Lesson 7: Did one complaint get the novel banned? Educator guide

A group chat says one parent’s complaint got a novel banned, so Mari and Gia check what the school library’s notice says.

  • Grades 6–12 and college
  • 45-minute lesson
  • 2 evidence documents
  • Lesson 7 of 20

Open the student page Printable pages

Gia, Mari and Sami share a conversation on an accessible rooftop terrace at sunset.

Overview

Students read a short story in which a group chat claims that one parent’s complaint got a novel “banned” from Anika’s school library. They compare the claim with the district’s reconsideration notice, the committee input form and the ALA’s example procedure. They map where the novel is in the review. They then write input to the review committee that is tied to the selection criteria.

Key terms

Challenge

A challenge is a formal request to remove or restrict a book or other library material. En español: impugnación

In this case: A parent’s request about a novel at Anika’s school started a review. The novel stays available while the committee reads it.

Reconsideration policy

A reconsideration policy is a library's written process for reviewing a challenge to a book. En español: política de reconsideración

In this case: The library’s notice follows district policy: a committee review, the selection criteria, written input by the 15th and an appeal.

Selection criteria

Selection criteria are the written standards a library uses to decide which materials to include. En español: criterios de selección

In this case: The committee judges the whole novel against the district’s selection criteria. The input form asks which criteria your comment addresses.

Where this example applies

ALA professional guidance. Local policy and applicable law vary.

Grade levels, subjects and time

Grade levels
6–12, plus college and community groups.
Subjects
English language arts; also public policy and law.
Time
45 minutes for the lesson steps on this page. The student page takes 20 to 30 minutes.

Learning objectives

Students will be able to:

  • tell a complaint apart from a final decision by mapping the stages of a library review;
  • explain the difference between law, a district’s adopted policy and professional guidance;
  • write input to a review committee that is tied to published criteria and based on the whole book.

What students should already be able to do

The student edition for each grade band assumes students can already:

Grades 6–8
find a detail in a short text and point to it; put the steps of a process in order; write a complete sentence that answers a question.
Grades 9–10
write a clear request to a named audience; support a point with evidence from a whole text; acknowledge a view they disagree with.
Grades 11–12
tell a law from a policy and from professional guidance; summarize a court decision’s holding and its limits; write for a peer audience in a neutral tone.
College and community
tell a law from a policy and from professional guidance; label a source as a news report, a secondary source or data; write in a neutral tone for the public.

Skills, terms and roles

New skill

Find what stage a process has reached

Check a rumor against the official notice and the written policy, then say which step the process is on.

Skills students use again

  • Find the original source (Lesson 1). Mari reads the library’s notice instead of the group chat.
  • Correct a public mistake (Lesson 3). Gia takes back her first reply, and you write a correction to the chat.

Key terms

New in this case
Challenge, Reconsideration policy, Selection criteria
From earlier cases
Claim (Lesson 1), Correction (Lesson 3)

Character spotlight

Mari leads. Mari works the bookshop counter and is halfway through the novel on audio. She wants to finish it before she judges it.

  • Gia: She deletes her first reply and plans a discussion that does not go after the parent who asked for the review.

The student’s role

You’re the one who reads the library notice before anyone replies “banned.”

Materials

Evidence handout

Evidence A Library notice

Reconsideration notice, posted Friday by the school library

A request for reconsideration has been received for one title in the library collection. Under district policy, the title remains available during the review. A review committee will read the full work and evaluate it against the district’s selection criteria. Written input may be submitted by the 15th. The committee’s decision may be appealed.

What it shows: The novel stays available during the review. A committee will read the whole book, and people can send input by the 15th.

What it leaves out: Which novel it is, who sits on the committee and what the selection criteria say.

Ask: Which sentence tells you where the book is right now? Underline it.

Evidence B Input form

Review committee input form, due the 15th

Name and role (student, parent, staff or community member). Have you read the entire work? Yes or No. Which selection criteria does your input address? Comments, 300 words maximum.

What it shows: Students can send input. The committee asks whether you read the whole book and which criteria you address.

What it leaves out: How the committee uses the comments, and the full list of selection criteria.

Ask: Who can send input? What does the form ask before your comments?

Printable pages by grade band

Each grade band has its own student pages and educator pages for this case. The educator pages show every student page with sample answers. See every printable page for this case, including the course editions.

Real news and research for this case

These news stories and studies are real. Each link opens the original in a new tab.

Real source News Chalkbeat Colorado February 10, 2025

Colorado bill to curb school library book challenges clears first legislative hurdle

A state debated requiring clear reconsideration policies, showing a challenge is a process, not an instant ban.

Read on chalkbeat.org (opens in a new tab)

Real source News Chalkbeat Tennessee September 17, 2024

Under stricter Tennessee law, some school library books quietly disappear

A state law changed the review steps, so you have to check which rules and stage actually applied.

Read on chalkbeat.org (opens in a new tab)
More news and research (4)

Real source Video PBS NewsHour April 6, 2022

Push to ban some books in schools highlights cultural schism

Hears from parents who challenge books and people who defend them, so you can compare both views.

Read on pbs.org (opens in a new tab)

Real source Video PBS (NewsNight) February 23, 2024

Tackling Frivolous Challenges to Books in Public Schools

Florida’s governor backed limits on repeated challenges, another angle on who decides.

Read on pbs.org (opens in a new tab)

Real source Research American Library Association April 20, 2026

American Library Association releases 2025 Most Challenged Books List as National Library Week Begins

National data on how many challenges were filed, by whom and how many led to removals.

Read on ala.org (opens in a new tab)

Real source News Cahill Gordon & Reindel LLP (law-firm client alert) September 22, 2025

Fifth Circuit Holds That Government Speech Doctrine Applies to Public Library Book Removals, Creating Circuit Split With Eighth Circuit

Explains how federal courts disagree on the First Amendment in libraries, so the answer depends on where you live.

Read on cahill.com (opens in a new tab)

Links checked September 24, 2026.

Professional standards

Many professions publish a code of ethics. These parts of real codes apply to this case.

Real source American Library Association (ALA) 2021

ALA Code of Ethics: Principle 2 (of 9)

We uphold the principles of intellectual freedom and resist all efforts to censor library resources.

In plain words: Library workers who follow the ALA code support people's freedom to read and oppose censorship of library materials.

Ask: The district notice says the title stays available during review. Does that match the group chat's claim that it's “gone”?

Sample answers
Grades 6–8
The notice says the book stays available, but the chat says it is gone.
Grades 9–10
The notice says “the title remains available during the review,” which contradicts the chat’s claim that it is gone.
Grades 11–12
The notice says “the title remains available during the review,” so the chat skips from a request to a removal that has not happened.
Read the full code on the ALA website (opens in a new tab)

Real source National Education Association (NEA) 1975

Code of Ethics of the Education Profession: Principle I: Commitment to the Student, item 2

Shall not unreasonably deny the student's access to varying points of view.

In plain words: The NEA code says educators should not keep students from a range of viewpoints without a good reason.

Ask: The committee will judge the whole novel against the selection criteria. How does that test the reason for removal?

Sample answers
Grades 6–8
Reading the whole book helps because one part can look different from the whole story.
Grades 9–10
The process tests the reason because the committee must weigh the whole work against criteria, not one passage.
Grades 11–12
The process tests the reason because a reason to remove must hold up against published criteria and the whole work, not a single objection.
Read the full code on the NEA website (opens in a new tab)

Real source National Communication Association (NCA) 2024

Credo for Ethical Communication: “We strive to understand and respect other communicators' intent…” (one of nine unnumbered principles)

We strive to understand and respect other communicators' intent before evaluating and responding to their messages.

In plain words: NCA members try to understand why someone spoke before they respond to the message.

Ask: The sample input claims challengers are “just trying to control what other people read.” How could it answer the parent?

Sample answers
Grades 6–8
It could say the scene is part of how the story shows the character’s isolation.
Grades 9–10
It could answer the concern by explaining how the scene fits the whole work, as the criteria ask.
Grades 11–12
It could answer the concern by naming the scene the parent worries about and showing how the whole work uses it.
Read the full code on the NCA website (opens in a new tab)
Share, schedule or open in your apps

Reading passage by grade band

Each grade band has its own longer reading passage built from this case’s story and its real sources. Real news, laws and research are cited in the text with their dates. Three “Stop and think” questions sit inside each passage. Open a band to read it, or print that band on its own.

Grades 6–8: Banned, or under review?

417 words

Banned, or under review?

