Race on Trial LESSON ONE: Module Two “It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences.”
- Audre Lorde Lesson Two Lesson One Lesson Three What Is Caste?

When people think about places that value the practice of free speech and freedom of expression, the United States typically comes to mind. After all, the “Star-Spangled Banner” ends with the words “O’er the land of the free, and the home of the brave," and America has been referred to as a beacon of hope, opportunity and freedom by many.

When people think about places that value the practice of free speech and freedom of expression, the United States typically comes to mind. After all, the “Star-Spangled Banner” ends with the words “O’er the land of the free, and the home of the brave," and America has been referred to as a beacon of hope, opportunity and freedom by many.

“The United States stands out for its especially strong opposition to government censorship, as do countries in Latin America and Europe, particularly Argentina, Germany, Spain and Chile. Majorities in Asia, Africa and the Middle East also tend to oppose censorship, albeit with much less intensity. Indonesians, Palestinians, Burkinabe and Vietnamese are among the least likely to say free expression is very important.”
– Pew Research Center

“The United States stands out for its especially strong opposition to government censorship, as do countries in Latin America and Europe, particularly Argentina, Germany, Spain and Chile. Majorities in Asia, Africa and the Middle East also tend to oppose censorship, albeit with much less intensity. Indonesians, Palestinians, Burkinabe and Vietnamese are among the least likely to say free expression is very important.”
– Pew Research Center

Suppression of Knowledge is Nothing New

The Davises found themselves in Germany at a critical moment in history.

Throughout the course of human history, deliberate suppression of literature has been used as a potent instrument to restrict information, construct narratives, and maintain social or political control. This practice dates back to ancient times.

The suppression of information, literature and knowledge is on the rise, and, according to the American Library Association, reached a record high in 2022. According to their records, more than 1,200 challenges of library books have been issued in the United States in 2022 alone, nearly double the previous record from 2021 and by far the most since the ALA began keeping data 20 years ago. In 2023, the trend continued to escalate, with a 33% increase over the previous school year.

In the film Origin, we are introduced to Black anthropologists Allison Davis and his wife Elizabeth Stubbs Davis as they research and study in Berlin, Germany, in 1933.

Many of Germany’s most famous works were destroyed that night. Writers such as Erich Maria Remarque, famous for All Quiet on the Western Front, and biographer Emil Ludwig were among the authors targeted by the students because their writing was considered “un-German.”

“On 10 May, 1933, a remarkable act of barbarism, a prelude to the many worse ones that followed, took place in the city of Berlin. Students from the Wilhelm Humboldt University, all of them members of right-wing student organizations, transported books from their university library and from other collections to the Franz Joseph Platz; adjacent to the university. Accompanying their actions with declaimed denunciations of the authors, they proceeded to toss thousands of titles, by writers famous and obscure, foreign and native, into the flames of an already ignited bonfire. The egregiously primitive act lasted for hours, interrupted only by the incantation of Nazi songs and a speech by Propaganda Minister Joseph Goebbels.”
– Museum of Tolerance

“The Nazis banned and burned all of Emil Ludwig’s works because of his opposition to Nazi rule, his Jewish heritage, and his sometimes controversial biographies, which they considered “un-German.”
– United State Holocaust Memorial Museum

Suppression of Knowledge is Nothing New

The Davises found themselves in Germany at a critical moment in history.

Throughout the course of human history, deliberate suppression of literature has been used as a potent instrument to restrict information, construct narratives, and maintain social or political control. This practice dates back to ancient times.

The suppression of information, literature and knowledge is on the rise, and, according to the American Library Association, reached a record high in 2022. According to their records, more than 1,200 challenges of library books have been issued in the United States in 2022 alone, nearly double the previous record from 2021 and by far the most since the ALA began keeping data 20 years ago. In 2023, the trend continued to escalate, with a 33% increase over the previous school year.

In the film Origin, we are introduced to Black anthropologists Allison Davis and his wife Elizabeth Stubbs Davis as they research and study in Berlin, Germany, in 1933.

“On 10 May, 1933, a remarkable act of barbarism, a prelude to the many worse ones that followed, took place in the city of Berlin. Students from the Wilhelm Humboldt University, all of them members of right-wing student organizations, transported books from their university library and from other collections to the Franz Joseph Platz; adjacent to the university. Accompanying their actions with declaimed denunciations of the authors, they proceeded to toss thousands of titles, by writers famous and obscure, foreign and native, into the flames of an already ignited bonfire. The egregiously primitive act lasted for hours, interrupted only by the incantation of Nazi songs and a speech by Propaganda Minister Joseph Goebbels.”
– Museum of Tolerance

Many of Germany’s most famous works were destroyed that night. Writers such as Erich Maria Remarque, famous for All Quiet on the Western Front, and biographer Emil Ludwig were among the authors targeted by the students because their writing was considered “un-German.”

Many of Germany’s most famous works were destroyed that night. Writers such as Erich Maria Remarque, famous for All Quiet on the Western Front, and biographer Emil Ludwig were among the authors targeted by the students because their writing was considered “un-German.”

“The Nazis banned and burned all of Emil Ludwig’s works because of his opposition to Nazi rule, his Jewish heritage, and his sometimes controversial biographies, which they considered “un-German.”
– United State Holocaust Memorial Museum

The Caste Divide

Allison and Elizabeth would soon leave Berlin, their experiences in Germany laying the groundwork for their 1941 landmark study, “Deep South, A Social Anthropological Study of Caste and Class,” with co-authors Burleigh B. Gardner and Mary R. Gardner. The book was based on fieldwork in Natchez, Mississippi and its surrounding plantation areas in the 1930s, where both couples lived undercover, immersing themselves into both the Black and White communities of the Jim Crow south over two years. This investigation was the first of its kind and influenced race relations and civil rights movements for generations.

Cultural Purity

Caste systems rely on maintaining the purity of the dominant caste. In Isabel Wilkerson’s book Caste, Purity vs. Pollution is the fourth pillar of caste systems.

