Fahrenheit 451 Adult Education Guide 2003

Londer Learning Center
Multnomah County
Department of Community Justice
Fahrenheit 451
Adult Education Guide
Everybody Reads
Multnomah County Library

Fahrenheit 451 – Adult Education Guide – Introduction
2004
Donald H. Londer Center for Learning
Department of Community Justice, 421 SW 5th
Ave, 4th floor
Portland, OR 97204 (503) 988-3466

Fahrenheit 451 – Adult Education Guide – Introduction Page 1
IntroductionIntroduction
A deep look at literacy issues in the United States reveals some
alarming trends: According to the National Institute for Literacy, more than
20% of adults in the United States read at or below a 5th
grade level. Forty-
four percent of adults in the United States do not read one book in the
course of a year. Given these statistics, how can we include low-level or
reluctant adult readers in a community book reading project?
With hopes of facilitating the inclusion of low-level adult readers in
the 2004 Everybody Reads project, staff at Multnomah County’s Londer
Learning Center, a unit of the Department of Community Justice, have
created this Adult Education Guide. The Londer Learning Center serves
adults who are on probation, parole or in drug/alcohol treatment programs.
Most of our adult basic education or GED students have reading difficulties
and/or learning disabilities. Many have never read a book in their adult lives;
65% read below a 8th
grade level.
To make the task of reading a book easier for these readers, as well
as low-literate adults in the greater community, this Adult Education Guide
provides adult educators, literacy tutors and English as a Second Language
instructors with tips and techniques, worksheets and websites. We believe
that with some planning and access to background materials, Multnomah
County adults, who are low-level readers, will be able to participate fully in
the 2004 Everybody Reads community book reading project.
Carole Scholl
Lead instructor:
Adult Basic Skills
and English as a
Second Language
Brenda Scotton
Adult Basic Skills
and GED instructor
Cheyenne Tuller
Adult Basic Skills
and GED instructor
Ave, 4th floor
Portland, OR 97204 (503) 988-3466

Fahrenheit 451 – Adult Education Guide – Introduction Page 2
Table of Contents
Part I – Pre Reading
Recommendations
Activities
Historical Discussion: The Bill of Rights
Historical Discussion: Civil Rights
Historical Discussion: The Patriot Act
Timelines
Literary Genres
Author Background: Introduction to Bradbury
Part II – While Reading
Recommendations
Activities
Vocabulary
Story Elements: Getting to Know Characters
Story Elements: Sequencing
Story Elements: Content Questions
Part III – Post Reading
Recommendations
Activities
Group Activities
Essay Questions
Ave, 4th floor
Portland, OR 97204 (503) 988-3466

Fahrenheit 451 – Adult Education Guide – Pre Reading Page 3
Part I – Pre ReadingPart I – Pre Reading
RECOMMENDATIONS
Pre-reading activities that facilitate the understanding of concepts,
activate interest and/or learner’s background knowledge can make all the
difference in the success of a reading task. To better understand
Fahrenheit 451, it might be helpful for learners to examine historical events
and documents, understand literary genres and look at Ray Bradbury’s own
journey through life.
The task of the adult basic skills educator is to present these pre-
reading materials in an accessible manner for low-literate readers or
learners with reading disabilities, such as dyslexia. Printed material should
not look too dense--use graphics and large type as much as possible-- and
print out worksheets on colored paper. For dyslexic readers, words “stay” on
the page better when colored papers is used. Concepts also need to be “de-
constructed.” For example, when talking about banned books, a preliminary
discussion should cover the Bill of Rights, concepts of “rights” vs.
“privileges,” and historical challenges to these “rights.”
PRE-READING ACTIVITIES: SEE FOLLOWING PAGES

HISTORICAL DISCUSSION: THE BILL OF RIGHTS
Bill of Rights: Which amendment?
Ask another student to help you fill in this worksheet.
For example, ask: “Which amendment says everyone has equal rights?”
For Student A
Bill of Rights: Which amendment?
Ask another student to help you fill in this worksheet.
For example, ask: “Which amendment says everyone has equal rights?”
For Student B
1st freedom of speech, religion and freedom of the press; also the
freedom to peacefully assemble
5th
protects people accused of crimes: due process means the
government must treat the accused fairly
6th guarantees the right to a quick and fair trial
13th says slavery is illegal
? says all people who are born here, or who are naturalized
immigrants, are citizens with rights
? says everyone in the United States has equal rights
? says African Americans can vote
? allowed women to vote
? says a president can serve only two terms
? freedom of speech, religion and freedom of the press; also the
freedom to peacefully assemble
?
protects people accused of crimes: due process means the
government must treat the accused fairly
? guarantees the right to a quick and fair trial
? says slavery is illegal
14th says all people who are born here, or who are naturalized
immigrants, are citizens with rights
14th says everyone in the United States has equal rights
15th says African Americans can vote
19th allowed women to vote
22nd says a president can serve only two terms