The story: A rumor on Thursday night

On Thursday night, a message spreads through a group chat. It is about a novel in the library at Anika’s high school. The message says one parent complained, so the novel is now banned and gone from the library. Gia replies fast: “censorship, full stop.”

On Friday, the school library posts a notice about the novel. Mari reads it. Mari works the counter at the neighborhood bookshop, and she is halfway through the novel on audio. She compares the notice with the chat. “The chat says the book is gone from the library,” she says. “The notice says it stays available during the review. Those can’t both be true.”

Gia deletes her first reply. She had not read the notice, or the book.

Your job in this case is to read the library notice before anyone replies “banned.”

What stage is the process in?

In Lesson 1, you learned to find the original source. Here, the original source is the library’s notice. It says a request for reconsideration has been received. The book stays available during the review. A committee will read the whole book and judge it against the district’s selection criteria. People can send written input by the 15th. The decision can be appealed.

A challenge is a formal request to remove or restrict a book or other library material. A challenge starts a review. On its own, it does not remove a book. A reconsideration policy is a library’s written process for reviewing a challenge to a book. Selection criteria are the written standards a library uses to decide which materials to include.

So the chat’s claim, that the book is banned, does not match the notice. In Lesson 3, you learned that a correction is a public statement that replaces wrong information with accurate information. The chat needs one. The book is under review, it is still on the shelf, and anyone who cares can send input by the 15th.

Mari plans to use the input form. It asks whether you read the whole book, so she is finishing it first. Gia plans a discussion at the bookshop. She has one rule: nobody goes after the parent. “They used the process too,” she says.

Book challenges in real life

The American Library Association recommends that libraries adopt a reconsideration policy. Its example has a committee read the whole work (American Library Association, updated January 2018). That is professional advice, not a law. Rules differ by state. In Tennessee, reporters found that a stricter state law changed the review steps (Chalkbeat Tennessee, September 17, 2024).

Key terms in this passage

Challenge
A challenge is a formal request to remove or restrict a book or other library material.
Reconsideration policy
A reconsideration policy is a library's written process for reviewing a challenge to a book.
Selection criteria
Selection criteria are the written standards a library uses to decide which materials to include.
Claim
A claim is a statement that something is true. You can check a claim with evidence.
Correction
A correction is a public statement that replaces wrong information with accurate information.

Real sources cited

Grades 9–10: A complaint is not a decision

595 words

A complaint is not a decision

The story: Censorship, full stop?

The message appears late on Thursday. A novel in the library at Anika’s high school is gone, it says, because one parent complained. The word it uses is “banned.” Gia, who has strong feelings about who gets to decide what people read, replies within minutes: “censorship, full stop.” It feels like the right side to be on.

On Friday, the school library posts a notice. Mari works the counter at the neighborhood bookshop, and she has been listening to the novel on audio. She switches between print and audio, and she is about halfway through. She reads the notice twice and then compares it with the chat. The chat says the book is gone from the library. The notice says it stays available during the review. Those cannot both be true.

Gia deletes her first reply. She had not read the notice, and she had not read the book. Now she is planning a discussion at the bookshop, which means she has to get the facts right. Your role in this case is to read the library notice before anyone replies “banned.”

Reading the notice as a process map

Lesson 1’s skill, finding the original source, leads straight to the notice. It says a request for reconsideration has been received for one title. Under district policy, the title remains available during the review. A committee will read the full work and evaluate it against the district’s selection criteria. Written input may be submitted by the 15th, and the committee’s decision may be appealed.

Read that way, the notice is a map with a “you are here” marker. A challenge is a formal request to remove or restrict a book or other library material. It starts a review, but on its own it does not remove a book. A reconsideration policy is a library’s written process for reviewing a challenge to a book. Selection criteria are the written standards a library uses to decide which materials to include. The process has reached the review stage. Nothing has been removed, and nothing has been decided.

That makes the chat’s claim wrong about the present, even if people are right to care about the future. Lesson 3 showed you that a correction replaces wrong information with accurate information, where people saw the mistake. The reply the chat needs is short: the book is under review, it is still available and input is due on the 15th.

The input form shapes what useful input looks like. It asks for your name and role, whether you read the entire work and which selection criteria your comment addresses. Comments are limited to 300 words. Mari decides to finish the book before she writes. Her own experience with books like this is why she cares, she says, but it is not the policy. She plans to include both.

Why the stage matters in real disputes

The American Library Association recommends that libraries adopt a formal reconsideration process, with a committee that reads the whole work (American Library Association, updated January 2018). ALA’s guidance is a professional recommendation, not a law, and states have taken different paths. Colorado lawmakers debated a bill requiring clear reconsideration policies (Chalkbeat Colorado, February 10, 2025). In Tennessee, a stricter law changed the review steps, and some books quietly disappeared (Chalkbeat Tennessee, September 17, 2024).

The legal question is harder still. Federal courts disagree about how the First Amendment applies when a public library removes a book (Cahill Gordon and Reindel, September 22, 2025). The answer can depend on where you live. Gia puts it plainly. Right now it is a review, and she is not calling it before it is done.

Key terms in this passage

Challenge
A challenge is a formal request to remove or restrict a book or other library material.
Reconsideration policy
A reconsideration policy is a library's written process for reviewing a challenge to a book.
Selection criteria
Selection criteria are the written standards a library uses to decide which materials to include.
Claim
A claim is a statement that something is true. You can check a claim with evidence.
Correction
A correction is a public statement that replaces wrong information with accurate information.

Real sources cited

  • American Library Association, “Selection and Reconsideration Policy Toolkit: formal reconsideration,” January 2018. Open the source (opens in a new tab)
  • Chalkbeat Colorado, “Colorado bill to curb school library book challenges clears first legislative hurdle,” February 10, 2025. Open the source (opens in a new tab)
  • Chalkbeat Tennessee, “Under stricter Tennessee law, some school library books quietly disappear,” September 17, 2024. Open the source (opens in a new tab)
  • Cahill Gordon & Reindel LLP (law-firm client alert), “Fifth Circuit Holds That Government Speech Doctrine Applies to Public Library Book Removals, Creating Circuit Split With Eighth Circuit,” September 22, 2025. Open the source (opens in a new tab)

Grades 11–12: Where is the book in the process?

723 words

Where is the book in the process?

The story: Two messages, two days

On Thursday night, a claim about a novel in the library at Anika’s high school moves through a group chat. One parent complained, it says, so the novel has been banned and removed. Gia answers with the certainty of someone who cares about the freedom to read: “censorship, full stop.” The reply fits her values. It does not fit the evidence, because there is no evidence in the chat yet.

The evidence arrives Friday, when the school library posts a notice. Mari, who works the bookshop counter, reads it against the chat. She is dyslexic and moves between print and audiobooks, and she is halfway through this novel on audio. She points out the contradiction plainly. The chat says the book is gone. The notice says it remains available during the review. Both cannot be true.

Gia deletes her first reply. She had not read the notice or the book. She is now organizing a discussion at the bookshop and wants it to be useful, which means getting people to the input form before the 15th with something to say. She also sets a boundary that many online arguments skip. Nobody goes after the parent who asked for the review, because that parent used the process too.

Your role is to read the library notice before anyone replies “banned.”

Stages, not verdicts

The new skill in this case is finding what stage a process has reached. It depends on two earlier ones. From Lesson 1, you go to the original source, here the library’s notice. From Lesson 3, you know that a correction replaces wrong information with accurate information where people saw the mistake.

The notice describes a sequence. A request for reconsideration has been received. The title remains available during the review. A committee will read the full work and evaluate it against the district’s selection criteria. Written input is due by the 15th. The committee’s decision may be appealed. A challenge is a formal request to remove or restrict a book or other library material. It opens that sequence, but it does not end it. A reconsideration policy is a library’s written process for reviewing a challenge to a book, and selection criteria are the written standards a library uses to decide which materials to include.

With the sequence in view, the chat’s claim can be judged precisely. It collapses three different events into one: a complaint, a possible temporary change and a final decision. Only the first has happened. The notice also has gaps. It does not name the novel, list the committee members or quote the criteria, so a careful reply should not fill those in.

Mari’s approach to the input form shows how to join the process rather than just comment on it. The form asks whether you have read the entire work and which criteria your input addresses, with a 300-word limit. She is finishing the book first. Her experience with books like this explains why she cares, but it is not the policy, so she plans to connect the two.