The Nazis were obsessed with the idea of racial purity as well as cultural purity. They used the concept of Gleichschaltung, or “coordination,” to enforce the idea that all things should be synchronized in order to achieve a common goal. In caste systems, there is a deep-seated fear of contamination from the lower castes. Nazis saw all non-Aryans and their influences, including their literature and artwork, as out of alignment with the goal of their new nation. According to the Indiana History Blog:

“In 1933, Nazi German authorities aimed to synchronize professional and cultural organizations with Nazi ideology and policy (Gleichschaltung). Joseph Goebbels, Nazi Minister for Popular Enlightenment and Propaganda, began an effort to bring German arts and culture in line with Nazi goals. The government purged cultural organizations of Jewish and other officials alleged to be politically suspect or who performed or created art works which Nazi ideologues labeled ‘degenerate.”

Have you ever experienced the frustration of having your opinion silenced or being denied the opportunity to read something that piqued your curiosity? Imagine that very feeling magnified across centuries and civilizations, where the deliberate act of suppressing literature has been employed as a quintessential form of social hierarchy to control the minds of entire populations. From ancient China’s Qin Dynasty to the twentieth-century regimes of Nazi Germany and Soviet Russia, and even in our current United States education curriculum, the practice of burning, banning, suppressing and falsifying books has become an integral part of the language of caste, ensuring that all members of the social hierarchy speak and think in the same language.

Burning, Banning and Falsifying

Burning, Banning and Falsifying

Political suppression is when those in charge purposefully try to silence viewpoints that criticize their rule or support different beliefs. They do this to stop any opposition or disagreement. One common way they do this is by burning or banning books.

In this lesson, we’ll look at how book burnings and bannings in different societies have been used for corrupt political reasons. We’ll also see how these actions have been used to strengthen the power of the ruling group throughout history.

K
L
China (Qin Dynasty, Cultural Revolution, Contemporary)

In ancient China, during the Qin Dynasty in the third century BCE, Emperor Qin Shi Huang wanted to make sure people followed him without any disagreement. The emperor, in a strategic maneuver to solidify his authority and quell any form of opposition or disagreement, had all books not dealing with practical matters, history, or prophecy burned. In more recent times, from 1966 to 1976, there was a period called the Cultural Revolution in China, led by Mao Zedong. During this time, they got rid of books and cultural artifacts to remove ideas that did not mirror those of the government's beliefs. This deliberate eradication of books and various cultural artifacts was a means of executing an extensive ideological purge. They excluded most of Western literature and even some from Chinese authors who did not agree with the government. This censorship went beyond simply banning books displayed or sold; they also launched targeted smear campaigns against authors whose work was deemed counterrevolutionary. This ruthless move towards restricting knowledge has continued centuries later in the modern era at the hands of the contemporary Chinese government, as books of the ruling party were removed from a state-run library and burned. This idea of controlling knowledge continued in modern China. Books that went against–– the government were taken from a government library and burned.

K
L
Medieval Europe

In Europe during the Middle Ages and the Renaissance, there were conflicts related to beliefs and religion that led to the suppression of literature. The Catholic Church created an entity called the Holy Office of the Inquisition in the thirteenth century. This group was responsible for burning books that were seen as heretical or against religious orthodoxy. They made a list called the Index Librorum Prohibitorum, which contained books that people were not allowed to read. Its goal was to limit people's ability to read publications that challenged established religious dogma or promoted other points of view. Even prominent thinkers and personalities like Galileo Galilei and René Descartes had their works on this list.

K
L
Protestant Reformation

In the 16th century during the Protestant Reformation, both Protestant reformers and Catholic authorities burned books. Martin Luther, a famous Protestant reformer, publicly burned papal bulls and books of church laws was symbolic of his defiance of the authority of the Catholic Church. As retaliation, Catholic authorities burned books written by Protestants. They did this to suppress dissent and preserve religious conformity. In essence, they wanted to stop people from disagreeing with them and to make sure everyone followed the same religious beliefs. These public book burnings were a manifestation of the theological tensions, disagreements, and power struggles happening during the Reformation.

K
L
Antebellum South and Caribbean

In the 1800s, Christian missionaries made changes to the Bibles they gave to enslaved Africans in the Caribbean and the United States to match their own particular theological agendas. They left out many parts of the traditional Bible that could have encouraged enslaved Africans to rebel. Passages about freedom and liberation were omitted from what became known as the Slave Bible. The Slave Bible was used to convert enslaved Africans to Christianity; however, they were banned from learning the full true story of their captors' religion. This practice revealed how enslavers were willing to sacrifice the power and promise of their holy book to preserve and justify slavery. The Slave Bible is a striking example of how literature––even a respected and sacred book––could be censored to maintain the status quo and keep things the way they were.

K
L
Nazi Germany

In Nazi-controlled Germany, a series of important events shaped their genocidal ideology and policies. One significant event was the Nazi book burning that happened on May 10, 1933, in Berlin's Opera Square. Thousands of people gathered to witness this event. The Nazis organized these book burnings, and carried out by like-minded college students. They did it to suppress certain ideas and promote their own ideology. The main targets of these book burnings were books written by Jewish people, political dissenters, and anyone the Nazis considered "un-German." They called out the names of Jewish authors as they burned their works, trying to erase and eradicate Jewish influence and undermine their cultural contributions. They also burned books by political dissenters who criticized the Nazi regime, aiming to silence opposing voices. Burning books was a way for the Nazis to control what people thought and advance the ideological agenda of the Nazi regime.

K
L
Soviet Russia

In the past, the Soviet Union, led by powerful figures like Joseph Stalin, used different tactics to control the information people had and to stop any disagreement. They implemented a series of measures including book-censorship campaigns with the aim of exerting control over information dissemination to stifle any form of dissent. Even though the government-run libraries were already meant to share government-approved messages, they still regularly removed materials found distasteful or contradictory to party interests. Eventually, this list of banned books numbered in the thousands. By controlling what books people could read, Stalin's Soviet Union could control and shape public perceptions of the world, with the aim of preserving its authority.

