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This article is about an essay writing contest that students have the opportunity to enter their opinions on if book should be banned or not. This gives us some great perspective on many of the opinions of the students. One of the main things that I took away from this article was that we don't give students enough credit for knowing what is right and wrong. These books are also opportunities for students to learn from those experiences and make them teachable moments.

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For the fourth year in a row, the Chinook Bookshop and The Colorado Springs Independent have teamed up to sponsor the Banned Books Week Essay Contest. Junior high school students were asked to write about "What 'Freedom to Read' means to me" and high school students addressed the topic "What do you think about banning books in a high school library?" And once again, the entries were impressive.

The essays were screened and judged by a panel including: the Chinook staff; Kathy Glassman, president of CSEA; Susan Rottman, local author and teacher; and Independent editor Kathryn Eastburn.

Our thanks to the teachers who encouraged their students to participate and to all students who submitted essays. Winners will be honored at a 5:30 p.m. reception on Friday, Oct. 27, at Chinook. The public is invited.

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First Place

Brandon Redlinger, Grade 8

Eagleview Middle School

"We don't have to agree with what we read, but we should learn from it."

The freedom to read means we shouldn't allow censorship or book banning due to subject matter, language usage or violent situations. To prevent children from knowing about the world and human nature is unrealistic. "Children are not innocent. They are just inexperienced," said Judy Blume, a veteran of censorship wars. Shielding children from the cruel reality of the world doesn't do them any favors. Instead of shielding children, parents can offer a perspective from personal experiences and help children interpret the world, its realities and flaws. Children, with guidance from parents, should be able to make decisions about what they read and believe. Parents need to take the responsibility, deciding what is appropriate or inappropriate for their children. We shouldn't sacrifice our First Amendment rights to censors just to be protected from what other people consider right and wrong.

The determination about which books should be restricted from children depends on their level of maturity. A person less mature might misinterpret the meaning of subject matter resulting in inappropriate thoughts, beliefs or behavior. Conversely, a person who is mature enough to comprehend what the author is implying will understand the message being emphasized. Again, parents' supervision is indicated, not banning.

Reading is one of our greatest freedoms. Censorship leads to conformity. This limits the range and variety of inquiry and expression on which our culture depends. Creativity, research, and technological advances would be limited. Democracy's responsibility is to make available a diversity of views, popular and unpopular. It's not right to coerce the thought of some and inhibit the efforts of others. All community members should have equal access to the entire range of written resources. Publishers' responsibilities are to give the full meaning to the freedom to read by providing books that enrich the quality and diversity of expression. The freedom to read is of little consequence unless the reader can obtain material to suit his purpose.

Libraries should be allowed to provide information presenting contrasting viewpoints on historical issues. History teaches students the events that shaped the world. Materials shouldn't be removed because of differing partisan or doctrinal views. A person's right to use a library for research should not be denied because of parents' conflicting views either. We don't have to agree with what we read, but we should learn from it.

The First Amendment guarantees our freedom to decide what we choose to read and think. Though someone may be convinced his views are right, that individual is not entitled to impose them on others.

Second Place

Grady Castle, Grade 8

Eagleview Middle School

"Controversial writing ... keeps our minds alive."

T he books that the world calls immoral are the books that show the world its shame." -- Oscar Wilde.

When books are banned, it illustrates a refusal of the censors to look at the world with open eyes; to close their eyes like they closed the banned book. Banning books divulges more about the censor than the book or the author brought into the limelight.

Freedom to read means that you are able to read freely without the possibility of being stopped because the material is inappropriate according to the challenger's belief system. If the challenger doesn't like the book, maybe he shouldn't read it or let his children read it. But banning books takes the books off the shelves, abolishing even the slightest chance that those condemned books might be able to be read at all. Banning for one bans for all.

"... I say let' s get back to the good old First Amendment of the good old-fashioned United States -- and to hell with the censors! Give me knowledge, or give me death!" -- Kurt Vonnegut

The Bill of Rights makes important changes to the Constitution set to establish rules for the United States of America. Obviously, the most important change would be made first. If the First Amendment states that it is okay to write as you wish, then I believe it's okay to write as you wish. And a corollary to that is it's okay to read what you want, too. Depriving others of the chance to read is an unjust thing to do. It doesn't matter if another doesn't want to read a book because the author said something that was offensive, but don't try to control another's value system by limiting their exposure to ideas.

If the privilege of writing something one believes in is taken away, then the privilege of believing has been taken away. Freedom to read is the freedom to read anything. I have read many books I wanted to read even though it was prohibited and that's the way I want it to always be.

I want it to always be this way because my interest jumps a notch when someone tells me a book's controversial. Controversial writing causes sparks and keeps our minds alive.