Professional guidance, state law and the courts

The American Library Association recommends that libraries adopt a formal reconsideration policy, and its model process has a committee read the whole work (American Library Association, updated January 2018). Its separate guidance on selection criteria explains how libraries evaluate resources (American Library Association, updated January 2018). That guidance is professional advice. Districts adopt their own policies, and states write their own laws. Colorado legislators advanced a bill to require clear reconsideration policies (Chalkbeat Colorado, February 10, 2025). In Tennessee, reporters found that a revised state law changed the review steps and that some books quietly left shelves (Chalkbeat Tennessee, September 17, 2024).

The constitutional question remains unsettled. A law-firm analysis explains that the Fifth Circuit treated public library book removals as government speech, creating a split with the Eighth Circuit (Cahill Gordon and Reindel, September 22, 2025). The answer to whether a removal is legal can depend on where you live.

Professional codes sit on both sides of Gia’s evolving view. The ALA code says, “We uphold the principles of intellectual freedom and resist all efforts to censor library resources” (ALA Code of Ethics, 2021). The NCA credo asks communicators to “understand and respect other communicators’ intent before evaluating and responding to their messages” (NCA Credo for Ethical Communication, 2024). Holding both is the discipline this case asks for.

Key terms in this passage

Challenge
A challenge is a formal request to remove or restrict a book or other library material.
Reconsideration policy
A reconsideration policy is a library's written process for reviewing a challenge to a book.
Selection criteria
Selection criteria are the written standards a library uses to decide which materials to include.
Claim
A claim is a statement that something is true. You can check a claim with evidence.
Correction
A correction is a public statement that replaces wrong information with accurate information.

Real sources cited

College and community: Challenges, process and the language of book bans

731 words

Challenges, process and the language of book bans

The story: The speed of a word

A group chat claims that one parent’s complaint got a novel “banned” from the library at Anika’s high school. Gia replies, “censorship, full stop.” The next day the school library posts a notice that contradicts the chat. The book remains available while a committee reviews it. Mari, who works the counter at the neighborhood bookshop and is halfway through the novel on audio, catches the contradiction. Gia deletes her reply and admits she had read neither the notice nor the book.

The case is a study in how a single word can outrun a process. “Banned” is vivid, shareable and morally clear. It also asserts a finished outcome. In practice, library disputes pass through stages, and people who want to influence the outcome need to know which stage they are in. Gia’s turn is instructive. She plans a bookshop discussion aimed at getting people to the input form before the 15th, and she rules out attacks on the parent who filed the request, noting that the parent used the process too.

Your role is to read the library notice before anyone replies “banned.”

Mapping the process

The notice describes the procedure. A request for reconsideration has been received for one title. Under district policy, the title remains available during review. A committee will read the full work and evaluate it against the district’s selection criteria. Written input may be submitted by the 15th, and the decision may be appealed.

A challenge is a formal request to remove or restrict a book or other library material. A reconsideration policy is a library’s written process for reviewing a challenge to a book. Selection criteria are the written standards a library uses to decide which materials to include. These three terms separate what the chat merged: the complaint, the procedure that evaluates it and the standards the procedure applies. The chat’s claim describes an outcome that the notice shows has not occurred.

The skill here, identifying the stage of a process, rests on two earlier ones. Lesson 1 sends you to the original source, and Lesson 3 defines a correction as a public statement that replaces wrong information with accurate information. A good correction in this case also respects the notice’s silences. It does not name the book, the committee or the criteria, because the notice does not.

The input form reveals what the committee values. It asks for the respondent’s role, whether they read the entire work and which selection criteria their comment addresses, within 300 words. Mari’s plan fits that design. She will finish the book and then join her personal reasons for caring to the criteria the committee must apply.

Guidance, law and contested terms

The American Library Association’s toolkit models a formal reconsideration process in which a committee reads the whole work, and it offers guidance on selection criteria (American Library Association, updated January 2018). This guidance is professional, not legal, and districts adapt it. State legislatures are now writing the rules more directly. Colorado lawmakers advanced a bill requiring clear reconsideration policies (Chalkbeat Colorado, February 10, 2025). Reporting from Tennessee found that a stricter law altered the review steps and that some books quietly disappeared (Chalkbeat Tennessee, September 17, 2024). In Florida, the governor backed limits on repeated challenges (PBS NewsNight, February 23, 2024).

The constitutional status of removals is unsettled. A law-firm client alert explains that the Fifth Circuit applied the government speech doctrine to public library book removals, creating a split with the Eighth Circuit (Cahill Gordon and Reindel, September 22, 2025). National data complicates the picture further. ALA’s annual list tracks how many challenges were filed, by whom and how many led to removals (American Library Association, April 20, 2026).

The book connection offers a contrast. In Roald Dahl’s Matilda (1988), Matilda’s father tears pages out of her library copy of The Red Pony because he disapproves of her reading, and no one reviews his choice. A real school library is supposed to follow a written process instead. The novel does not set rules for real libraries, but it shows what a process is for.

Professional ethics names the values in tension. The ALA code commits librarians to “resist all efforts to censor library resources” (ALA Code of Ethics, 2021). The NEA code says educators “shall not unreasonably deny the student’s access to varying points of view” (NEA Code of Ethics, 1975). Using the right word for the stage is where fair advocacy starts.

Key terms in this passage

Challenge
A challenge is a formal request to remove or restrict a book or other library material.
Reconsideration policy
A reconsideration policy is a library's written process for reviewing a challenge to a book.
Selection criteria
Selection criteria are the written standards a library uses to decide which materials to include.
Claim
A claim is a statement that something is true. You can check a claim with evidence.
Correction
A correction is a public statement that replaces wrong information with accurate information.

Real sources cited

Pacing options

10-minute bellringer

10 minutes

One piece of evidence and one question. Use it to open the case or to review it the next day.

Go to the bellringer

One class period

45 minutes

Teach the lesson steps on this page in four parts.

Go to the lesson steps

The student edition also has a one-period plan for each grade band:

  • Grades 6–8: 45 minutes
  • Grades 9–10: 50 minutes
  • Grades 11–12: 60 minutes
  • College and community: 90 minutes

Full chapter

69 to 101 minutes

Teach every page of the student edition chapter. The educator edition has notes and sample answers beside each page.

  • Grades 6–8: 69 minutes
  • Grades 9–10: 91 minutes
  • Grades 11–12: 91 minutes
  • College and community: 101 minutes

Find the printable pages

Minutes for each page

How long each student edition page takes, and what to cut when you have one class period.

Open your grade band.

Grades 6–8: full chapter 69 minutes, one period 45 minutes
PageFull chapterOne periodHow to cut
Opener5 min4 minRead What happened aloud and skip the list on the board.
Key terms6 min4 minRead the key terms aloud. Skip Who is involved.
Look at the evidence10 min8 minStudents fill in the What it shows boxes only.
Key idea6 minSkipSkip this page.
Sort the evidence8 min3 minDo the first decider together and stop.
Practice6 minSkipSkip this page.
Your task15 min15 min
Check your work5 min3 minStudents answer the Check your work questions only. Score the rubric yourself.
Questions to discuss8 min8 min
Talk about this case at homeAt homeAt home
Grades 9–10: full chapter 91 minutes, one period 50 minutes
PageFull chapterOne periodHow to cut
Opener5 min4 minRead What happened aloud and skip the list on the board.
Key terms6 minSkipSkip this page. Define challenge and selection criteria aloud in one minute.
Look at the evidence10 min8 minStudents fill in only the What it shows boxes.
Key idea8 minSkipAssign the key idea as reading for the next class.
Sort the evidence8 minSkipSkip this page.
Practice6 min5 minDo the choice and the first fix only.
Your task8 min6 minRead the steps aloud. Students fill in the criterion box only.
Your draft20 min18 minStudents write the first half of the input in class and finish at home.
Check your work8 min4 minStudents answer the Check your work questions. Score the rubric yourself.
Questions to discuss12 min5 minUse question 2 as an exit ticket.
Talk about this case at homeAt homeAt home
Grades 11–12: full chapter 91 minutes, one period 60 minutes
PageFull chapterOne periodHow to cut
Opener4 min3 minRead What happened aloud.
Key terms5 minSkipSkip this page.
Look at the evidence8 min6 minStudents fill in the Evidence A boxes only.
Key idea10 min8 minRead the key idea and one In the news source only.
Sort the evidence8 minSkipSkip this page.
Practice5 minSkipSkip this page.
Your task10 min10 min
Your draft25 min25 min
Check your work6 min3 minCollect briefings and score them with the rubric yourself.
Questions to discuss10 min5 minUse question 3 as an exit ticket.
Talk about this case at homeAt homeAt home
College and community: full chapter 101 minutes, one period 90 minutes
PageFull chapterOne periodHow to cut
Opener4 min3 minSummarize What happened in one minute.
Key terms5 min5 min
Look at the evidence8 min8 min
Key idea10 min8 minRead the key idea and one In the news source only.
Sort the evidence8 min5 minDo the deciders column only.
Practice5 minSkipSkip this page.
Your task12 min12 min
Your draft35 min35 min
Check your work6 min6 min
Questions to discuss8 min8 min
Talk about this case at homeAt homeAt home

Minutes for each page are in the educator edition for each grade band.