K
L
Contemporary Period

Our modern era is not free from censorship. The booking bannings of our times have mainly been linked to religious extremism. Groups like Al-Qaeda and ISIS have resorted to this practice as a means to eliminate literature they deem to be contrary to their interpretation of Islamic teaching. In the United States, some Christian extremists have also led a similar campaign of book-banning to promote and enforce nationalist interpretations of the Bible.

DISCUSSION QUESTIONS

  1. What common motivations can be identified across these different historical and cultural contexts for burning or censoring books? Are there any unique motivations in each case?
  2. How did the censorship and burning of books influence society, culture and politics in each of these historical periods? What long-term effects can be observed?
  3. In what ways did ideology play a central role in the decision to censor or burn books? How did ruling authorities use ideology as a tool of control?
  4. Reflect on the importance of freedom of expression and the implications of suppressing literature and ideas. How are these historical examples relevant to contemporary discussions about censorship, information control and freedom of expression?

DISCUSSION QUESTIONS

  1. What common motivations can be identified across these different historical and cultural contexts for burning or censoring books? Are there any unique motivations in each case?
  2. How did the censorship and burning of books influence society, culture and politics in each of these historical periods? What long-term effects can be observed?
  3. In what ways did ideology play a central role in the decision to censor or burn books? How did ruling authorities use ideology as a tool of control?
  4. Reflect on the importance of freedom of expression and the implications of suppressing literature and ideas. How are these historical examples relevant to contemporary discussions about censorship, information control and freedom of expression?

ACTIVITY 1

Timeline – Diary of a Young Girl

ACTIVITY 1

Timeline –
Diary of a Young Girl

June 1947 — The Diary of a Young Girl is published

"Anne’s diary is a compelling self-portrait of a typical teenager living under abnormal conditions — a mischievous, fun-loving chatterbox who is forced by circumstances to forego most of the pleasures of adolescence and grow up quickly. It’s a fascinating, poignant and important book, written by a young girl of great spirit and sensitivity."
from a review of The Diary of a Young Girl by Toni Child in 1952.

Source: Newspapers.com

1982 — Anne Frank’s diary is questioned in Wise County, Virginia

The first attempts to ban Anne Frank's diary came in 1982 from parents in Wise County, Virginia, who objected to the detailed descriptions of Frank's anatomy, her romantic feelings for the same gender and her repressed sexual feelings. Since then, there have been other attempts to ban the diary, such as pushes in 1983 in Alabama, 1998 in Texas, 2010 in Virginia and 2013 in Michigan.

Source: BannedLibrary.com

Credit: Kingsport Times-News (Kingsport, Tennessee) · 12 Oct 1982, Tue · Page 10

September 2017 — Anne Frank’s diary is adapted into a graphic novel titled Anne Frank’s Diary: The Graphic Adaptation

The nonprofit foundation established by Anne Frank's father, Otto Frank, authorized the publication of the graphic novel written by Ari Folman and illustrated by David Polonsky. The 148-page adaptation was published in France on September 18, 2017.

Source: Anne Frank Fonds

October 2017 —
Graphic Diary of Anne Frank is published in the Netherlands and Germany

In a BBC interview, Ari Folman, the author of the graphic adaptation tells readers that he is dedicated to preserving the significance of Anne’s legacy. He firmly believes that the graphic novel provides an ideal solution for the upcoming generation.

Source: BBC

May 2018 —
Newly uncovered pages from Anne Frank’s diary reveal risqué jokes

During a news conference in Amsterdam, Ronald Leopold, executive director of the Anne Frank House, states, “Inside a secret annex above her father’s office, Anne Frank edited passages from her first diary, the book that captured a teenager’s experience of the Holocaust. What she hid underneath brown-gummed paper on two pages was revealed on Tuesday — five crossed-out phrases, four risqué jokes and 33 lines about sex education and prostitution… Anne Frank writes about sexuality in a disarming way. Like every adolescent she is curious about this subject,” said Leopold.

Source: NPR

March 2019 —
Teen Vogue interviews authors of Anne Frank’s Diary: The Graphic Adaptation

"We hope younger readers can find a connection between Anne’s experience during World War II and the current situation in so many war zones. If it inspires just a few readers to action, to help those who can't help themselves, we feel that we’ve done our job." — Ari Folman, Teen Vogue

August 2022 — HEATED DEBATES AND PUBLIC PROTEST AS A TEXAS SCHOOL DISTRICT CHALLENGES THE ANNE FRANK GRAPHIC NOVEL

  • A Texas school district reviews ban of the Anne Frank graphic novel, along with other books

    The Keller Independent School District in Texas evaluates a list of 41 books that the school board has proposed for removal from school libraries. One of these books is the Anne Frank graphic novel adaptation.

    Source: USA Today

  • School librarians order the removal of copies of Anne Frank’s graphic novel in Keller, Texas

    Jennifer Price, the director of curriculum and instruction at Keller ISD, sends an email to teachers and librarians on August 16, 2022 informing them that they have one day to take the "challenged" books off the school shelves. "By the end of today, I need all books pulled from the library and from classrooms. Please collect these books and store them in a location," the email reads.

    Source: Insider

  • A Texas school district reverses the decision to ban an adaptation of Anne Frank’s diary after facing public backlash

    The initial banning decision leads to significant public protest, particularly from Jewish groups, prompting the Keller Independent School District's executive committee to reverse their decision, announcing that the adaptation will be reinstated on the shelves. Speaking at a public meeting, Keller ISD board president Charles Randklev criticizes the media and external critics for their coverage and misinformation regarding the recent controversy over the removal and subsequent reinstatement of Anne Frank's diary in the school district's curriculum. He asserts that the board's intentions were to protect children from explicit content and promote transparency in the procurement and challenge processes.

    Source: JTA

  • A Texas school district reviews ban of the Anne Frank graphic novel, along with other books

    The Keller Independent School District in Texas evaluates a list of 41 books that the school board has proposed for removal from school libraries. One of these books is Anne Frank's graphic novel adaptation.

