Censorship Conversation Class
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This document discusses the topic of censorship from multiple perspectives. It begins by defining censorship and exploring its various forms. Students then discuss in groups whether censorship is good or bad, and its positive and negative aspects. The discussion shifts to censorship of the internet, including perspectives from President Obama on internet freedom. Methods of internet censorship are explained. References are provided for additional information.
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Censorship Conversation Class
- 2. Censorship - what does it mean to you?
- 5. What forms can censorship take? What get's censored and why?
- 7. The Internet Do you use the internet? What do you use it for? Do you think the Internet should be censored? Which websites do you think ought to be censored? Do you think censorship violates your liberties?
- 9. US President on Internet Censorship
- 10. What did the President think of internet freedom? In your group discuss his opinions Do you agree with them?
- 11. stronger society accountable government encourage creativity brings countries together world knowledge hear others’ opinions
- 12. The use of the internet is a universal right What’s your opinion? Tell your group
- 13. How do they know what we are looking at on the internet? How do they censor us?
- 14. Big Brother
- 18. Do you agree? Why? Why not? Discuss as a class
- 20. Be safe when you surf Thanks for coming
Editor's Notes
- The images are designed to engage the students - images of 'protection', 'safety', and 'restriction'. It depends what group you are teaching as to what their opinions are towards censorship. Ask them in WC (whole class) mode to begin discussing what censorship means to them. If conversation is slow, talk about the images and how they may represent ideas of 'censorship'. Write on the board any significant words associated with censorship that the Ss (students) mention in this section.
- Brainstorm censorship on the board with the WC beginning with the words you noted on the previous slide - elicit meanings of the words and define unknown words. As the offerings subside from the Ss reveal the words on the ppt - further elicit and define meanings of all words. Request sentences using some of the words. With this new vocabulary ask the Ss the question from the previous slide again, "What does censorship mean to you?" - tell Ss to discuss with their neighbours.
- Reveal the wikipedia definition of censorship and lightly discuss with the Ss. Put the Ss into small groups (4-6 Ss) ready for the next slides.
- Allow 5 - 10 mins discussion. Circulate and assist if necessary. Maybe: return to WC format and discuss the various ideas that each group comes up with. Write the ideas on the board. Ideas: religious, political, military, corporate, moral
- Still in groups, have Ss consider the WC ideas about what gets censored and why. Ss should relate the ideas to the good and bad points of censorship. Again, return to WC set-up to review the ideas of each group and possibly widen discussion to WC debate.
- Allow the students to have 5 – 10 mins discussion in groups or directly with the teacher on questions about the internet
- Read the quote to the class and ask them for opinions… then ask again, Should we censor the internet?... Don’t allow dicussion, go onto the next slide and have the Ss watch the video
- Obama speaks for 6 mins on the benefits and drawbacks that having a (relatively) free internet service provides… the main point is freedom of information makes you powerful as a society (a kick in the teeth for the Chinese govt)
- In small groups (you might want to mix the groups up depending on how well they are communicating) have the Ss discuss what they heard and what they think about the President’s opinions. If the Ss struggle with this, maybe play the video again… or, the following page gives them the main themes
- After group discussion bring the groups into whole class discussion to talk about their findings in the group. Bring the text on the slide into play if the discussion is slow and use them as prompts to draw more speaking from the Ss.
- A useful tactic is to begin in WC talking about other ‘universal rights’ – are there any truly ‘universal’ rights? Circulate and help with problems they Ss encounter in expressing themselves.
- Point out they as being the power, the presence, the government – prompting them ideas about Big Brother (do not mention BB unless the Ss mention it) Light WC conversation about HOW and then move on to the next slide
- Inform the Ss of the vocabulary of CCTV and surveillance. Ask if they have been caught on camera today? Who takes our pictures? How? Mention satellite images, google earth etc etc… PARANOIA
- Relate BB to the restrictions or surveillance of the internet and then prompt the Ss to give their reactions to the text and images
- Elicit these positive and negative beliefs
- As the final discussion allow the Ss to speak as freely as possible on all subjects covered in the class
- If the class runs short of time or if you think these questions deserve answering