10-minute bellringer

  1. 1 min Project Evidence A as students come in.
  2. 5 min Students read it on their own. Each student writes a one-sentence answer to the question.
  3. 4 min Take two or three answers. Ask what else students would need to see before they decide.

Evidence A Library notice

Reconsideration notice, posted Friday by the school library

A request for reconsideration has been received for one title in the library collection. Under district policy, the title remains available during the review. A review committee will read the full work and evaluate it against the district’s selection criteria. Written input may be submitted by the 15th. The committee’s decision may be appealed.

Question Which sentence tells you where the book is right now? Underline it.

Listen for, by grade band:

Grades 6–8
The book is still available. A committee is reviewing it. Which novel is it, and who is on the committee?
Grades 9–10
The title stays available during review. Input is due by the 15th. Which novel it is, who sits on the committee and what the criteria say.
Grades 11–12
A request, not a decision: a committee reads the full work and judges it by criteria. The criteria themselves, the committee’s members and what the request objects to.
College and community
A request, not a decision: the title stays available while a committee reviews it. The criteria, the committee’s members and what the request says.

Lesson steps

This plan takes 45 minutes in four parts. Each step says what you do, what students do and how to check.

Warm-up 5 minutes

  1. 1 The library scene 5 min

    You
    Read the authorized Matilda extract where Mrs Phelps helps Matilda find books.
    Students
    Write what the library gives Matilda.
    Check
    Answers go beyond “books” to access or belonging.

Read and discuss 28 minutes

  1. 2 The chat claim 8 min

    You
    Show the group chat: “One parent complained, so that novel is banned.”
    Students
    List what you’d need to know to confirm it.
    Check
    Lists include stage, policy and who decides.
  2. 3 Read the process 12 min

    You
    Hand out the district policy excerpt and the ALA reconsideration steps.
    Students
    Map the stages and mark where the novel is now.
    Check
    Maps show “under review, still available.”
  3. 4 The legal layer 8 min

    You
    Explain Pico in two minutes and that state laws vary.
    Students
    Write one sentence on what the law does and doesn’t settle.
    Check
    Sentence avoids claiming the law clearly forbids or allows removal.

Questions for the people in the case

  1. Mari: So what can you actually do? Check next: Read the notice and the form for the stage, the deadline and what the committee asks for.
  2. Mari: Does your own experience with books like this count? Check next: Tie input to the district’s selection criteria and the whole work, not one passage.
  3. Gia: What is the bookshop discussion for? Check next: Name the book, the stage and the deadline in the invitation. Leave the person who asked for the review out of it.
  4. Gia: So is it censorship or not? Check next: Separate a request, a review and a final decision before making a rights claim.

Task 9 minutes

  1. 5 Prepare input 9 min

    You
    Model a comment tied to criteria.
    Students
    Draft a 90-second comment or written input for the committee.
    Check
    Input names a criterion and a reader’s perspective without speaking for everyone.

Wrap-up 3 minutes

  1. 6 Exit 3 min

    You
    Ask: whose reading experience is missing?
    Students
    Name one and how to hear it respectfully.
    Check
    Answer doesn’t put a classmate on the spot.

Educator notes by page

These notes follow the pages of the student edition chapter. The educator edition prints the same notes beside each page. Heat check tells you how likely a page is to bring up strong feelings: low, medium or high. Medium and high pages come with a cool-down. Open a page to see what to say, what to watch for and how to support students.

Opener

Heat check: Medium

Why: Book challenges can bring up students’ political or religious views. Cool-down: Say: “Today we check what happened, not who is right about the book.”

Say this

  • “The chat says ‘banned.’ What would you need to see before you repeat that word?” List answers on the board: stage, policy, who decides.

Watch for

Misconception:
Students treat a complaint as a removal.
Listen for:
“One complaint and it’s gone.”
Then:
Ask which document would show the book is gone. Write “Check the stage” on the board.

Support

  • Read What happened aloud while students follow along.

Key terms

Heat check: Low

Say this

  • “Which key term names what the parent did, and which names what the committee will use?” Wait for “challenge” and “selection criteria.”

Watch for

Misconception:
Students hear “challenge” as “ban.”
Listen for:
“A challenge means they took it.”
Then:
Reread the key idea: a challenge starts a review. On its own, it does not remove a book.

Support

  • Pair students who share a language to explain each term in their own words.
  • Show the process as a flowchart: request, review, decision, appeal.

Look at the evidence

Heat check: Low

Say this

  • “Find the sentence that says where the book is now. Read it aloud.” Wait for “the title remains available during the review.”

Watch for

Misconception:
Students treat a review as a ban in slow motion.
Listen for:
“They’re reviewing it, so it’s basically banned.”
Then:
Ask what the notice says comes after the review: a decision, then a possible appeal.

Support

  • Give each document on its own half-page with the key sentence enlarged.
  • Offer the notice as a read-aloud.

Stretch

Ask why the form asks whether you read the entire work, and what that suggests about the criteria.

Key idea

Heat check: Medium

Why: The word “censorship” can start a debate about real books or groups. Cool-down: Keep the talk on this fictional notice. Ask what the notice says, not which side is right.

Say this

  • “ALA’s code says to resist efforts to censor library resources. Does keeping the book available during review fit that?” Wait for evidence from the notice.

Watch for

Misconception:
Students treat the ALA code as a law.
Listen for:
“The school is breaking the ALA law.”
Then:
Say: “ALA’s code is a framework for library workers. District policy and the applicable law govern the process.”

Support

  • Read the quotation aloud. Point out the label: a real source, quoted word for word.

Stretch

Use the NEA row. Ask how reading the whole work tests whether a reason to remove a book is reasonable.

Sort the evidence

Heat check: Medium

Why: The missing-perspective question can invite personal reasons a book matters. Cool-down: No student has to share why a book matters to them. Answer about the characters.

Say this

  • “Replace ‘banned’ with the real chain of decisions. Who decides first?” Model the first decider together: the review committee.

Watch for

Misconception:
Students name the parent as the decider.
Listen for:
“The parent decided.”
Then:
Point to the diagram: the parent can ask, the committee decides and the board hears appeals.

Support

  • Let students write D, R or A (decider, rule, affected) before they write sentences.

Practice

Heat check: Low

Say this

  • “The chat says one parent got the novel banned. What do you check first?” Hold a quick vote before any discussion.

Watch for

Misconception:
Students choose to read the disputed passage and decide.
Listen for:
“Just read the bad part.”
Then:
Point to the notice: the committee reads the full work.

Support

  • Read the three options aloud before students choose.

Your task and draft

4 grade bands

The task is different in each grade band. Open yours.

Grades 6–8

Your task

Say this

  • “Your message answers three questions: Is it banned? Where is it now? What happens next?” Write them on the board.

Watch for

Misconception:
Messages attack the parent.
Listen for:
“Whoever complained should mind their own business.”
Then:
Correct the claim, not the person.
Grades 9–10

Your task

Say this

  • “The committee has to use the criteria. Which criterion gives your input the most weight?” Model one criterion from the checklist before students choose.

Watch for

Misconception:
Input argues from one passage.
Listen for:
“One part is really good.”
Then:
Point to the notice: the committee reads the full work. Ask for evidence from the whole story.

Support

  • Frame: “The criteria ask ___. Read as a whole, this book ___.”

Your draft

Heat check: Medium

Why: Arguing for a book can turn into arguing against a group of people. Cool-down: Say: “Argue about the book, not the people.” Return to the criteria checklist.

Say this

  • “Read your input as a committee member who agrees with the parent. Which sentence would you weigh most?” Partners play that committee member.

Watch for

Misconception:
Input guesses at the parent’s motive.
Listen for:
“They just want to control what we read.”
Then:
Point to the Audience row: a guess about a person keeps the input from counting.
Grades 11–12

Your task

Say this

  • “Sort every rule in this case into one of three bins: law, policy or guidance.” Do the ALA toolkit together first.