    Source: USA Today

  • School librarians ordered to remove copies of Anne Frank’s graphic novel in Keller, Texas

    Jennifer Price, the director of curriculum and instruction at Keller ISD, sends an email to teachers and librarians on August 16, 2022 informing them that they have one day to take the "challenged" books off the school shelves. "By the end of today, I need all books pulled from the library and from classrooms. Please collect these books and store them in a location," the email read.

    Source: Insider

  • A Texas school district reverses the decision to ban an adaptation of Anne Frank’s diary after facing public backlash

    The initial banning decision led to significant public protest, particularly from Jewish groups, prompting the Keller Independent School District's executive committee to reverse their decision, announcing that the adaptation would be reinstated on the shelves. Speaking at a public meeting, Keller ISD board president Charles Randklev criticizes the media and external critics for their coverage and misinformation regarding the recent controversy over the removal and subsequent reinstatement of Anne Frank's diary in the school district's curriculum. He asserts that the board's intentions were to protect children from explicit content and promote transparency in the procurement and challenge processes.

    Source: JTA

May 2023 —Florida’s Governor signs House Bill 1069, mandating that school boards cease using any material parents are not allowed to read aloud

This bill enhances the procedures for transparency and assessment of materials in public school libraries and classrooms, as well as the process for parents to restrict their child's access to materials and raise objections. It mandates the temporary suspension of materials accused of containing pornography or sexually explicit content. Furthermore, it obliges district school boards to discontinue the use of any material that parents are not permitted to read aloud.

Source: The Florida Senate

House Bill 1069 and why it’s so easy to get books banned with this law

April 2023 —Activist group causes Anne Frank’s Diary: The Graphic Adaptation to be banned in Florida School District

  • In Florida, Moms for Liberty voices complaints about Anne Frank’s graphic adaptation on Twitter
  • ​​​​​​A Florida school bans an adaptation of Anne Frank’s diary because Moms for Liberty deems it “sexually explicit”

    A school in Florida removes a graphic novel adaptation of Anne Frank's diary from its library due to objections from a group of parents, known as Moms for Liberty, who found its content "sexually explicit." The book is withdrawn from the library at Vero Beach High School in Indian River County.

    Source: Business Insider

  • In Florida, Moms for Liberty voices complaints about the Anne Frank graphic adaptation on Twitter
  • ​​​​​​A Florida school bans an adaptation of Anne Frank’s diary because Moms for Liberty deemed it “sexually explicit”

    A school in Florida removes a graphic novel adaptation of Anne Frank's diary from its library due to objections from a group of parents, known as Moms for Liberty, who found its content "sexually explicit." The book is withdrawn from the library at Vero Beach High School in Indian River County.

    Source: Business Insider

June 2023 —
Gov. Ron DeSantis says, “Not a single book removed in Florida,” calls banning storyline a “hoax.”

“There’s not been a single book banned in the state of Florida,” states Governor Ron DeSantis of Florida during a Twitter Spaces presidential campaign launch on May 24, 2023. “You can go buy or you can use whatever book you want,” DeSantis explains. He assures readers that books align with state standards and are suitable for various age groups.

Source: Tampa Bay Times

June 2023 —
House Bill 900 in Texas causes school librarians to remove books

  • Texas passes House Bill 900 on June 12, requiring book vendors to assign ratings to books based on the presence of depictions or references to sex

    In school libraries, books with a "sexually explicit" rating will be removed from bookshelves, and students who wish to borrow school library books categorized as "sexually relevant" would need to obtain parental permission first.

    Source: Legiscan

  • Texas Gov. Greg Abbott signs House Bill 900

    Governor Greg Abbott enacts a law that forbids sexual content in school libraries. This law, part of Abbott’s ongoing “parental empowerment” initiative, is represented by House Bill 900, which restricts schools from acquiring books that are considered “sexually explicit, extensively vulgar or not educationally appropriate.”

    Source: Statesman

  • School libraries in Texas are required to clear shelves of sexually explicit books with new law (HB 900) in place

    Republican Representative Jared Patterson of Frisco, Texas states that his bill took 18 months to develop, with the primary challenge being to persuade people that the materials he aimed to prohibit in school libraries even existed. He explains, "concerned parents brought books to me that were so radically explicit in nature that, again, you couldn't show it on television or read it on the radio because of FCC guidelines," Patterson says, referring to the Federal Communications Commission. "Yet, it's in the children's library at school."

    Source: WFAA

  • Texas passes House Bill 900 on June 12, requiring book vendors to assign ratings to books based on the presence of depictions or references to sex

    In school libraries, books with a "sexually explicit" rating will be removed from bookshelves, and students who wish to borrow school library books categorized as "sexually relevant" need to obtain parental permission first.

    Source: Legiscan

  • Texas Gov. Greg Abbott signs House Bill 900

    Governor Greg Abbott enacts a law that forbids sexual content in school libraries. This law, part of Abbott’s ongoing “parental empowerment” initiative, is represented by House Bill 900, which restricts schools from acquiring books that are considered “sexually explicit, extensively vulgar or not educationally appropriate.”

    Source: Austin American-Statesman

  • School libraries in Texas are required to clear shelves of sexually explicit books with new law (HB 900) in place

    Republican Representative Jared Patterson of Frisco, Texas states that his bill took 18 months to develop, with the primary challenge being to persuade people that the materials he aimed to prohibit in school libraries even existed. He explains, "concerned parents brought books to me that were so radically explicit in nature that, again, you couldn't show it on television or read it on the radio because of FCC guidelines," Patterson says, referring to the Federal Communications Commission. "Yet, it's in the children's library at school."

    Source: WFAA

July 2023 —
School book vendors voice concerns about House Bill 900

Book vendors wishing to sell books to public schools in Texas will be required to “rate all the books they sell based on sexual content.” In a CNN interview, one vendor explains that while she can manage to read about 30 books annually, it’s impractical for her to read and assess the thousands of books she could potentially sell to a school. Furthermore, she lacks the financial means to hire someone else for this task.