Bill of Rights Vocabulary Practice
1. This means that a person can only be punished
after having received a fair trial.
2. This is the name for the first ten
amendments to the US Constitution.
3. The First Amendment says there must be a
division between religion and government.
4. Americans have this right: to express ideas
and listen to the opinions of others.
5. Americans have the right to practice
whichever religion they choose.
6. The First Amendment states that Americans
have the right to hold meetings as long as
those meetings are peaceful.
7. Newspaper, TV and radio reporters have the
right to publish any story and not get
censored by the government.
8. The Second Amendment protects this right,
which was included in the Bill of Rights for
protection.
9. The First Amendment gives Americans the
right to ask the government to change
something a citizen feels is wrong.
Match the definitions.
A. Bill of Rights
B. Freedom of religion
C. Separation of church and
state
D. Freedom of speech
E. Freedom of the Press
F. Freedom of assembly
G. Freedom of petition
H. The right to bear arms
I. Due process of law
J. Right to own private
property

Bill of Rights:
Rights vs. Privileges
What’s a “right?
________________________________________________________
_________________________________________________________
What’s a “privilege”?
_________________________________________________________
_________________________________________________________
Rights or Privileges?
The U.S. Constitution is sometimes called the highest law of the country.
The Bill of Rights lists individual rights.
1. Work with your team and decide if the statement below is a RIGHT or a
PRIVILEGE.
2. Write or say why you think so.
Voting
Get paid a minimum wage
Go to school
Have childcare
Read whatever book you want
to read

Have health insurance
Drink alcohol
Pursue happiness
Criticize the president
Have a trial after getting
arrested
Rights or Privileges? ANSWERS
Voting: It’s a RIGHT! Some people say Americans don’t take this “right”
seriously because so many people don’t vote.
Get paid a minimum wage: It’s a PRIVILEGE! Slavery is against the law,
but a minimum wage isn’t part of the Constitution. There’s no national
minimum wage; so states decide how much people get paid.
Have a trial: It’s a RIGHT! If you are accused of crimes, you must be
treated fairly and can’t be punished until you have a trial. In the past,
immigrants have also had the right to speedy and fair trial.
Go to school: It’s a RIGHT! Children in the U.S. have the right to a
free public education. States must also give children equal educational
opportunity. For example, schools with mostly African American kids must
have the same resources as schools for mostly white kids.

Have a driver’s license: It’s a PRIVILEGE! Every state makes laws about
driving.
Read whatever book you want: It’s a RIGHT! but… some people say it’s
a PRIVILEGE! The Bill of Rights says free speech is a right. However, some
school districts do ban books from school libraries.
Have health insurance: It’s a PRIVILEGE! The United States doesn’t
have a law that says everyone must have health insurance.
Criticize the president: It’s a RIGHT! It is your right to criticize
people in the government, but you cannot print something that you know is
not true.
Drink alcohol: It’s a PRIVILEGE! Each state decides how old a person
must be to buy alcohol Sales of alcohol were outlawed in the past, but the
23rd
Amendment canceled this law .
Pursue happiness: It’s a RIGHT! The Constitution says you have the
“right to pursue happiness.” It doesn’t guarantee you will be happy.