Watch for

Misconception:
Students say Pico banned book removals.
Listen for:
“Pico made it illegal to pull books.”
Then:
Ask how many justices joined the main opinion. With no majority, courts still disagree.

Support

  • Model sentence: “Courts disagree about how the First Amendment applies to library removals.”

Your draft

Heat check: Medium

Why: The legal debate can turn to real books and political groups. Cool-down: Say: “We explain the rules. We don’t rule on any real book.” Return to the chart.

Say this

  • “Your reader is on student council. What can they do before the 15th?” Ask for one sentence that names the participation route.

Watch for

Misconception:
Briefings predict a court outcome.
Listen for:
“The courts will force them to keep it.”
Then:
Ask which source predicts that. None does.
College and community

Your task

Say this

  • “Your reader saw a headline that said ‘banned.’ What stage is the review at?” Point to the notice’s second sentence.

Watch for

Misconception:
Explainers treat ALA guidance as law.
Listen for:
“The ALA rules say the book must stay.”
Then:
Ask who adopted the rule. The district adopts policy, and ALA offers guidance.

Support

  • Model sentence: “Courts disagree about how the First Amendment applies to library removals.”

Your draft

Heat check: Medium

Why: Book challenges can bring out strong political and religious views. Cool-down: Say: “We explain the process. We don’t rule on the book.”

Say this

  • “Could a reader on either side of this debate trust your explainer?” Partners mark any word that picks a side.

Watch for

Misconception:
Explainers predict a legal outcome.
Listen for:
“The court will order them to put it back.”
Then:
Ask which source predicts that. None does, because courts still disagree.

Check your work

Heat check: Low

Say this

  • “Mark your level honestly. Then make one change and say why.” Ask for one corrected stage or one removed attack.

Watch for

Misconception:
Students keep a legal verdict in their reply.
Listen for:
“It’s illegal, period.”
Then:
Point to the Reasoning row: the law here is unsettled and varies.

Questions to discuss

Say this

  • “Answer with a detail from the notice or the form, not a feeling about the parent.” Post the question numbers and hear one answer per question.

Stretch

Ask how Gia’s bookshop invitation could name the book, the stage and the deadline without naming the parent.

Talk about this case at home

Say this

  • “Bring this page home, or read it with someone you trust.” Nobody needs to share their views on any real book.

Sample response

Worked example, grades 9–10

Prompt: Write input to the review committee using the published selection criteria.

Student response

To the Review Committee, I’m a student at this school, and I’m writing about the novel under review. 1 The district’s selection criteria ask the committee to judge each book as a whole, not by one passage. 2 Read as a whole, this book follows a character dealing with isolation and slowly finding people she can trust, and that is why readers my age connect with it. I understand the parent who filed the request is worried about one scene with mature content, and 3 that concern deserves a real answer. But honestly, 4 anyone who wants a book removed is just trying to control what other people read. I’m asking the committee to keep the novel available and, if the concern is about age level, to consider an age note in the catalog rather than removal. Thank you.

  1. Evidence. Strong: the argument is anchored in the committee’s own published criterion.
  2. Evidence. Good use of the whole-work standard, though one specific scene or detail would make the evidence stronger.
  3. Audience. Good: the writer acknowledges another reader’s concern with respect.
  4. Revise. This assigns a motive to everyone who files a request and contradicts the respect shown one sentence earlier. The committee needs reasons tied to criteria, not judgments of people.

Before: But honestly, anyone who wants a book removed is just trying to control what other people read.

After: But the criteria ask about the whole work, and that scene is part of how the story shows the character’s isolation.

Why: The revision keeps the disagreement about the book, where the criteria apply, instead of about the parent, which the committee cannot weigh.

Educator commentary: The input is organized around the committee’s criteria, reads the book as a whole and makes a constructive request. One sentence undoes the respectful acknowledgment by attributing a motive to everyone who files a request. Replacing it with a criteria-based reason moves the input to Advanced on Audience, and adding one specific scene would strengthen Evidence.

Task answers by grade band

What a strong student in each grade band writes in the student edition task.

Open your grade band.

Grades 6–8

Draw the steps of a book review and write a message correcting the group chat.

Students make: Flowchart plus 3–4 sentence message.

Steps students follow

  1. Read the chat message in What happened, and underline what it says happened.
  2. Circle the sentence in Evidence A that says where the book is now.
  3. Write the four stages on the flowchart in order.
  4. Mark the stage the novel is at now.
  5. Write a message of 3 or 4 sentences in the Your draft box.
  6. Write one question you would ask the librarian.

Sample answers for the task boxes

The four stages, in order
Request filed, under review, decision, appeal
Where the novel is now
Under review, and still available
The next step
The committee decides. Input is due by the 15th.
My question for the librarian
Who is on the review committee, and when will it decide?

Sample draft: Your message, 3 or 4 sentences

Sample answer Grades 6–8

A complaint was made, but the book is not banned. 1 Right now, it is under review and still in the library. The next step is the committee’s decision, and 2 you can send input by the 15th. 3 Please don’t go after the parent who asked.

  1. Names the current stage.
  2. Gives the deadline.
  3. Corrects the rumor without attacking anyone.

Check your work questions

  1. Does your message separate the complaint from the decision?
  2. Does it name the stage the novel is at now?
  3. Does it avoid attacking the parent?
  4. Did you write a real question for the librarian?
One change I made
I changed my claim that the book got banned, because the notice says it is still available during the review.

My take: sample answers

I think the crew should ___ because ___.
I think the crew should tell the chat the book is still there because the notice says so.
The evidence that changed my first guess is ___.
The evidence that changed my first guess is the notice. It says the book stays available.
One question I still have is ___.
One question I still have is who is on the review committee.
Grades 9–10

Write input to the review committee using the published selection criteria.

Students make: Written input, 150–200 words.

Steps students follow

  1. Reread Evidence A and B. Note what the committee will do and what the form asks.
  2. Choose one selection criterion from the checklist to anchor your input.
  3. Plan one piece of evidence from the whole work, not one passage.
  4. Write one sentence that acknowledges the parent’s concern with respect.
  5. Write your input, 150 to 200 words, in the Your draft box.
  6. Check your input with the questions on the Check your work page.

Sample answers for the task boxes

The criterion I will use
The committee judges each book as a whole, not by one passage.
Evidence from the whole work
The novel follows a character dealing with isolation who slowly finds people she can trust.
How I acknowledge the parent
The parent is worried about one scene with mature content, and that concern deserves a real answer.

Sample draft: Your input, 150 to 200 words

Sample answer Grades 9–10

To the Review Committee: I’m a student at this school, and I’m writing about the novel under review. I have read the entire work. 1 The district’s selection criteria ask the committee to judge each book as a whole, not by one passage. Read as a whole, this book follows a character dealing with isolation and slowly finding people she can trust. That is why readers my age connect with it. I understand that the parent who filed the request is worried about one scene with mature content, and 2 that concern deserves a real answer. The criteria ask about the whole work, and 3 that scene is part of how the story shows the character’s isolation. I ask the committee to keep the novel available. If the concern is about age level, please 4 consider an age note in the catalog rather than removal. Thank you.

  1. Anchors the input in the committee’s own criterion.
  2. Acknowledges another reader with respect.
  3. Keeps the disagreement about the book, not the parent.
  4. Makes a clear, specific request.

Check your work questions

  1. Does your input name a selection criterion?
  2. Do you use evidence from the whole work?
  3. Do you acknowledge another perspective?
  4. Do you make a clear request?
One change I made after feedback
I replaced a sentence about the parent’s motive with a reason tied to the criteria, because the committee cannot weigh a guess about a person.

My take: sample answers

My claim: ___.
My claim: the novel is under review, not banned, and people can send input by the 15th.
The best evidence is ___, because ___.
The best evidence is the notice, because it says the title remains available during the review.
Someone who disagrees might say ___.
Someone who disagrees might say a review is the first step toward a ban.
I would change my mind if ___.
I would change my mind if the library pulled the book before the committee decided.
Grades 11–12

Write a briefing on the law and policy of school library challenges for student council.

Students make: Briefing, 450–550 words.

Steps students follow

  1. Reread Evidence A and mark each stage the notice describes.
  2. Fill in the chart: which rules are law, which are policy and which are guidance.
  3. Read the Pico summary and note why it has no majority opinion.
  4. Note one reason state rules differ, using the In the news sources.
  5. Draft three core paragraphs of your briefing in the Your draft boxes.
  6. Finish the briefing on lined paper, 450 to 550 words, with a participation route.
  7. Check your briefing with the questions on the Check your work page.