Shirley Robinson, who serves as the executive director of the Texas Library Association, an organization with over 5,000 members throughout the state, describes the definitions as "extremely unclear.” “What might be sexually relevant to one vendor could be sexually explicit to another, and yet another vendor may not feel like the book needs to be rated in either of those categories.”

Source: CNN

August 2023 —
Moms For Liberty gathers parents, guardians and advocates, hoping to make a statement about the books children could be exposed to in the classroom.

“We were looking at the books in the schools and doing keyword searches like rape, incest, pedophilia, bestiality, and then we were able to find, you know, books in our schools with those,” Jennifer Pippin, head of the Moms For Liberty Indian River County chapter, said.

Source: WDPE

Tense discourse over books, African American history standards at school board meeting

August 2023 —
Texas House Bill 900, which forces vendors to rate sexually explicit books, is momentarily suspended.

“A federal judge said Thursday he will stop a new Texas law aimed at keeping sexually explicit materials off of school library shelves on the eve of the law going into effect, according to state attorneys and lawyers for a group who sued over the proposal. District Judge Alan D. Albright indicated during a hearing that he will grant a temporary injunction sought by a group of book groups and sellers, including two Texas bookstores, who sued the state over House Bill 900 in July, the group’s lawyers said in a statement. Albright will issue a written order in one to two weeks; in the meantime, the state cannot enforce the law, according to the statement.” — The Texas Tribune

“During a brief online status conference on August 31, federal judge Alan D. Albright said he will issue a preliminary injunction blocking enforcement of HB 900, Texas’s controversial new book-rating law.” — Publishers Weekly

September 2023 — Teacher removed from classroom for using Anne Frank’s Diary: The Graphic Adaptation after Texas House Bill 900 goes into effect.

REFLECTION QUESTIONS

  1. How do the events in this timeline challenge the perception of the United States as a country of free speech and freedom of expression? What are some key moments on the timeline that highlight the tension between free speech and censorship?
  2. What are some possible reasons for publishing The Diary of a Young Girl as a graphic novel?
  3. How did Anne Frank’s Diary: The Graphic Adaptation reach a different audience and what impact did it have on readers?
  4. Why was Anne Frank’s Diary: The Graphic Adaptation banned in Texas and Florida? How did the reasons for banning the book align or conflict with principles of free speech?d
  5. How did the development and passage of House Bill 900 in Texas and House Bill 1069 in Florida impact the availability of certain books in school libraries? What legislation in your community is similar?
  6. How did the public react to the banning of books and the implementation of these laws? Were there varying opinions, and if so, what were the main arguments on both sides?
  7. Consider the impact of these events on education. How might the removal or restriction of certain books affect students’ understanding of history, social issues and diversity?
  8. How can media literacy be a valuable skill for understanding and critically analyzing such events? How can individuals navigate information and different perspectives in a media-saturated world?

REFLECTION QUESTIONS

  1. How do the events in this timeline challenge the perception of the United States as a country of free speech and freedom of expression? What are some key moments on the timeline that highlight the tension between free speech and censorship?
  2. What are some possible reasons for publishing The Diary of a Young Girl as a graphic novel?
  3. How did Anne Frank’s Diary: The Graphic Adaptation reach a different audience and what impact did it have on readers?
  4. Why was Anne Frank’s Diary: The Graphic Adaptation banned in Texas and Florida? How did the reasons for banning the book align or conflict with principles of free speech?d
  5. How did the development and passage of House Bill 900 in Texas and House Bill 1069 in Florida impact the availability of certain books in school libraries? What legislation in your community is similar?
  6. How did the public react to the banning of books and the implementation of these laws? Were there varying opinions, and if so, what were the main arguments on both sides?
  7. Consider the impact of these events on education. How might the removal or restriction of certain books affect students’ understanding of history, social issues and diversity?
  8. How can media literacy be a valuable skill for understanding and critically analyzing such events? How can individuals navigate information and different perspectives in a media-saturated world?

ADDITIONAL RESOURCES

ACTIVITY 2

Bear Witness: Become an Advocate for Your School Community

While there is a general criterion for school library book selection set forth by the American Library Association, each state has distinct procedures for approving books for their school libraries. In this next activity, we will examine how three very different states—California, Georgia and Michigan—approve their school library books.

  • Learn how library books are approved in your local school
  • Take action and contribute to what literature is available to students in your community
  • Make noise on the national level and take steps to ensure all learners have access to information

EXAMINE each state’s Department of Education and state bills pertaining to books in school libraries:

DISCUSSION QUESTIONS

  1. What are the common criteria or principles that each state’s Department of Education emphasizes in the selection of materials for school libraries and how do they vary?
  2. What are the key similarities and differences between SB 226 in Georgia and AB 1078 in California in terms of their objectives and impacts on book selection in school libraries?
  3. How do the differences in guidelines and bills between these states reflect their unique cultural and political landscapes and what does this tell us about the role of local context in educational decision-making?
  4. Should the responsibility of book selection in school libraries primarily fall on local school districts, or should there be a more standardized statewide approach? What are the advantages and disadvantages of each approach?

TAKE ACTION in states with less-defined policies or policies that suppress voices.

LONG TERM ACTIVITY:

THEY NEED TO HEAR FROM YOU!

Building Relationships with School Board Members

  • Identify your School Board Members
    • Look up the names and contact information of your local school board members through your school district’s website or local government resources.
    • A good way to find out your school district is to search online, “My address is [insert your full address], what is my assigned school district?” OR use a website such as Great Schools to input your address.
  • Request a meeting with your local school board representative.
    • Utilize the following email template: Subject: Meeting Request to Discuss Book Banning and Intellectual Freedom
Dear [School Board Member’s Name],

I hope this message finds you well. I am writing to request a general meeting with you to discuss an important issue that currently affects our community — book banning and its impact on intellectual freedom.