"Free societies ... are societies in motion, and with motion comes tension, dissent, friction. Free people strike sparks, and those sparks are the best evidence of freedom's existence." -- Salmon Rushdie

First Place

Kendall Anderson, Grade 11

Manitou Springs High School

"Books that break the mold are what we need."

Stripping books that some people deem inappropriate from high school libraries underrates youthful intelligence, clouds history and dilutes our culture to fit a mold of conformity. Oftentimes books are quite literally judged by their covers. There is much more to most frequently challenged books than a controversial topic. What lies between the covers are breakthroughs in expression, timeless plots, and new perspectives for readers. Books that break the mold are what we need. High school libraries should foster open expression without limitations by censors.

The dull reaction and sarcastic tone Kurt Vonnegut takes when describing war and massacre cause his books to be challenged in several communities. Misunderstanding provokes this ridicule. Vonnegut uses the phrase "So it goes" to describe numerous senseless deaths in his book Slaughterhouse Five. Vonnegut doesn't mean to devalue the importance of life, but rather, he emphasizes with the repeated phrase the horrible reality of lives lost. By assuming that high school readers can't understand and appreciate this, censors misjudge student intelligence and swindle teens out of experiencing groundbreaking literature.

Rape is not a tasteful subject for anyone. However, a novel can deal with this delicate subject with more empathy than the evening news. Maya Angelou's I Know Why the Caged Bird Sings confronts this touchy subject. Yet while rape may not be a comfortable topic, the problem is not alien to many young women. By pulling these books off shelves, censors close our eyes to the world around us. Such books can teach the confused or comfort the suffering. If ideas in books are too taboo for some readers, no one is forced to read them. Someone who thirsts for that information, however, shouldn't be deprived of the opportunity to find it.

In Mark Twain's novels, The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer, many people confront uncomfortable language. These books offer the reader a peek into another time period when a different set of values reigned. We should be trying to reclaim the innocence of that era, not censoring the slang of the time. Censoring regional books such as these distorts history.

We should not underestimate our youth, disguise our culture, or sweep the past under the rug. A high school student can't be sheltered from what is true or from ideas that can change their lives. Everyone deserves an opportunity to be touched by literature. Censoring books in a high school library is not acceptable.

Second Place

Annabell Woods, Grade 11

Manitou Springs High School

"Some believe they can hoodwink today's youth."

My generation, probably more aware of the world than our predecessors, faces challenges on all levels as capable adults, and we cannot allow ourselves to be swaddled when we are not infants. Censoring challenged books in high schools distorts constitutional freedom and robs young adults of potentially enriching literature. Some believe they can hoodwink today's youth. With some initiative and persistence, these people often succeed. While they preach purity, censors pervert and destroy many authors' ideas and stop our right to judge for ourselves what we can view.

As a child, the Chronicles of Narnia by C.S. Lewis, the Oz books by Frank L. Baum, and similar stories ignited my imagination with adventure and images of wizards, witches, and talking animals. The same reasons these stories stay alive and vivid in my memory are some of the same reasons that censors ban books today. When children today read the widely scrutinized Harry Potter books by J.K. Rowling, I am certain that Rowling's words excite them as Lewis's and Baum's words excited me.

I gravitate toward literature that depicts reality. The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer by Mark Twain, criticized for displaying disobedient behavior and racial slurs, accurately portray the author's era. The artful precision that acclaimed poet Maya Angelou paints her personal experiences in I Know Why the Caged Bird Sings is censored because it discusses rape. A Separate Peace by John Knowles let me peer into our world at a different time. These books open the minds of high school students, rather than pervert them.

Regardless of what I believe is appropriate, others have the freedom to judge differently. If I believe a work is unsuitable, I can choose not to read it. I can even one day restrict what my own children read. When I tell others that they cannot read something, I impose my own values on others. In forbidding others from reading a book I do not own or have any grounds to regulate, I rob them of their freedom and, more importantly, their desire to learn. Today, the boundaries of purity and pornography, art and anarchy are faintly drawn. We live in a gray world where light and shadows mingle, making it impossible for a few individuals to make universal judgements over all people. By judging issues for ourselves, we excel beyond false logic, ignorance, and an imposed idea of purity.

Honorable Mention

Phillip D. Dressen, Grade 12

Centennial High School, Pueblo

Regina Caputo, Grade 11

Centennial High School, Pueblo

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For the fourth year in a row, the Chinook Bookshop and The Colorado Springs Independent have teamed up to sponsor the Banned Books Week Essay Contest. Junior high school students were asked to write about "What 'Freedom to Read' means to me" and high school students addressed the topic "What do you think about banning books in a high school library?"