Sample answers for the task boxes

Law, policy and guidance
Law: the First Amendment and state law. Policy: the district’s reconsideration policy and criteria. Guidance: ALA’s toolkit, which is not law.
What Pico left open
Pico (1982) had no majority opinion, so courts still disagree about how it applies to removals.
The student participation route
Written input on the committee form by the 15th, tied to the criteria

Sample draft: The situation and the stage

Sample answer Grades 11–12

A group chat says a novel at Anika’s school was banned after one complaint. The library’s notice says otherwise. A request for reconsideration was filed, and 1 the title remains available during the review. A committee will read the full work against the district’s selection criteria. The decision may be appealed.

  1. States the stage from the notice.

Sample draft: Law, policy and guidance

Sample answer Grades 11–12

Three kinds of rules apply. The district’s adopted policy and state law govern this process. The American Library Association recommends that libraries adopt reconsideration policies, but 1 its toolkit is professional guidance, not law. Above both sits the First Amendment, and there the law is unsettled.

  1. Separates guidance from law.

Sample draft: Why the law is unsettled

Sample answer Grades 11–12

Island Trees School District v. Pico (1982) 1 had no majority opinion, so it did not settle how the First Amendment applies to book removals. Federal courts still disagree. A 2025 law-firm alert reports a split between the Fifth and Eighth Circuits over public library book removals. State laws also differ, so 2 the answer can depend on where you live.

  1. Represents Pico accurately.
  2. Explains variation without predicting an outcome.

Check your work questions

  1. Do you distinguish law, policy and guidance?
  2. Do you represent Pico accurately, including the lack of a majority opinion?
  3. Is your tone neutral?
  4. Do you recommend a student participation route?
One change I made after feedback
I changed my claim that removing books is unconstitutional to explain that courts disagree, because Pico had no majority opinion.

My take: sample answers

My claim: ___.
My claim: the chat skipped three stages, so a reply should name the stage and the deadline.
The best evidence is ___, because ___.
The best evidence is the notice, because it describes a review, criteria, input and an appeal.
Someone who disagrees might say ___.
Someone who disagrees might say a review can discourage reading while it runs.
The limit of the evidence is ___.
The limit of the evidence is that we don’t know the criteria or what the request says.
I would change my mind if ___.
I would change my mind if the district’s policy allowed removal during a review.
College and community

Write an explainer for a public library newsletter or a campus newspaper on how a school library review works. Use the district’s reconsideration notice as the example. Separate the district’s adopted policy, the ALA’s guidance and what courts have and have not settled.

Students make: Explainer, 450–600 words, with a labeled source list.

Steps students follow

  1. Reread Evidence A and mark the stage the novel is at now.
  2. Fill in the chart: law, adopted policy and professional guidance.
  3. Label each source by type: fictional example, news report, secondary source or national data.
  4. Draft the stage, rules and source-list sections in the Your draft boxes.
  5. Finish the explainer on lined paper, 450 to 600 words, with a labeled source list.
  6. Check your explainer with the questions on the Check your work page.

Sample answers for the task boxes

The novel’s stage
Under review and still available. Input is due by the 15th, and the decision may be appealed.
Policy, guidance and courts
Policy: the district’s reconsideration policy. Guidance: ALA’s toolkit, which is not law. Courts: Pico had no majority opinion, and courts still disagree.
Source labels
Notice and form: fictional examples. Chalkbeat: news reports. Law-firm alert: secondary source. ALA list: national data.

Sample draft: How a review works

Sample answer College and community

What happens when someone challenges a school library book? In our fictional example, a parent’s request started a review under district policy. 1 The title remains available during the review. A committee will read the full work and judge it against the selection criteria. Students, parents, staff and community members can send written input by the 15th, and the decision may be appealed.

  1. States the stage accurately.

Sample draft: Policy, guidance and the courts

Sample answer College and community

Three kinds of rules shape a review. The district’s adopted policy governs this process. The American Library Association’s toolkit 1 is professional guidance for libraries to adapt, not law. Courts are the third layer, and there the law is unsettled. Island Trees v. Pico (1982) 2 had no majority opinion. A 2025 law-firm alert reports a split between the Fifth and Eighth Circuits over public library book removals. 3 This explainer does not predict how any court would rule.

  1. Separates guidance from law.
  2. Describes Pico accurately.
  3. Keeps a neutral tone.

Sample draft: Labeled source list, first two entries

Sample answer College and community

Chalkbeat Tennessee, September 17, 2024 (news report). Cahill Gordon & Reindel, client alert, September 22, 2025 (secondary source).

Check your work questions

  1. Does your explainer state the novel’s stage accurately?
  2. Does it separate the district’s policy, the ALA’s guidance and court decisions?
  3. Does it describe Pico as a decision with no majority opinion?
  4. Are your sources labeled by type, with no one named who filed a challenge or gave input?
One change I made after feedback
I labeled the law-firm alert as a secondary source, because it reports on a court decision instead of being one.

My take: sample answers

My claim: ___.
My claim: the novel is under review, not banned, so a reply should name the stage and the deadline.
The best evidence is ___, because ___.
The best evidence is the notice, because it says the title remains available during the review.
Someone who disagrees might say ___.
Someone who disagrees might say a review alone can discourage people from borrowing the book.
The limit of the evidence is ___.
The limit of the evidence is that we don’t know the criteria or what the request says.
I would change my mind if ___.
I would change my mind if the library pulled the book before the committee decided.

Sample task answers for each grade band are in the educator edition for that band.

Evidence answers

Sample answers for the two boxes under each document in the student edition. Grades 6–8 students write one question they still have instead of what the document leaves out.

Evidence A Reconsideration notice, posted Friday by the school library

Look closely: Which sentence tells you where the book is right now? Underline it.

Grade bandWhat it showsWhat it leaves out
Grades 6–8The book is still available. A committee is reviewing it.One question: Which novel is it, and who is on the committee?
Grades 9–10The title stays available during review. Input is due by the 15th.Which novel it is, who sits on the committee and what the criteria say.
Grades 11–12A request, not a decision: a committee reads the full work and judges it by criteria.The criteria themselves, the committee’s members and what the request objects to.
College and communityA request, not a decision: the title stays available while a committee reviews it.The criteria, the committee’s members and what the request says.

Evidence B Review committee input form, due the 15th

Look closely: Who can send input? What does the form ask before your comments?

Grade bandWhat it showsWhat it leaves out
Grades 6–8Students can send input, and the form asks if you read the whole book.One question: How will the committee use the comments?
Grades 9–10Students and others can comment. It asks if you read it all and which criteria apply.How the committee weighs comments, and the full list of selection criteria.
Grades 11–12Input is capped at 300 words, and the form asks which criteria it addresses.How comments count in the decision, and the full list of criteria.
College and communityAnyone in the community can comment, but the form asks if you read the whole work.How the committee weighs comments, and the full list of criteria.

Practice answers

The feedback students see for each choice on the student page.

A group chat says, “One parent complained, so that novel is banned.” What should you check first?

  1. Find the library’s policy and where the review stands. Best answer

    Yes. A complaint, a temporary change and a final removal are different stages. The library’s notice tells you which stage this one is in.

  2. Ask everyone in the chat whether they like the book.

    Readers’ experiences can matter to the committee. But how many people like a book does not tell you what decision has been made.

  3. Read the passage people are upset about, then decide.

    The passage may matter. But the committee reads the whole work and uses the selection criteria, so one passage is not enough to judge the book.

Why the best answer is best, by grade band

Grades 6–8
A. The policy and the notice tell you what stage the review is in. Liking the book or reading one passage can’t tell you that.
Grades 9–10
A. A complaint, a temporary change and a final removal are different stages. B measures popularity, and C judges one passage.
Grades 11–12
A. Only the policy and the notice can show the stage. B confuses popularity with a decision, and C skips the whole-work standard.
College and community
A. Only the policy and the notice can show the stage. B treats popularity as a decision, and C ignores the whole-work standard the committee uses.

Whose perspective is missing?

Prompt: Whose view is missing from these documents? What would you ask them?

Grades 6–8
The parent’s view is missing. I would ask what worries them about the book.
Grades 9–10
The parent who filed the request is missing. I would ask which part of the book concerns them and why.
Grades 11–12
The committee’s view is missing. I would ask how it will weigh written input against the selection criteria, and who decides an appeal.
College and community
The committee’s view is missing. I would ask how it will weigh written input against the criteria, and what the appeal step involves.

Discussion answers

The numbers match the questions to discuss on the student page. Each sample answer is what a strong student in that grade band might say.