I believe that a thoughtful conversation on this topic is crucial, and I value your input as a school board member. I would like to discuss the current book selection policies, the importance of intellectual freedom, and potential strategies to ensure that our students have access to a diverse range of literature.

Your insights and perspective on this matter are highly valuable, and I am flexible with scheduling the meeting to accommodate your availability. Please let me know your preferred date and time.

I look forward to the opportunity to meet and engage in a productive conversation.

Thank you for your time and consideration.

Sincerely,
[Your Name]
[Your Contact Information]

@penamerica Others protesting book bans in schools and libraries across America have held up signs in protest. Grace Linn held up a quilt. The 101-year-old spoke to PEN America about her husband who died fighting the Nazis in World War II, and why younger generations need to protect the right to read. Read Grace Linn's interview with @authorlisafipps at link in bio. #BannedBooks #FreeTheBooks ♬ original sound - penamerica
  • Connect with your school board member(s) regularly.
    • Maintain an ongoing dialogue to build a relationship and keep them informed about your stance on intellectual freedom. Follow-up through email updates.
  • Attend board meetings and community chats to stay informed with updates on policies.

TAKE ACTION in states with less-defined policies or policies that suppress voices.

LONG TERM ACTIVITY:

THEY NEED TO HEAR FROM YOU!

Building Relationships with School Board Members

  • Identify your School Board Members
    • Look up the names and contact information of your local school board members through your school district’s website or local government resources.
    • A good way to find out your school district is to search online, “My address is [insert your full address], what is my assigned school district?” OR use a website such as Great Schools to input your address.
  • Request a meeting with your local school board representative.
    • Utilize the following email template: Subject: Meeting Request to Discuss Book Banning and Intellectual Freedom
Dear [School Board Member’s Name],

I hope this message finds you well. I am writing to request a general meeting with you to discuss an important issue that currently affects our community — book banning and its impact on intellectual freedom.

I believe that a thoughtful conversation on this topic is crucial, and I value your input as a school board member. I would like to discuss the current book selection policies, the importance of intellectual freedom, and potential strategies to ensure that our students have access to a diverse range of literature.

Your insights and perspective on this matter are highly valuable, and I am flexible with scheduling the meeting to accommodate your availability. Please let me know your preferred date and time.

I look forward to the opportunity to meet and engage in a productive conversation.

Thank you for your time and consideration.

Sincerely,
[Your Name]
[Your Contact Information]

@penamerica Others protesting book bans in schools and libraries across America have held up signs in protest. Grace Linn held up a quilt. The 101-year-old spoke to PEN America about her husband who died fighting the Nazis in World War II, and why younger generations need to protect the right to read. Read Grace Linn's interview with @authorlisafipps at link in bio. #BannedBooks #FreeTheBooks ♬ original sound - penamerica
  • Connect with your school board member(s) regularly.
    • Maintain an ongoing dialogue to build a relationship and keep them informed about your stance on intellectual freedom. Follow-up through email updates.
  • Attend board meetings and community chats to stay informed with updates on policies.
@penamerica “Books bridge divides between people. Book bans create them.” @jodipicoultbooks explains the colossal problem that got 20 of her books banned in Martin County, Florida. #jodipicoult #bookban #florida #freethebooks ♬ original sound - penamerica

Monitoring School Board Decisions and Actions

  • STEP 1: Identify when your school board meets
    • Visit your school district’s website: look for a section dedicated to school board meetings or events. They are typically required by law to list meeting schedules, dates, times and agendas.
    • Sign up for notifications: Many school districts offer email or text notifications about upcoming board meetings. Subscribe to stay informed about meeting dates and times.
    • Check with local schools: Reach out to your local schools or district offices to obtain information on school board meeting schedules.
  • STEP 2: Locate the school board agenda
    • Visit the school district’s website: Agendas for upcoming board meetings are often posted on the district’s website a few days before the meeting.
    • Contact the school district: If the agenda isn’t readily available online, call the school district office and ask for a copy or details on how to access it.
    • Subscribe to agenda notifications: Many districts provide an option to receive agenda notifications via email. Sign up to ensure you’re always aware of the topics being discussed.
  • STEP 3: Identify hot education issues in your community
    • Attend community meetings: Join local PTA meetings, community forums or parent-teacher conferences to get a sense of the issues that concern your community.
    • Engage with social media: Follow local education-related social media groups, pages or forums where parents and community members discuss current issues.
    • Network with educators and parents: Talk to teachers, school staff and other parents to gain insights into pressing educational matters.
  • STEP 4: Track how your school board votes on issues
    • Attend board meetings: If possible, attend the meetings in person. Make notes of how each board member votes on important issues.
    • Watch live streams or recordings: Some school districts live-stream board meetings or provide recordings. Review these to track voting outcomes.
    • Check meeting minutes: Meeting minutes often detail how each board member voted on specific issues. These are typically posted on the district’s website.
  • STEP 5: Contact your school board member before and after the vote(s)
    • Establish a rapport: Reach out to your school board member via email or phone to introduce yourself and express your interest in education matters.
    • Share your concerns: Before a vote, communicate your stance on an issue, providing data or personal anecdotes to support your position.
    • Follow up: After the vote, thank your board member for their decision or express your disappointment. Continue to engage them in a respectful and constructive manner.

SHORT-TERM ACTIVITIES:

QUICK ADVOCACY

K
L
OPTION A: CREATE A LETTER TEMPLATE

Write letters to the school board and public library board: Draft clear and concise letters expressing your support for intellectual freedom and your opposition to book banning. In your letters, consider addressing:

  • The value of diverse perspectives in education
  • The importance of allowing students to explore a wide range of ideas
  • The potential harm of limiting access to certain books
    Encourage others to do the same: Share your letter template with friends, family and community members, urging them to send similar letters. Consider organizing letter-writing campaigns to maximize impact.

K
L
OPTION B: EXPLORE THE HISTORY

Educate yourself and others about the history of book banning and censorship and the ways in which these practices have been used to suppress dissenting voices and limit intellectual freedom in the United States.

