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Essential Questions

•  Does censorship violate the First Amendment?

•  Should freedom of speech be limited or absolute?

•  Should citizens be allowed and trusted to have access to unlimited information without government intervention?

•  Should students have the same First Amendment rights as adults?  

Goals

Students will:

  • explore the effects of censorship in Fahrenheit 451 and current events 

  • articulate their position of whether if we should have complete freedom of expression

  • question and explore the limitations of freedom of speech in various multimedia platforms and texts

  • explore the theme in multiple textual and multimedia platforms

  • understand their Constitual rights of freedom of speech

Fahrenheit 451

Unit Plan

Introduction

The US is known for the various freedoms that its citizens enjoy. The First Amendment of the Bill of Rights is recognized for the section that states that “Congress shall make no law … prohibiting the free exercise thereof, or abridging the freedom of speech, or of the press...” Although the 1st Amendment provides the openness of speech and the press, it does not mean that all speech is permissible in society. The main reason for some speech restrictions is to protect citizens, however, what happens if our society chooses security over civil liberties?  

 

Ray Bradbury’s Fahrenheit 451 questions freedom of expression, discusses the consequences of censorship, and the influence or control of mass media over individuals. Students may feel connected with this novel due to its relevance today over the debate of freedom of speech and the influence of the entertainment industry in our lives. We live in an era of information, and where various platforms are allowing more voices to be heard that have once been silenced, however, it also creates disputes of what can be said or not in public.

Focus/Thematic Connection

Freedom of Expression

During the reading of Fahrenheit 451, students will explore the themes of freedom of expression and censorship. Throughout the unit, students will explore the limits of freedom of speech in not only US but in other societies around the world as well. Using poetry, short stories, picture books, and even song lyrics,  students will be able to see how freedom of speech is either allowed or limited in various texts and multimedia platforms. 

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In today's society, it is important more now than ever for students to understand the power of their voice and also the effects of their words. They should also learn about their rights as citizens, which Fahrenheit 451 shows the dark side when those rights are breached upon. 

Objectives

Students will:

  • read Ray Bradbury’s Fahrenheit 451

  • participate in various writing workshops that explore literary and grammar techniques to strengthen their voice. 

  •  participate in online discussion boards to display their position if freedom of speech should be limited or absolute and to engage in a community dialogue 

  • Annotate a literary text to explore various themes and make connections to real life

  • Utilize interdisciplinary materials to explore freedom of speech throughout various genres of literature and media

  • create a project comparing Fahrenheit 451 and life events regarding the freedom of expression which includes a small written assignment and presentation explaining their project.

  • complete writing journals that allow them to explore their views on how freedom of speech is encouraged or hindered in various contexts

Reading Calendar

In my calendar, I chose a traditional schedule which students will be in class once a day for about an hour. In my calendar, I tried to allow students time to do most of their readings and project preparation in class, primarily to aid students who are busy outside of school or do not have the resources at home to help with their final project. 

 

However, I have tried to allocate the time in the classroom and to have students read some supplemental readings for homework which I will physically provide. Since most of the readings will be read in class, I have also allocated a few "Catch Up" days for students who may need more time to read parts of the book and for students who may have missed a day. If students are ahead in the reading, they will have time to plan or to work on their final project. Students are also allowed to take the book home if is necessary if they want to stay on track or get a little ahead. 

 

The yellow highlights in my calendar refer to the lesson plans that are displayed in this unit plan presentation. The orange highlight shows the main activities displays recurring activities that are placed in my unit such as online discussion boards and writing workshops. 

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