills, solve authentic problems, and synthesize open ended questions.            

Student:  By using the multiple resources (print, music, websites, books, and articles) in the learning stations, students are able to respond to real-world issues revolving censorship.  By giving groups the choice in the types of products they could create for the Public Service Campaign presentation, they are provided the opportunity to answer higher order thinking questions.  The last column of the KWLH board provides students the opportunity to ask higher-order questions.  The Public Service Campaign also provides the students the ability to collaborate on the issue of censorship and develop a product that relates to the real world.

Teacher:  By providing students with student centered opportunities through the learning stations and Public Service Campaign, the teacher provides the structures that assess student and group knowledge of censorship.  Giving students/groups the ability to choose what type of software to use for the Public Service Campaign allows for their creativity and innovation.  Multiple stations give students the opportunity to think critically, use communication tools, and create an original product. 

Student:  In order for the teams to create an original Public Service Campaign on censorship, they have to use critical thinking skills in order to decide what types of items to include in their campaign.  Using research methods, they will have to find other types of censorship and communicate together in order to create their campaign and their glog. By working together, their Glog will serve as a website for audiences outside the Brookland classroom.