HISTORICAL DISCUSSION: CIVIL RIGHTS
1. Preview discussion: What are your civil rights?
2. Read a copy of the Bill of Rights. A copy can be found at
www.freedomforum.org. Depending on the literacy level of your class,
you can fashion an appropriate “sketch” of the Bill of Rights, such as:
“Civil Rights are the freedoms and rights that a person may have as a
member of a community, state, or nation. Civil rights include freedom
of speech, of the press, and of religion. Among others are the right
to own property and to receive fair and equal treatment from
government, other persons, and private groups. The United States
Constitution describes the basic civil rights of American citizens. The
first 10 amendments to the Constitution are usually regarded as the
U.S. Bill of Rights: However, civil rights are also mentioned in the
Constitution and in later amendments. The Bill of Rights covers these
topics:
*freedom of religion
*freedom of the press
*freedom of assembly
*the right to a jury trial
*due process-or procedures that ensure a fair trial
*freedom from cruel and unusual punishment
*privacy rights, such as freedom from unreasonable search and
seizure
*the right to bear arms to defend the country.“
3. Student poster activity. Students illustrate one of the Bill of Rights.
a. Print all amendments below on the top of a single 8 ½ x 11 sheet.
b. Divide the 10 Amendment sheets among students or student groups.
c. Students illustrate the Amendment on the lower part
of the sheet.
d. Students present their drawing to the class, explain
the meaning of the Amendment to the class, and display it
in the room along side the other Amendments.
4. Read about First Amendment heroes including: Cesar Chavez,
Rosa Parks, Thomas Waring, MLK, Ida Wells, Bridget Megens,
Maya Lin, and Sequoyah. Biographies and activities can be found at
www.freedomforum.org.

5. History of the Bill of Rights with GED Practice. Use Steck-Vaughn
GED Social Studies 2002.
a. P. 185-188 “The Creation of Democracy” offers a good
historical background for Bill of Rights, T/F questions, and a
chart with critical thinking multiple choice questions.
b. P. 49 offers Bill of Rights chart (first 10 amendments) with
multiple choice questions.
6. Using the newspaper for studying Rights: Find a newspaper article
that deals with one of the Bill of Rights. Read the article together.
Here is a worksheet to go with the newspaper article.
NEWSPAPER BILL OF RIGHTS ANALYSIS
1. Look through the newspaper. Can you find an article about someone
expressing their right to free speech? If so, describe the case.
2. Look over the other rights that the Bill of Rights gives you. Then
check the newspaper again. Can you find a court case involving one
or more of these other important rights? If so, describe the case.
3. Not all countries have the same rights that we do. Can you find
any news about another nation that is violating a right that is
guaranteed here?
HISTORICAL DISCUSSION: THE PATRIOT ACT
1. Preview discussion: Ask students what they know about the Patriot
Act.
2. Read a copy of the actual Patriot Act. A copy can be found at
www.fas.org/irp/crs/RS21203.pdf. Depending on the literacy level of
your class, you can fashion an appropriate “sketch” of the Patriot Act,
such as: “The PATRIOT ACT was passed by Congress after the Sept
11 attacks. The law gives anti-terrorism investigators enhanced
powers to wiretap suspects, search their property without

immediately informing them, and get access to business records. Federal
agents can also collect information about what a person reads, what they
study, their medical history, and personal finances without permission.“
3. Editorial Opinion: Find a local ed op piece such as David Sarasohn of
the Oregonian’s “A Portland Mosque’s Lawsuit Challenging the Patriot
Act is Part of a Rising Wave of Resistance Across the Country.” Or
you can do a search of the New York Times editorial/opinions for an
easy to find article on the Patriot Act.
4. Have students write their own letter to the editor.
5. Political Cartoons: www.cagle.com has a wealth of cartoons. In
particular look at:
http://cagle.slate.msn.com/news/CivilLiberties/1.asp. Here is a
worksheet for cartoons:
EDITORIAL CARTOON ANALYSIS
1. What is the event or issue that inspired the cartoon?
2. Are there any real people in the cartoon? Who is portrayed in
the cartoon?
3. Are there symbols in the cartoon? What are they and what do
they represent?
4. What is the cartoonist’s opinion about the topic portrayed in
the cartoon?
5. Do you agree or disagree with the cartoonist’s opinion?
Why?