1

Whose reading experience is missing from the crew’s discussion of the novel?

Heat check: Medium

Why: Students may feel pressed to share why a book matters to them personally. Cool-down: Say: “Answer about the characters, not yourself.” Nobody has to share a personal reason.

Grades 6–8
The parent’s reading is missing, and so are students who read the novel. Mari has read only part of it.
Grades 9–10
The parent’s and other students’ readings are missing. Mari is only halfway through, and Gia hasn’t read it yet.
Grades 11–12
Readers at Anika’s school are missing, including the family that filed the request. Mari and Gia are discussing a book neither of them has finished.
College and community
Readers at Anika’s school are missing, including the family that filed the request. Mari is halfway through, and Gia had not read the book.
2

Gia says nobody should go after the parent who asked for the review. Why might that matter for her bookshop discussion?

Heat check: Medium

Why: Students may attack or defend people who challenge books in general. Cool-down: Say: “We discuss the request, not the person.” Return to what the notice says.

Grades 6–8
If people go after the parent, the discussion turns into a fight. Gia wants people to send input by the 15th.
Grades 9–10
The parent used the same process the crew wants to use. Attacking them would pull people away from the form Gia wants them to fill out.
Grades 11–12
Gia wants a discussion that helps people write input tied to the criteria. Attacking the parent adds a target but no reason the committee can weigh.
College and community
The parent used the same process Gia wants people to join. Attacking the parent adds a target but gives the committee nothing to weigh.
3

How does calling the same action a “review,” a “restriction” or a “ban” change what people think happened?

Heat check: Low
Grades 6–8
“Ban” sounds final. “Review” tells people the book is still there and no decision has been made.
Grades 9–10
Each word names a different stage. “Ban” makes people think it is over, so they may not send input.
Grades 11–12
“Review” names a process, “restriction” a partial limit and “ban” a final removal. Only “review” matches the notice.
College and community
“Review” names a process, “restriction” a partial limit and “ban” a final removal. The notice supports only “review,” and the other words may stop people from sending input.

Sample explanation

One way a student could explain the case in plain words:

A complaint was made. I’m checking whether a decision has actually happened and which policy applies.

En español: Se presentó una objeción. Estoy comprobando si ya hubo una decisión y qué política corresponde.

Annotated student draft

Prompt: Reply to the group chat claim that the novel is “banned.”

First draft

This is so messed up. One parent complains and 1 now the whole school can’t read the book?? That’s literally censorship and 2 it’s illegal because of the First Amendment. 3 Whoever complained is a terrible person and should mind their own business. Everyone should 4 go to the board meeting and 5 yell at them until they put it back. Books like this are the only ones some of us actually finish. I read part of it last year and it was actually really good. I’m so done with this school honestly.

  1. Evidence. Check the stage. The book is under review and still on the shelf.
  2. Revise. The law here is unsettled and varies. Don’t claim a verdict.
  3. Audience. Attacking the parent won’t help, and they used a legitimate process.
  4. Strength. Good instinct to participate. Find the actual review route first.
  5. Revise. Input tied to criteria is more likely to count.

Revised draft

Update on the novel: it isn’t banned. A parent filed a reconsideration request, which starts a review under the district’s policy. The book stays on the shelf while a committee reviews the whole work against the selection criteria, and there’s an appeal step after the decision. If you care about it, you can send written input to the committee by the 15th; the librarian has the form. Tie it to the criteria and your own reading, and please don’t go after the parent who asked. People are allowed to use the process too.

Rubric

Score each row. Proficient is the target for most students.

CriterionBeginningDevelopingProficientAdvanced
EvidenceRepeats “banned.”Mentions a complaint without stage.States the current stage from the policy.States stage, next steps and input route.
ReasoningDeclares a legal verdict.Treats outrage as the argument.Separates complaint, review and decision.Connects input to criteria and notes legal uncertainty.
Audience & purposeAttacks people.Rallies without direction.Gives a useful participation route.Invites participation while respecting other readers and the parent.
RevisionNo change.Tone only.Corrects the stage and removes attacks.Explains how each change helps the chat act accurately.

Support and challenge

Support

  • Offer an audiobook or read-aloud of the Matilda extract (Mari moves between print and audio)
  • Provide the process as a visual flowchart
  • Spanish vocabulary: biblioteca, reconsideración, criterios, apelación
  • Allow oral input
  • Never ask students to share personal reasons a book matters to them

Supports written for each grade band:

Grades 6–8

  • Process flowchart to fill in
  • Frames: “A complaint was made. Right now, __. The next step is __.”
  • Vocabulary: challenge, review, decision, appeal
  • Read-aloud

Grades 9–10

  • Criteria checklist
  • Model comment

Grades 11–12

  • Law/policy/guidance chart
  • Model briefing

College and community

  • Chart: law, adopted policy, professional guidance
  • Stage map: request received, committee review, decision, appeal
  • Model sentence for unsettled law: “Courts disagree about …”

Challenge

  • Find your district’s reconsideration policy and summarize its stages
  • Research how your state’s laws about school library materials have changed recently
Grades 6–8
Add one question you’d ask the librarian.
Grades 9–10
Acknowledge the parent’s concern while arguing your position.
Grades 11–12
Explain why Pico’s plurality leaves the law unsettled and why state rules now vary.
College and community
Explain why Island Trees v. Pico (1982) left the law unsettled. Use the 2025 law-firm alert to show that federal appeals courts still disagree about library removals, without predicting an outcome.

More extension prompts

These activities are not on the student page. Use them for students who finish early or want a different angle.

Trace it to the source Journalism
Distinguish the original text, the written policy and someone’s retelling of the dispute.
Plan the message Communications
What information would students, librarians and families need to participate in the discussion? How does calling an action “selection,” “restriction” or “removal” shape the question people ask?
Reflect on your thinking Learning
What would make you change your first account of how the decision was made?

Try it at your school

Find your library’s reconsideration policy.

  1. Ask your school librarian how book challenges are handled
  2. Find the written policy on the district website
  3. Learn whether students can give input during a review
  4. If a review is happening, read the whole book before commenting

Who to ask School librarian or media specialist, public library staff, school board clerk

Stay safe Don’t post names of people who filed a challenge or who spoke at a meeting. Disagree with ideas, not individuals.

Classroom resources

Free outside resources we checked for this case. Watch, Try and Read items work for students. Teach items are for you and stay off the student pages. Preview a link before you use it with a class.

Read

Articles, official pages and case records.

Students and educators Oyez (LII, Cornell; Justia; Chicago-Kent)

Board of Education, Island Trees v. Pico

Listen to the Supreme Court argument about removing books from a school library and read the case summary.

  • Grades 9–12
  • Ages 16–24

Also on the student page, under Explore more.

Open on oyez.org (opens in a new tab)

Students and educators American Library Association

Banned & Challenged Books

Learn the difference between a challenge and a ban and see how often each happens.

  • Grades 6–8
  • Grades 9–12
  • Ages 16–24

Also on the student page, under Explore more.

Open on ala.org (opens in a new tab)

Students and educators PEN America

Book Bans

Explore reports and data on books removed from schools, by state and title.

  • Grades 9–12
  • Ages 16–24

Also on the student page, under Explore more.

Open on pen.org (opens in a new tab)

Teach

Lesson plans, slides and guides for you. These stay off the student pages.

For educators PBS NewsHour Classroom

Media literacy lesson: Gun laws and book bans, how to find the missing context

Lesson where students fact-check viral posts about book bans by finding the missing context.

  • Grades 6–8
  • Grades 9–12
Open on pbs.org (opens in a new tab)

For educators American Library Association

Selection & Reconsideration Policy Toolkit

Model policy showing each step of a book reconsideration, useful for teaching ‘which stage is this?’

  • Grades 6–8
  • Grades 9–12
  • Ages 16–24
Open on ala.org (opens in a new tab)

Links checked September 25, 2026.

Standards

Common Core codes come from our standards map for this case. Each code links to the official standard. The C3 row names what students do for each code. The College and community row names the AAC&U VALUE rubrics and ACRL Framework frames the task practices. AAC&U says VALUE rubrics are for reviewing learning across a college, not for grading, so score the task with the case rubric.

GradeWhat students doStandards
Grade 6

Draw the steps of a book review and write a message correcting the group chat.

Students make: Flowchart plus 3–4 sentence message.