Watch the following videos:

K
L
OPTION C: AMPLIFYING INTELLECTUAL FREEDOM

Support organizations that advocate for free speech and intellectual freedom: Identify and support organizations that are actively working to protect and promote intellectual freedom. Some well-known organizations include the American Library Association (ALA), the National Coalition Against Censorship (NCAC) and PEN America.

Share on social media and with your personal network: Amplify the work of these organizations by sharing their initiatives, news, and events on your social media platforms. They post a lot of content, so there is no reason not to support them!

The Power of Symbols

Thousands of years ago, our human ancestors grasped the essence of their world through symbolism, assigning profound meanings to various events and linking them to tangible objects. Ingeniously, they crafted telegraphic symbols around 6,000 years ago to represent beliefs and signify affiliations. Unlike icons such as 🚗, 🛒, or 📱, which are simplified and realistic representations of real-world objects, symbols were created to encapsulate ideas and abstract concepts. They served as a means to anchor and represent ideology. For instance, a vertical line intersecting a shorter horizontal line became known as a cross, which symbolized Christianity. Similarly, the combination of a star and a crescent moon is now associated with the Islamic faith, while a wheel with eight spokes represents Buddhism. However, the same symbols that possess the power to unite like-minded individuals can also be used to perpetuate division.

Wars have been waged and lives sacrificed in the name of sacred symbols and the cherished ideological values they represent. Isabel Wilkerson’s best-selling book, Caste: The Origins of Our Discontent, defines caste as the “presumed supremacy of one group against the presumed inferiority of other groups based on ancestry and often immutable traits.” Caste systems employ rigid, sometimes arbitrary boundaries to keep ranked groups apart, distinct from one another and confined to their assigned positions. In caste-based societies, these inflexible boundaries are solidified through the assignment of symbols to various hierarchical positions.

Let’s explore different societies from around the world to see examples of how some communities incorporate symbols into their hidden languages of hierarchy.

THE SACRED THREAD: INDIA

THE SWASTIKA: GERMANY

THE CONFEDERATE FLAG AND MONUMENTS: UNITED STATES

THE SACRED THREAD: INDIA

THE SWASTIKA: GERMANY

THE CONFEDERATE FLAG AND MONUMENTS: UNITED STATES

In October, 2023, the statue of Confederate General Robert E. Lee in Charlottesville, Virginia was melted down to be repurposed into new works of art. The monument was at the center of the protest led by white nationalists in 2017 that led to the death of Heather Heyer.

“The statue was taken down in 2021 after years of debate and delay. Protests over the plan to remove the statue morphed into the violent “Unite the Right” rally in 2017. It was during that rally that James Alex Fields Jr., an avowed Hitler admirer, intentionally drove his car into a crowd of counterprotesters, killing 32-year-old Heather Heyer and injuring 19 others. Fields is serving a life sentence”
– AP News

“The statue was taken down in 2021 after years of debate and delay. Protests over the plan to remove the statue morphed into the violent “Unite the Right” rally in 2017. It was during that rally that James Alex Fields Jr., an avowed Hitler admirer, intentionally drove his car into a crowd of counterprotesters, killing 32-year-old Heather Heyer and injuring 19 others. Fields is serving a life sentence”
– AP News

WHAT’S NEW?

The Janeu thread, the swastika and the Confederate Flag are three examples of tangible, outward facing symbols that are either worn or displayed. But symbols continue to evolve and shape our present-day culture. Emojis and memes are meant to be fun and quirky, but might they be used in our digital communications in ways that signal status, or even exclude?

In the following activities, let’s explore the creation and use of memes and emojis and what they reveal about society and hierarchies.

ACTIVITY:

EMOJI EVOLUTION: DECIPHERING SYMBOLS OLD AND NEW

Emojis are more than just fun faces! Emojis have become a universal language of the digital age. In the same way older symbols conveyed deep meanings, emojis also have layers.

Fun Fact

The word emoji, invented in 1997, is Japanese in origin. It was created by combining e (絵) which means “picture” with moji (文字) which means “character.”

Initially conceived as lighthearted and expressive visual aids, emojis have evolved into something far more complex. On the surface, emojis are a means of expressing emotions, thoughts or ideas in a creative and often comical manner. Emojis transcend the barriers of language, connecting people globally. However, like traditional symbols that have conveyed complex ideologies for millennia, emojis carry with them the ability to unite and divide. Although emojis are often celebrated for their ability to foster connections, these seemingly harmless symbols can be used to stereotype individuals.

Emojis and Caste?

Emojis can inadvertently reflect societal biases and thus function as caste symbols.

A recent study from the University of Edinburgh contends that “emojis can change how people perceive the information that is provided in a similar way to how people speak can reveal information about a person’s identity.” For instance, facial and hand emojis, which are embedded with a certain skin tone or a certain hair color, may be attributed a social meaning that advantages some groups over others when a person uses them. Even the default yellow skin-toned emojis are still white-leaning — the way that the hair falls, the shape of the eyes, etc. — and reinforce white standards of beauty. Given this issue of neutrality and the prevalence of emojis, how do we devise a solution that highlights inclusivity and removes caste biases in our use of these symbols?

PROCEDURES

  • BEGIN by watching A Brief History of Emoji, and CONSIDER any new learning or insights you have after viewing this clip. Use this worksheet to write down your thoughts.
  • GUESS an emoji’s meaning using the flipcards below. What would be a fun way to use some of the lesser-known symbols?

PROCEDURES

  • BEGIN by watching A Brief History of Emoji, and CONSIDER any new learning or insights you have after viewing this clip. Use this worksheet to write down your thoughts.
  • GUESS an emoji’s meaning using the flipcards below. What would be a fun way to use some of the lesser-known symbols?