HISTORICAL DISCUSSION: LIBERTIES AND LIBRARIES
Why Books Get Banned, Part I
1. After September 11, the Patriot Act gave the FBI the power to check the
records of library users. Why do you think the FBI was given this power?
Some people don’t think the FBI should find out what people are reading.
What do you think?
*If you have a computer, watch the video about “libraries and
liberties” at this website: http://www.pbs.org/newshour/bb/law/jan-
june03/library_6-18.html
2. What is the First Amendment?
a. right to have a trial b. right to free speech c. right to own guns
3. If the First Amendment says Americans have the right to free speech,
why have books been banned from some libraries? Listed below are some
frequently banned books. In your team, discuss this question and write your
answers:
Why do you think these books were banned?
How to Eat Fried Worms by Thomas Rockwell
James and the Giant Peach by Roald Dahl
The Anarchist Cookbook by William Powell
Scary Stories (Series) by Alvin Schwartz
The Adventures of Huckleberry Finn by Mark Twain
Harry Potter (Series) by J.K. Rowling
Heather Has Two Mommies by Leslea Newman
Goosebumps (Series) by R.L. Stine
The Witches by Roald Dahl

Why Books Get Banned, Part II
Read the story below. Answer the questions:
1. What’s the most common reason for a book to be “challenged”? (This
means someone wants the book removed from the library.)
2. True or False? School libraries get more requests to remove books than
public libraries.
3. What percentage of parents asked that books be removed from libraries?
Story: Banned books in the United States
Here are some of the reasons people have asked books or reading material
to be banned from libraries. Between 1990 and 2000, of the 6,364
challenges, or complaints, reported to the Office for Intellectual Freedom:
1,607 were due to “sexually explicit” reading material
1,427 were due to “offensive language”
1,256 were due to reading material considered “unsuited to age group”
842 were due to reading material with an “occult theme or promoting the
occult or Satanism” re due to reading material considered to be “violent”
515 were due to reading material with a homosexual theme
419 were due to reading material “promoting a religious viewpoint”
Other reasons for challenges included “nudity” (317 challenges), “racism”
(267 challenges), “sex education” (224 challenges), and “anti-family” (202
challenges). 71% of these books were in schools or school libraries. Another
24% were in public libraries. 60% of the challenges were brought by parents,
15% percent by library users, and 9% by administrators.
© Copyright 1997, 1998, 1999, 2000, 2001, 2002, 2003 American Library Association. This document may be
reprinted and distributed for non-commercial and educational purposes only, and not for resale. No resale use may
be made of material on this web site at any time. All other rights reserved. For more information: www.ala.org

HISTORICAL DISCUSSION: LIBERTIES AND LIBRARIES
Credit: USHMM, courtesy of National Archives Copyright: Public Domain Source: USHMM Archives # 01622
What is happening in this photo?
Where is this?
Why is this happening?
What happened before? What will happen next?
Do books get banned in the United States?
The photo above is from the United States Holocaust Memorial Museum. In Nazi Germany “anti-
German” books were burned. Ray Bradbury got some ideas for Fahrenheit 451 from these events.
For more information: http://www.ushmm.org/research/collections/
TIMELINE
When books
get burned:
Photos
available at:
http://
www.ushmm.org
/research/colle
ctions/

1. Preview discussion: Ask students to define key terms such as
democracy, self-government, liberty, equality, independence. For
example: “Democracy comes from the Greek words demos meaning
people, and kratos, which means rule. Democracy is a form of
government, a way of life, a goal or ideal, and a political philosophy.
U.S. President Abraham Lincoln described such self-government as
government of the people, by the people, and for the people.”
2. Students complete a timeline of the historical origin of these terms.
Here is a sample timeline:
Timeline of Key Democratic Events in World Government
500BC - Citizens of Athens, Greece began a pure democracy where people
meet in one place to make the laws for their community.
100BC-200AD - Romans experimented with democracy. Cicero contributed
the idea of a universal law of reason that is binding on all people and
governments everywhere. He suggested that people everywhere have natural
rights which every state must respect.
1215 - English nobles forced King John to approve the Magna Carta. This
historic document became a symbol of human liberty. It was used to support
later demands for trail by jury, protection against unlawful arrest, and no
taxation without representation.
1688 - The English revolution of 1688 finally established the supremacy of
Parliament. John Locke, the philosopher of the revolution, declared that
final authority in political matters belonged to the people. The government’s
main purpose, he said, was to protect the lives, liberties, and property of the
people. Parliament passed the Bill of Rights in 1689 assuring the people
basic civil rights.
1700’s - The French Revolution, an important event in the history of
democracy, promoted the ideas of liberty and equality. It did not make
France a democracy, but it did limit the king’s powers.
1776 - The Declaration of Independence is written in the United States.