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3. Anne Frank: The Diary of a Young Girl

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3. Anne Frank: The Diary of a Young Girl

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This book is"Too depressing." for students to be learning about. There were also instances of parents being upset about some anatomical dialogue in the book. "Until I was 11 or 12, I didn't realize there was a second set of labia on the inside, since you couldn't see them." This book should remain in the classroom because it depicts such an important time in the lives of everyone that World War II effected. This is a great way for students to understand what it was like for the people in this time. It is better than reading about it in a textbook because they can be very dry and boring. This gives you a better look into what was actually happening in that time.

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- http://www.infoplease.com/spot/banned-kids-books.html

- http://bannedbooks.world.edu/2011/03/13/banned-book-awareness-lord-rings-jrr-tolkien/

- http://www.theguardian.com/books/2013/may/07/anne-frank-diary-us-schools-censorship

-http://www.infoplease.com/spot/banned-kids-books.html

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4. A Light in the Attic, by Shel Silverstein

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4. A Light in the Attic, by Shel Silverstein

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The reason that this book was banned was because "A suggestive illustration that might encourage kids to break dishes so they won't have to dry them."This book is a great collection of the beautiful works of Shel Silverstein. This helps children identify with some childhood anxieties and it gives another perspective on some topics that they might not have considered. Instead of using glass dishes around kids maybe they should think about using paper plates. This book is filled with rhythmically sound poems that children can easily relate to and find comfort in.

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2. The Lord of the Rings by J.R.R Tolkien

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2. The Lord of the Rings by J.R.R Tolkien

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This is a great book that contains great details and landscapes that students could get lost in. There are several books that they can continue reading if they seem to enjoy this writing style and genre. The reasons for the banning of the book are more to do with religious groups or people that believe that children should not learn about witchcraft. "A local group claimed the books were satanic and promoting witchcraft, and consequently, set about burning a large cache of the books outside the Christ Community Church." This book promotes friendship and trust in companions. They are on a journey and grow from each experience. As a teacher I think that that is a great lesson for students to be learning.

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This article gives both points of views. It covers the supporters of the banned books and the opponents. It gives a quick overview on how a book becomes banned and why. I like that it breaks down different sections on how to handle the controversy as an educator, how to avoid it, and the legal aspect of it. It is very informative for an educator because when choosing a challenged book it is good to know how to defend its importance. As a new teacher I would have a hard time defending certain books if I am not well aware of their importance in the curriculum. Even then, benefiting the student may not be enough for the parent to accept the book. The website recommends having professional reviews that support the material as a credited proof to a parent. It also recommends to do section readings, not the entire book. It claims that if the the educator invites the parent to be involved it is less likely to become a controversy. These are all excellent ideas to abide by as a new educator. In case that the parent files a complaint for using the book, it says to attain a written complaint and ask for an alternative way to teach the material. It is allowed to keep using the challenged book as long as the student that has an issue using it is not involved. The teacher can file an appeal to conserve the use of the challenged book. It was a great article for future educators to be informed on how to handle a situation like the one stated.

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Challenges to school materials are a common occurrence. How should such challenges be handled? How can they be avoided?
What books should be taught in schools? It sounds like a simple question but the answer can be complex.

Challenges to curriculum content have torn apart communities. On the one hand, advocates of banning certain books maintain that children in grades K-12 will be harmed if we don't protect them from inappropriate materials. Opponents are equally heated in insisting that censorship of books and other curriculum materials violates the academic freedom and diversity of thought protected by the U.S. Constitution.

Among the classic works of literature banned from schools over the years have been Shakespeare's Hamlet, Nathaniel Hawthorne's Scarlet Letter, and Mark Twain's The Adventures of Huckleberry Finn. An American Civil Liberties Union report lists among the most frequently banned or challenged books of 1997 R. L. Stine's Goosebumps series, I Know Why the Caged Bird Sings by Maya Angelou, and Catcher in the Rye by J. D. Salinger.

A report by the National School Boards Association (NSBA) found that challenges of school materials are common throughout the United States. Those challenges frequently work; nearly one-third result in materials being withdrawn from schools or their use curtailed.

During Banned Books Week, people are exhorted to fight against banning and censorship. Yet do opponents of banning books believe that any book is appropriate for teaching in school? And where should the line be drawn between books that are appropriate and inappropriate? A number of experts have explored these and related questions of censorship.

DEFINING CENSORSHIP

Censorship is "the removal, suppression, or restricted circulation of literary, artistic or educational materials ... on the grounds that these are morally or otherwise objectionable in light of the standards applied by the censor," writes Henry Reichman in Censorship and Selection, Issues and Answers for Schools. According to definitions like this, observers point out, many decisions made by school boards about what can be taught in schools might be seen as acts of censorship.