Non-potable water | Water that’s only suitable for non-drinking purposes

Vulcan Salute | From the show Star Trek, the hand sign sends good wishes and means “live long and prosper”

Fleur-de-lis | Pride in French heritage

Teacup | Tea, or the latest gossip

Money with wings | Losing or gaining large sums of money

GOAT | An initialism that means Greatest of all time

Non-potable water | Water that’s only suitable for non-drinking purposes

Vulcan Salute | From the show Star Trek, the hand sign sends good wishes and means “live long and prosper”

Fleur-de-lis | Pride in French heritage

Teacup | Tea, or the latest gossip

Money with wings | Losing or gaining large sums of money

GOAT | An initialism that means Greatest of all time

Definition Source: https://www.engagebay.com/blog/emojis-with-meaning/

READ this scenario and RESPOND to the questions on the worksheet:

Scenario

You were just hired for your dream job!

At your new company, your team members use a text-based project management tool that allows you to communicate quickly on a variety of topics without opening your email.

Immediately you see emojis and acronyms being used in the official communications between co-workers.

You use emojis sometimes in personal conversations and text messages, but you’ve never seen them used in the workplace. Several times during your first week on the job you have to search online to understand and interpret some of the conversations. While most of the communications are professional, a few are questionable.

A fellow employee in the office next to yours admits that they feel left out, due to their older age, as they are not familiar with the meanings behind certain emojis and how to use them in their appropriate context.

It’s time for you to meet with your new supervisor to set goals and discuss policies. Should you bring up this issue?

Questions to ponder:

  • Is this simply “the new way” of communicating; should you accept it and move on?
  • How might the company address this generational gap to ensure clear communication across all age groups?
  • What are some ideas you might suggest to prevent the alienation of a certain group?
  • Is there such a thing as neutral default emojis? Should company policy include refraining from using symbols to communicate?
  • Could communicating via emojis lead to misunderstandings? If yes, what types?

    • Remember to RESPOND to the questions on the worksheet!

Want to take this activity a step further? Let’s act it out!

Form small groups and act out this scenario, with each person taking on one of the following roles: the new employee, the confused coworker, the trendy texter. Act out your response and let’s get some award-winning performances!

Big Question:
From a historical perspective, what other informal communication methods have been integrated into professional spaces?

Big Answers:
Morse code and telegraphs in the nineteenth century created a new and unique shorthand communication. Phrases were shortened to save time on transmission and cost. Abbreviations, like MSG (instead of “message”) or FWD (instead of “forward”) were created that are still used today!

When email communication replaced formal letters, who could have known that they would eventually be used not only for personal use, but also official business by governments and businesses. Email etiquette was created to ensure some writing standards were kept in place!

Time for the next part of the activity. Let’s create new emojis.

ACTIVITY:

YOU MEME WHAT YOU SAY: EXPLORING, ANALYZING AND (RE)CONSTRUCTING MEMES

Similar to emojis, memes are more than just pictures; they grow, spread and mutate to send powerful messages through humor, in the forms of visual puns and wordplay. Visual puns are a type of humorous or clever representation that uses visual elements to create a double meaning or unexpected connection between images, relying on the viewer’s ability to perceive both the literal and figurative interpretations simultaneously.

On the other hand, wordplay refers to the clever manipulation of words, phrases or sounds to create humor or a play on meaning. This can involve puns, anagrams, homophones or other linguistic devices that exploit the multiple meanings or sounds of words for comedic effect. Wordplay often requires the audience to engage with language in a creative and unexpected way. Beyond their humor elements, the power of a good meme lies “in its transmissibility and unique knack for being cross-cultural.” Memes should encapsulate culturally relevant content while being digestible and entertaining to various cultures.

PROCEDURE

  • SEARCH Later.com’s “Trending: The Biggest Memes on Social Media Right Now” blog for memes that are currently trending on the internet.
  • SELECT two memes to analyze and deconstruct.
  • ANALYZE each chosen meme, asking: What humorous elements are being used? What kind of wordplay is being used? What visual puns appear in the meme?
  • WATCH these two short videos: I Accidentally Became A Meme: Hide The Pain Harold and I Accidentally Became A Meme: Disaster Girl.
  • ANALYZE the underlying message and cause of each chosen meme: Is each meme social commentary, relatability, parody or something else? Why is the message of each meme relatable to the audience during this time?
  • (RE)CONSTRUCT a meme by taking an existing negative meme and changing it to be positive and uplifting OR by creating a new meme.
  • SHARE your meme with a team of people and ask for their feedback.
  • ANSWER these questions:
  1. How does the humor in the meme connect with audiences? How do different generations or cultures interpret the same meme differently?
  2. How might humor transcend cultural, generational or language barriers in memes?
  3. How can memes—with their wide reach and engagement—be used as tools for artivism? How might humor help draw attention to important social issues?
  4. How can humor in memes address serious issues while still respecting cultural diversity and sensitivities?

PROCEDURE

  • SEARCH Later.com’s “Trending: The Biggest Memes on Social Media Right Now” blog for memes that are currently trending on the internet.
  • SELECT two memes to analyze and deconstruct.
  • ANALYZE each chosen meme, asking: What humorous elements are being used? What kind of wordplay is being used? What visual puns appear in the meme?
  • WATCH these two short videos: I Accidentally Became A Meme: Hide The Pain Harold and I Accidentally Became A Meme: Disaster Girl.
  • ANALYZE the underlying message and cause of each chosen meme: Is each meme social commentary, relatability, parody or something else? Why is the message of each meme relatable to the audience during this time?
  • (RE)CONSTRUCT a meme by taking an existing negative meme and changing it to be positive and uplifting OR by creating a new meme.
  • SHARE your meme with a team of people and ask for their feedback.
  • ANSWER these questions:
  1. How does the humor in the meme connect with audiences? How do different generations or cultures interpret the same meme differently?
  2. How might humor transcend cultural, generational or language barriers in memes?
  3. How can memes—with their wide reach and engagement—be used as tools for artivism? How might humor help draw attention to important social issues?
  4. How can humor in memes address serious issues while still respecting cultural diversity and sensitivities?

LESSON 2: MODULE 1

Who Belongs?

EXPLORE MODULE

LESSON 2: MODULE 3

LESSON NAME

COMING SOON
ORIGIN 101