1782 - Articles of Confederation of the U.S. gave each state a lot of power
but national government very little.
1787 - Constitution of U.S. combined the ideas of the Federalists, who
wanted a strong central government with authoritative control over the
states, and the Anti-Federalists, who were afraid that the individual person
and the individual states would lose their freedom and flexibility under on
central government.
1791 - Bill of Rights added to US Constitution.
2001 - Patriot Act signed into law.
3. After reading the book, have students complete a Fahrenheit 451
Timeline.

LITERARY GENRES
1. Bring in examples of different types of books: fiction, non-fiction,
science fiction, or mystery. Ask students to explain the differences
between these types of books. Find out what types of books they
most like to read.
2. Use these worksheets to talk about science fiction.
Welcome to the future
In “science fiction” a writer imagines how different things will be used in the
future, and how our lives might be different.
Science fiction in movies
Think of a movie that takes place in the future, such as “Alien” or “Star
Wars.” In the movie, what is different about the future?
Fill out the chart.
Choose an object.
Think about a science fiction
movie. Name an object you saw
in the movie:
What’s it look like in the future?
In the movie, what does this object look
like in the future?
 What do you think will really be different in the future?

Science fiction in Fahrenheit 451
Use this chart to find the differences between the past, present and future
as presented in the book.
PAST
What did this
look like in the past?
PRESENT
What does this
look like now?
FUTURE
In the book, what does
this look like in the
future?
TV
cars
telephone
billboards
houses
firemen
books

 What do you think these things will really look like in the future?
AUTHOR BACKGROUND: INTRODUCTION TO BRADBURY
Here are some activities you can do to introduce readers to Bradbury:
1. Find a simple biography of Bradbury.
2. Hand out copies and have students take turns reading.
3. Then hand out copies with key words omitted.
4. Students fill in missing words from word bank.
5. Follow with a general discussion of Bradbury’s life.
6. Fill out the biography web on the next page.
7. For more advanced readers: Read the Bradbury biography in the
discussion guide, the biography at back of Fahrenheit 451, or a more
in-depth biography such as those on popular Bradbury websites:
http://www.raybradbury.com/about.html, and
http://www.spaceagecity.com/bradbury/bio.htm. Fill out the
biography web on the next page.
8. Find photos of Bradbury through his life (such as from the above web
sites), and have students arrange the photos of him in order, guessing
the dates.
9. Discuss key points of Bradbury’s life. How would students describe
the life of a writer?
10. Do a timeline of Bradbury’s life.
11. Read the interview with Bradbury printed in the discussion guide. One
student can be Bradbury with the others being interviewers. Students
then write other questions they’d like to ask Bradbury.

Biography Web for Ray Bradbury
Ray Bradbury
What’s he look like? What’s his educational
background?
What’s his job? What does he write
about?
Where and when did he
write Fahrenheit 451
and The Fireman?
What other books did he
write?

Fahrenheit 451 – Adult Education Guide – While Reading Page 21
Part II – While ReadingPart II – While Reading
RECOMMENDATIONS
With low-level readers, it’s a good idea to strategize how to get
through a book. If you’re limited in time, you could read excerpts from the
book instead of tackling the whole text, or show film clips and read around
these clips. For example, read the beginning of the book, show the middle of
the book on film, then read the ending. For low-level readers who suffer
from reading disabilities, audio cassettes are a great help. Reading along
while hearing the story takes a lot of stress out of the work of reading.
Be prepared to discuss new vocabulary, or have some means for
students to record new words but don’t let students get hung up on difficult
vocabulary. Checking in frequently about various elements of the story can
help with focus and staying on task.
The following activities are recommended to do while students read
the book.
ACTIVITIES
VOCABULARY
Potential vocabulary words, in order of appearance:
Part I- kerosene, luxuriously, prior, compress, hypnotize, miraculous,
illumination, marionette, thimble, distill, gush, disposable, dissolve,
drench, apprenticeship, obligate, salamander, exotic, capillary, jolt,
phoenix, mourn, glitter, proclivity, cellophane, ignite, asylum, odious,
flourish, tamp, cacophony, centrifuge, pantomime, cymbal, incinerator
Part II- rationalize, ventilator, sieve, suffuse, dentifrice, garment,
arsonist, devour, gimmick, praetor, insidious, linguist, contemptible,
trifle, disperse
Part III- simmer, reel, fumble, writhe, manikin, instinctive, plummet, flail,
phantom, exhalation, contaminate, hover, meteor, musk, wary, simultaneous,
convolution, desolation, Ecclesiastes

