HUCKLEBERRY FINN & CENSORSHIP First published in 1884.
HUCKLEBERRY FINN & CENSORSHIP First published in 1884. Controversial from the start. A bad example for kids. 1885- Concord Public Library banned it. Twain on March 18, 1885: "The Committee of the Public Library of Concord, Mass., have given us a rattling tip-top puff which will go into every paper in the country. They have expelled Huck from their library as 'trash and suitable only for the slums.' That will sell 25,000 copies for us sure." 1902, Brooklyn Public Library banned The Adventures of Huckleberry Finn with the statement that "Huck not only itched but he scratched," and that he said "sweat" when he should have said "perspiration." TODAY:
One of the most challenged books in the U.S. Debate has centered around the language : objected to on social grounds. Use of the racial epithet nigger . Yielding to public pressure, some textbook publishers have substituted "slave" or "servant" for the term that Mark Twain uses in the book In an attempt to avoid controversy, CBS produced a made-for-TV adaptation of the book in 1955 that lacked a single mention of slavery and did not have an African-American portray the character of Jim. 1998: parents in Tempe, Ariz., sued the local high school over the book's inclusion on a required reading list. The case went as far as a federal MOST FREQUENTLY CHALLENGED BOOKS FROM 2000-2009 (BY
DECADE) 1 . H arry Potter ( seri e s) , by J . K. Ro wl i ng
2 . A l i c e se ri es, by Phy l l i s Re y no l ds Na y l or 3 . The C hoc ol ate War , by Robert C ormi er 4 . A nd Ta ngo M ake s T hre e, by Justi n Ri c hardson/ Peter Parnel l 5 . Of M i c e a nd M en, by Jo hn Stei nbec k 6 . I K now W hy the Ca ged Bi rd Si ngs, by Ma y a A nge l ou 7 . Sc ary Stori e s ( se ri e s) , by A l v i n Sc hwa rtz 8 . H i s Dar k M ater i al s ( ser i es) , by Phi l i p Pul l ma n 9 . tty l ; ttfn; l 8 r g8 r ( seri es) , by La uren M yr ac l e 1 0 . The Perks of Be i ng a Wal l fl ow er, by Stephen C hbos ky 1 1 . Fal l e n A ngel s, by Wal te r De an My e rs 1 2 . It s Pe rfec tl y N ormal , by Robi e H arri s 1 3 . Ca pta i n Underpants ( ser i es) , by Dav Pi l key 1 4 . The Adv enture s of H uc kl ebe rr y Fi nn, by M ar k Tw ai n 1 5 . The B l ue st Ey e, by Toni Mo rr i son 1 7 . The C ol or Purpl e , by A l i ce Wal ker
1 8 . Go A sk A l i c e, by A nonym ous 1 9 . Ca tche r i n the Ry e, by J. D . Sal i nger 2 1 . To K i l l A Mo c ki ngbi rd, by H arpe r Le e TOP 10 FREQUENTLY CHALLENGED FOR 2018 1. Thirteen Reasons Why by Jay Asher 2. The Absolutely True Diary of a Part Time Indian by Sherman Alexie 3. Drama by Raina Telgemeier (graphic novel) 4. The Kite Runner by Khaled Hosseini 5. George by Alex Gino (childrens book) 6. Sex is a Funny Word by Cory Silverberg (Childrens Book) 7. To Kill a Mockingbird by Harper Lee 8. The Hate U Give by Angie Thomas 9. And Tango Makes Three by Peter Parnell (Childrens Book)
10. I Am Jazz by Jessica Herthell & Jazz Jennings HUCK CONTROVERSY: THE USE OF THE N-WORD Add to this the presence in the novel of the most powerful racial epithet in Englishthe word appears 219 times and it is evident why Huckleberry Finn legitimately concerns African-American parents sending their children into racially mixed classrooms. --Allen Carey-Webb, 1993 Why does Twain make this choice, knowing full well the effect this word will have on readers? CONTEXT MATTERS: ALLEGORY HUCK FINN IS WRITTEN IN 1884
(post-Reconstruction) but is set in the 1830s & 1840s (pre-Civil War). At the time Twain was writing Hopefulness of post-Civil War freedom began to fade Reconstruction (post-Civil War program to reintegrate the South back as slavery-free region) began to fail Harsh measures of the North caused bitterness in the defeated South Southern politicians began efforts to control and oppress the African American men & women who had been freed DR. JOCELYN CHADWICK, TWAIN SCHOLAR English teacher for 30 years Harvard Graduate School of Education Professor Consultant for school districts across the US in defense of
teaching Huck Finn NCTE (National Council for Teachers of English) President Published The Jim Dilemma: Reading Race in The Adventures of Huckleberry Finn DR. JOCELYN CHADWICK ON TWAIN As an African American, I know that I would rather be in a room with a person who is working through his position on race and inequality than with an incorrigible racist. Certainly racist attitudes of any kind, even if they stem from conflicting, conflicted attitudes and membership in a culture steeped in racial oppression, are unacceptable. But what are essential and substantial are the decisions we make and the concomitant actions we take as a result of our attitudes. We cannot, therefore, overlook the works of Twain that do address the issues of race and stereotype. Clearly,
