CENSORSHIP

Topic area	The Pros and Cons of Censorship
Target audience	Students involved in the use of the Internet, and especially those who have free access to all forms of web sites.
Activity type	Think, pair, share in response to questions, followed by open discussion.
Time required	Following a presentation of censorship, about another 50 minutes.
Attachments	Student Worksheet, Instructor Help Sheet
Additional materials	None
Background needed to complete the assignment	Review the class notes and bibliography on censorship
References	See the bibliography
Last modified	2000 May 02

Abstract:
This exercise is intended to assist students in looking at both sides of the issue of censorship, and to discover perhaps their acceptable limits to censorship rather than a simple unspoken opposition. Where censorship is totally opposed participants must realize that this freedom is a Pandora's box that then lets loose other ills and sins.

Goals for the activity:
To explore the concepts and uses of censorship with an open mind.

Knowledge / skills / attitudes to be developed (behavioral objectives):
To look at a concept that is genarally considered objectionable and be able to look at both sides of the issue through critical thinking based on information and discernment.

Procedure:
Following a general presentation on censorship, this exercise requires students to look at both sides of an issue, irrespective of their own leanings.

Prepare hand-outs from the worksheet either as two separate sheets or double-sided with instructions to the students not to turn over the sheet until told to do so.

Ask the students to answer the first questions and to give at least three comments in each column of the table (6 minutes). NOTE that the wording of these questions is purposely set as supporting or opposing some concepts so as not to restrict the thinking process initially. Then ask the students to pair up and share their thoughts with each other to produce new lists under each heading that they will then share with the whole class. (6 minutes).

Survey the pairs for their responses and list the results on the chalk-board. If necessary check the results that we got from our use of this exercise to give students other points of view. Discuss the results, attempting to pair off "support" and "oppose" concepts to clarify the two points of view. (10 minutes)

Repeat the same process with the second question that will attempt to identify within the class some levels acceptance of censorship. (22 minutes)

Can you identify the outcome of this discussion? Is there any shift in opinions from the common position of total opposition? (6 minutes)

Assessing outcomes:
The worksheets will form an excellent tool for discovering whether the students are capable of looking at both sides of an issues even when their basic feelings drive them to favor one or other position. Sharing with a partner assists students to see other ideas in a non-threatening environment and without fear of ridicule as may be perceived in an open class. Having shared their thoughts with another gives them some degree of "authenticity".

Additional remarks:
If there are international students in the class, attempt to bring out their opinions and ensure that their cultural backgrounds are explained sufficiently for the other students to understand that theirs is not the only world.

Author contact information:
J.A.N. Lee
Department of Computer Science
Virginia Tech
Blacksburg VA 24061-0106
janlee@cs.vt.edu