Student Vocabulary List
1. Students underline words they don’t understand as they read.
2. Teacher makes a list on the board.
3. Students add words to on-going vocabulary list.
4. Teacher gives simple definition for word, which students copy.
5. Students pick 2-3 words and discuss.
6. Students write sentences with their favorite words.
7. Follow up/review activity:
Word Jeopardy
1. Students select words from the list, or select words as they read.
2. Students make word cards with definitions using the dictionary – on
the back of the index card they write:
a. the word in syllable parts
b. the definition in their own words (not in “dictionary speak”)
c. the word used in a sentence
d. optional: synonym and antonym
3. Students then form teams, come to front, and quiz each other using
the cards
4. Rules: There are 5 points per word: 1 for pronunciation, 1 for number
of syllables, 1 for definition, 1 for sentence, 1 for spelling the word on
the board. The rest of the class acts as judges. The teacher only
records team scores on the board.
Vocabulary Games
Make learning fun with vocabulary crosswords and word searches.
This website has free and easy-to-use puzzle making tools:
http://puzzlemaker.school.discovery.com/

STORY ELEMENTS: GETTING TO KNOW CHARACTERS
1. Post the names of the major characters. What words describe the
characters. Add new words to this list while you read.
2. Who said it? Write the name of the character next to the quote.
“Do you know why books such as this are so
important? Because they have quality. And
what does the word quality mean? To me it
means texture. This book has pores.”
“But even when we had the books on hand,
a long time ago, we didn’t use what we got
out of them.”
“[Fire’s] real beauty is that it destroys
responsibility and consequences. A
problem gets too burdensome, then into
the furnace with it.”
“We must all be alike. Not everyone born
free and equal, as the constitution says, but
everyone made equal … A book is a loaded gun
in the house next door. Burn it.”

Character Web
________________________
Character name
What’s he/she look like? Where does he/she live?
What’s his/her job? What does he/she
care about?
What problem does this
character have?
What words describe
him/her?

STORY ELEMENTS: SEQUENCING
1.Take key parts of story, put on cards, and teams have to put in order.
2. Students create a timeline of the main events of the story. This could be
done in pictures—poster style—or in a notebook.
STORY ELEMENTS: CONTENT QUESTIONS
1. Students fill out Reading Progress Report (see next page) each day.
2. Students answer questions from the discussion guide.
3. Students write questions to quiz each other on the main events of
each section.

Reading Progress Report
After you read each day, please feel out this form. Retelling a story and
predicting what's going to happen are important skills.
Title of Story: _______________________ Date: ______________
How do you rate this story so far? Circle a number.
1 2 3 4 5 6 7 8
9 10
terrible! just OK fantastic!
1. Thinking about the plot:
What's the story about? ___________________________________
_______________________________________________________
2. Thinking about the characters:
Who's in the story? _______________________________________
_______________________________________________________
3. Thinking about the setting:
Where and when does the story take place? ___________________
4. Retelling in your own words:
What has happened so far? ________________________________
_______________________________________________________
_______________________________________________________
5. Predicting:
What's going to happen next? _______________________________
_______________________________________________________

Fahrenheit 451 – Adult Education Guide – Post Reading Page 27
Part III – Post ReadingPart III – Post Reading
RECOMMENDATIONS
Fahrenheit 451 can lead to many great post-reading discussions. The
following are just a few recommended activities.
ACTIVITIES
GROUP ACTIVITIES
1. Attend community events sponsored by the Everybody Reads program.
2. Put on a play of key scenes.
3. Team debate on current banned books. Such lists can be found at
http://www-2.cs.cmu.edu/People/spok/most-banned.html and
http://digital.library.upenn.edu/books/banned-books.html.
4. Invite others in your community for a group reading and/or discussion.
5. Go to the library and find some banned books. Have students figure out
why they were banned.
6. Write your own Bill of Rights.
ESSAY QUESTIONS
Write a paragraph discussing whether you agree or disagree with the
following statements.
1. Some freedoms (like the freedom to write or read whatever you want)
are worth risking your life.
2. People who work for the government (like firefighters) should do
their job and follow orders, even if they don’t agree with the reasons
behind them.
3. Books that are controversial should have warning labels on them just
like music CDs.
4. There is absolutely no reason for a firefighter to start a fire.
5. If books were against the law, I would read them anyway.

Fahrenheit 451 Adult Education Guide 2003

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