Twain used his writing to work through issues of race for himself and his society, and when I read Twain's satires, I feel that he gets it. Despite the culture surrounding him, Twain understood deeply that racism is wrong. For Twain to have depicted in Adventures of Huckleberry Finn a young hero who questioned racial inequality and an African American who was caring, compassionate, and strongly committed to his freedom was revolutionary indeed. DR. CHADWICK ON CHALLENGING CONVERSATIONS & GEN Z I think students are desperate to have challenging conversations. Its their world; they are grappling with the different legacies (of racism, of inequality, etc.) that they are inheriting and their potential to make changes to the world. As adolescents and young adults, they are coming into a growing sense of their responsibility; they are finding their voices and thinking about their
emerging power. School needs to be a safe place for our young people to have these challenging conversations! Our approach is to ground these challenging or, as one of our audience members put it, courageous conversations in text, so that students can engage with language, rhetoric, and ideas rather than just opinions and emotions. What does this text say? How does writer use language to convey his/her/their ideas? What assumptions ground the text? DR. CHADWICK CONTINUED Our ELA classrooms take our children around the world and beyondinto past, present, and future worlds. We provide safe and trusted spaces for them where difficult conversations can and do take place. We can learn much from students if we listen and allow ourselves to learn along with them in lieu of our wanting to shut down, close out, and shun
uncomfortable conversations because I am of color and my students are White or you are White and your students are of color. And despite many differences, the last time I checked, we teach studentsnot colors, not types. Perhaps it is we who need to stop and reread all of the texts we teach from the 21st-century perspective of students empowerment empowerment that our literature provides. Trust me, our secondary students are far more resilient than we BIGGEST MISCONCEPTIONS ABOUT HUCK FINN 1. The use of the n-word is just how people speak at the time and Twain was trying to be realistic Twain fully understands the use of the word and is using it to show how incredibly racist Southern white society is during his timepost reconstruction.
2. Twain, a white man, should not be writing about the African American experience. He needs to stay in his lane. Huck Finn is a novel about learned racism. Twain is writing about the perspective of a white boy growing up in a racist environment to show readers how deeply ingrained and dangerous racism can be in a society where it is taught. 3. Jim is nothing more than an offensive stereotype Jim is initially characterized as the Sambo stereotype intentionally, because Huck is narrating the story and this is how racist Huck sees him. Later, Twain breaks this stereotype intentionally as Huck gets to know Jim and his views change. THINGS TO WATCH FOR AS YOU READ: Humor (& how its created by Twain)/ the absurd/ridiculous
Irony (verbal & situational) Satire Romantic ideals (adventure stories, etc.) Hypocrisy of civilized white Southern Society Mob mentality Hyperbole Tone & Mood shifts Use of the vernacular Characterization Characteristics of regionalism & realism Transcendentalist philosophy Civilised society vs. uncivilized HW TONIGHT: Read the Chapter excerpt on my website under IB Docs called Why cant I say the N word? from the book So You Want to Talk
About Race Tomorrow on the SS side, were going to talk about the evolution of racism Huck Ch. 1-4 is due on Wednesday ESSAY STRUCTURE REVIEW Brief introduction with background info on the work & text type, finishing with a strong and focused thesis statement . Consider audience and purpose in your introduction as well. WHAT + HOW/WHY + SO WHAT 3 focused and specific body thesis statements focusing on specific techniques you see within the work. Break it down by major techniques being used by the author or choices Connect to author s purpose, effect on the reader , or theme within these
Within each body thesis , you will have multiple paragraphs that include: Strong evidence with examples of the techniques within your quotes Analysis explaining the purpose of the specific technique or choice being made and the resulting effect. Brief conclusion that brings your essay to a close- connect back to larger theme or overall effect on the reader. Dont restate all of your BTs. IB LIT ANALYSIS PYRAMID OF SUCCESS SMALL VS. LARGE TECHNIQUES S ma ller techn iques : Di cti on, s ingul ar imag es , s imiles, m etap ho rs, lis ting, lack of p unctuati o n, etc. (Sm all scale cho ices t hat co nnect eas ily to l arge r cho ice s i n the work t hat you
would nt includ e in y our thes is b ecaus e t hey are too narrow) La rger techn iqu es: Bro ad er techniq ues like charact erizat ion, s atire, im agery , mo t ifs , etc. S mall er t echniq ues work to help create t hes e. Ex . Dictio n o r imag es help s co nvey characteriza tio n. H yp erb o le and/o r iro ny* wo rk to create s atire , et c. *Iro ny (3 d ifferent t yp es) can flo at bet ween b eing a sma ll techn ique o r a l arge techn iqu e dep ending o n the t ext and what i ts b ei ng used fo r.
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