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Organize
a Call-in Radio Show
Show Topic for the Day
Banning Books: Should school administrators have the authority to
remove books from public school libraries?
The Four Groups
Divide students into four groups to create their own call-in radio
show. Within each group, students will have different tasks.
Group One: Radio Hosts/Producers
This group will include co-hosts, producers and a screener. The
radio show is an unbiased public-interest program. It has engaging
co-hosts who will need to ensure all sides are presented to their
listeners, often through provocative questions. The producers
and hosts need to write an informative and catchy introduction
to the show and prepare questions for the co-hosts to ask those
representing each point of view. The screener will select the
order in which both speakers and "callers" get to ask their questions
on air. Producers will arrange the classroom for the show. This
group will want to write a commercial or two to help pay for the
show.
Group Two: Advocates for Removing Books
This group of three or four people may represent these or other
roles: legislator, county/jurisdiction treasurer, member of clergy,
parent. They will advocate that school administrators (school
boards, superintendents, principals) should have the authority
to remove books from public school libraries and must create persuasive
arguments as to why students' education benefits from close control
of library content. They must understand their opponents' arguments
in order to counter them. During "broadcast," advocates who wish
to respond to the current speaker let producers know their points
of view, and producers advise the screener.
Group Three: Opponents To Removing Books
This group of three of four may play these or other roles: American
Civil Liberties Union attorney or constitutional law expert, school
librarian, English teacher, parent. Those who oppose giving school
administrators (school boards, superintendents, principals) the
authority to remove books from public school libraries must create
persuasive arguments as to why the proposal conflicts with the
freedom of speech guaranteed in the First Amendment and with students'
right to learn. They must understand their opponents' arguments
in order to counter them. During "broadcast," opponents who wish
to respond to the current speaker let producers know their points
of view, and producers advise the screener.
Group Four: Listeners
This group may represent these or other roles: book publisher,
student, parent, taxpayer with no children in the school system,
clergy, author. The listeners must be able to ask questions that
address both sides of the debate effectively, as well as bring
their own views to the show. During "broadcast," listeners who
wish to address the current speaker's message raise their hands
to let producers know their point of view. Producers advise the
screener.
The procedure
Students in all groups research their positions. The hosts/producers
and the listeners must generate a variety of intelligent questions.
The advocates and opponents must be able to express their positions
briefly, with clarity and persuasive supporting details, and should
have an understanding of the issues of school control and educational
mission, selection and purchasing procedure for library acquisitions,
student rights and First Amendment principles.
The co-hosts introduce the program and the panel of experts (advocates
and opponents). One advocate and one opponent should be selected
to start the discussion by presenting the key issues from the perspective
of both sides. The co-hosts ask questions of various panelists,
then invite callers to participate. The screener for the show will
call on advocates, opponents and listeners. If the debate is not
balanced or a follow-up is needed, the co-hosts should ask another
question.
At the end of the program, the co-hosts summarize what they have
heard.
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