Challenges to materials in school curricula, according to Censorship of Curriculum Materials, by JeanMarie Aurnague-DeSpain and Alan Bass, generally arise in the following areas:

sex and drug education

literature showing children challenging parents and authorities

teaching evolution without reference to creationism

showing women behaving in nontraditional ways

"invasions of privacy" -- projects requiring students to share personal information.

LEGAL TRENDS

Supreme Court cases that deal with censorship issues show a broad trend toward supporting the schools, but they also caution educators to remain aware of values, including minority values, in the communities they serve. Experts have cited the First Amendment of the Constitution as protecting both students' rights to know and teachers' rights to academic freedom. At the same time, legal experts argue, parents have the right to protest books or materials that they consider damaging to their children.

In a landmark censorship case, Island Trees Union Free High School v. Pico (1982), the Court asserted that the "Constitution does not permit the official suppression of ideas," and the banned books were returned to school shelves. In this and other cases, the Court seems to allow school boards a rather free hand with curriculum materials.

In the Pico case, Justice Brennan's plurality opinion stated that a basis for resolving censorship conflicts over school materials could rest upon the use of "establishedunbiased procedures for the review of controversial materials" at the local level.

AVOIDING CONTROVERSY

To avoid controversy, school boards need clearly stated policies delineating how materials are selected. Selection policies should weigh the viewpoints of various groups in the community and be implemented by professionals. Those developing selection policies must consider community and parental concerns and demonstrate acceptance of our national diversity, asserts Reichman. If selection policy ignores minority rights, censorship issues may arise. And school materials should not be selected for partisan political reasons.

To develop a community consensus and prevent cries for censorship, Larry Mikulecky (see Resources) recommends several strategies:

Ask parents to contribute to developing school reading programs.

Give recommended, rather than required, reading lists.

Have files of professional reviews that support materials.

In collective bargaining agreements, negotiate clauses that protect academic freedom and call for agreed-on selection processes.

Discourage the concept that only one text can be used to teach a specific theme.

HANDLING CONTROVERSY

When controversy flares up despite efforts to avoid it, there are ways of handling it to minimize damage. In "Censorship of Curriculum Materials," JeanMarie Aurnague-DeSpain and Alan Baas say, "good internal communications and public relations offer the best way to avoid unnecessary controversy."

Several experts recommend the following process, says "Censorship of Curriculum Materials":

Meet with the complainant and attempt to resolve the issue.

If that fails, request a written complaint detailing the questionable material, the bad effect it is thought to have on students, and what replacement materials are suggested.

Give the complainant a copy of published district policies for controversial materials and explain the procedure to be followed.

Have a review committee provide the school board with a final report.

Inform the complainant of the review process and when committee meetings are slated.

Provide an appeals process.

While the complaint is being explored, keep the controversial material available, except possibly to the student whose family has filed a challenge.

School boards are legally responsible for what is taught in a district, according to U.S. courts in general. The board delegates power to school officials and so is held responsible for school policies.

In summary, the NSBA report states that "the challenge is not to avoid censorship, but to meet it head on with adequate policies and procedures that provide an open forum for deciding what should -- or should not -- take place in public schools."

Article by Sharon Cromwell
Education WorldÂ®
Copyright Â© 2005 Education World

ADDITIONAL RESOURCES

Censorship: Managing the Controversy by Linda Chion-Kenney; National School Boards Association, Alexandria, Va. (1989). 88 pages.

The International Reading Association's Role in the Politics of Censorship by Larry Mikulecky; paper presented at the annual meeting of the International Reading Association, New Orleans, La., April 27-May 1, 1981.

Censorship and Selection, Issues and Answers for Schools by Henry Reichman; American Association of School Administrators, Alexandria, Va., and American Library Association, Chicago (1988). 141 pages.

Censorship Post-Pico by John David Terry II; in School Law Update by Thomas N. Jones and Darel P. Semler, eds., National Organization on Legal Problems, Topeka, Kan. (1986).

RELATED SITES

Updated 09/23/2005

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Banning Books from the Classroom: How to Handle Cries for Censorship | Education World

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Challenges to school materials are a common occurrence. How should such challenges be handled? How can they be avoided? What books should be taught in schools? It sounds like a simple question but the answer can be complex. Challenges to curriculum content have torn apart communities.

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You'd probably expect the Nazis to ban books, but did you know the threat still exists today? http://twitter.com/rocketboom https://www.facebook.com/rocketboom **Update May 20, 2014: This video will be removed from YouTube in the near future. Would you like to host a copy on your channel?

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1. And Tango Makes Three by Justin Richardson

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1. And Tango Makes Three by Justin Richardson

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I believe that this book was banned because it had to do with homosexual ideals and some parents don't approve or appreciate when children's literature is presented in that light. I would defiantly appeal to have this book in the library or in my classroom at school because I would like my students to understand that people are different. I think that this book is so toughing and has a great message behind it.