RI.6.1 (opens in a new tab) W.6.2 (opens in a new tab) W.6.5 (opens in a new tab) SL.6.1.c (opens in a new tab) SL.6.1.d (opens in a new tab)
Grade 7RI.7.1 (opens in a new tab) W.7.2 (opens in a new tab) W.7.5 (opens in a new tab) SL.7.1.c (opens in a new tab) SL.7.1.d (opens in a new tab)
Grade 8RI.8.1 (opens in a new tab) W.8.2 (opens in a new tab) W.8.5 (opens in a new tab) SL.8.1.c (opens in a new tab) SL.8.1.d (opens in a new tab)
Grades 9–10

Write input to the review committee using the published selection criteria.

Students make: Written input, 150–200 words.

RI.9-10.1 (opens in a new tab) W.9-10.2 (opens in a new tab) W.9-10.5 (opens in a new tab) SL.9-10.1.c (opens in a new tab) SL.9-10.1.d (opens in a new tab)
Grades 11–12

Write a briefing on the law and policy of school library challenges for student council.

Students make: Briefing, 450–550 words.

RI.11-12.1 (opens in a new tab) W.11-12.2 (opens in a new tab) W.11-12.5 (opens in a new tab) SL.11-12.1.c (opens in a new tab) SL.11-12.1.d (opens in a new tab)
College and community

Write an explainer for a public library newsletter or a campus newspaper on how a school library review works. Use the district’s reconsideration notice as the example. Separate the district’s adopted policy, the ALA’s guidance and what courts have and have not settled.

Students make: Explainer, 450–600 words, with a labeled source list.

Social studies (C3)
  • D2.Civ.11.6-8 Students differentiate how decisions are made in a school library process.
  • D2.Civ.10.9-12 Students analyze how personal perspectives shape views on constitutional rights.
  • D2.Civ.12.9-12 Students analyze how people use and challenge policies about school materials.
  • D4.8.9-12 Students apply democratic procedures by preparing input for a review.
D2.Civ.11.6-8 (opens in a new tab) D2.Civ.10.9-12 (opens in a new tab) D2.Civ.12.9-12 (opens in a new tab) D4.8.9-12 (opens in a new tab)
What each standard means
RI.6.1
Use evidence from the text to support what it says directly and what you can infer from it.
W.6.2
Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.6.5
With help from peers and adults, strengthen writing by planning, revising, editing or rewriting.
SL.6.1.c
Ask and answer specific questions with details that add to the discussion.
SL.6.1.d
Review the main ideas of a discussion and show you understand other views by reflecting and paraphrasing.
RI.7.1
Use several pieces of evidence from the text to support what it says directly and what you can infer.
W.7.2
Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.7.5
With help from peers and adults, strengthen writing by planning and revising, focusing on purpose and audience.
SL.7.1.c
Ask questions that draw out more detail, and respond with relevant ideas that bring the discussion back on topic.
SL.7.1.d
Take in new information from others and change your view when the evidence calls for it.
RI.8.1
Use the evidence that most strongly supports your analysis of what a text says and implies.
W.8.2
Write an informative text that explains a topic by choosing, organizing and analyzing relevant information.
W.8.5
With help from peers and adults, strengthen writing by planning and revising, focusing on purpose and audience.
SL.8.1.c
Ask questions that connect several speakers’ ideas, and respond with relevant evidence and observations.
SL.8.1.d
Take in new information from others and qualify or defend your view based on the evidence.
RI.9-10.1
Support an analysis with solid, complete evidence from the text, both for what it states and for what it implies.
W.9-10.2
Write an explanatory text that presents complex ideas and information clearly and accurately.
W.9-10.5
Strengthen writing by planning, revising, editing or rewriting, focusing on what matters most for the purpose and audience.
SL.9-10.1.c
Move a discussion forward with questions that connect it to larger ideas, bring others in and test ideas and conclusions.
SL.9-10.1.d
Respond to different views, sum up where people agree and disagree, and adjust your view when the evidence calls for it.
RI.11-12.1
Back up an analysis with the strongest evidence from the text, including where the text leaves things uncertain.
W.11-12.2
Write an explanatory text that conveys complex ideas clearly and accurately.
W.11-12.5
Strengthen writing by planning, revising, editing or rewriting, focusing on what matters most for the purpose and audience.
SL.11-12.1.c
Keep a discussion moving with questions that probe reasoning and evidence, and make sure the full range of views is heard.
SL.11-12.1.d
Respond to different views, pull together what each side says, resolve conflicts where possible and name what still needs research.
D2.Civ.11.6-8
Compare how classrooms, schools, civil society and governments make decisions, and what each process is meant to do.
D2.Civ.10.9-12
Analyze how personal interests and perspectives affect the use of civic virtues, democratic principles and rights.
D2.Civ.12.9-12
Analyze how people use and challenge laws at different levels to address public issues.
D4.8.9-12
Use deliberative and democratic strategies and procedures to make decisions and act at school and in the community.
Information Literacy VALUE Rubric
AAC&U’s rubric for finding, evaluating and using information for a purpose, ethically and legally. In this case: Students weigh a district notice, a professional toolkit, news reports and a law-firm alert for what each can support.
Civic Engagement VALUE Rubric
AAC&U’s rubric for taking part in community life, including civic communication and working within community structures toward a civic aim. In this case: Students tell the public how and when students, parents, staff and community members may give input.
Authority Is Constructed and Contextual
A source’s authority depends on its creator’s expertise and on the question it is being used to answer. In this case: Students explain why the ALA’s guidance is not law and why a district’s adopted policy governs its own review.
Information Has Value
Information has value, including as a means to influence people, so credit, access and privacy matter. In this case: Students connect the review process to readers’ access to a book that stays available during the review.

Plain wording is our paraphrase. The official text is at each link.

Course versions

Each course version changes what students read, make and show. The names are the official course names.

Open your course to see its task.

Honors (set by your school) 60 minutes

Task: Argue who should have final say over a school library collection: librarians, parents, school boards or students.

Students make
Argument, 600–700 words.
Assess
The argument is judged on fairness to each stakeholder, accuracy about the law and the workability of its proposal, not on length.
Steps and sample answers

Steps students follow

  1. Fill in the stakeholder chart: librarians, parents, the school board and students.
  2. Write one legitimate interest for each stakeholder.
  3. Write your thesis in the planner.
  4. Plan how your process earns acceptance from people who disagree.
  5. Draft your thesis, one body paragraph and your counterargument in the Your draft boxes.
  6. Finish the argument on lined paper, 600 to 700 words in all.
  7. Check your argument with the questions on the Check your work page.

Sample answers for the task boxes

One interest for each stakeholder
Librarians: a collection built on criteria. Parents: a say in what their children read. Board: public accountability. Students: access to varied views.
My thesis
The school board should hold final say, but only through a review committee that includes a librarian, a parent and a student.
How the process earns acceptance
Everyone can send input, the committee reads the whole work, and any decision can be appealed.

Sample draft: Introduction and thesis

Sample answer Honors (set by your school)

When a parent asked Anika’s school to reconsider a novel, the district did not remove it. It started a review. That process points to an answer about who should decide. The school board should hold final say, 1 but only through a review committee that includes a librarian, a parent and a student.

  1. Qualifies the thesis with a process.

Sample draft: Body paragraph

Sample answer Honors (set by your school)

1 Each stakeholder has a real interest. Librarians choose books using selection criteria. Parents want a say in what their children read. Students need access to varying points of view, a value the NEA code names. The board answers to the public. A committee that reads the whole work and applies the criteria lets each interest count without letting one person decide.

  1. Treats every stakeholder fairly before arguing.

Sample draft: Counterargument and response

Sample answer Honors (set by your school)

1 The strongest objection is legitimacy: people reject decisions they had no part in. My process answers that in three ways. Anyone can send written input. The committee must read the whole work. Any decision can be appealed to the board. People may still disagree with the outcome, but 2 they can see how it was reached.

  1. Names the counterargument the task asks for.
  2. Explains how the process earns acceptance.

Check your work questions

  1. Is your thesis clear?
  2. Are you fair to each stakeholder?
  3. Is what you say about the law accurate?
  4. Is your proposal workable for people who disagree?
One change I made after feedback
I replaced my claim about what challengers want with the parents’ stated interest, because my argument has to be fair to them.

This case in the Honors (set by your school) educator edition

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Pre-AP English 1 and Pre-AP English 2 50 minutes

Task: Close-read the Matilda library extract and the district reconsideration notice, then write an evidence-based comparison of how each text treats access to books.

Students make
Annotated texts plus comparison (200–250 words).
Assess
Annotations are checked for close reading of both texts, and the comparison is scored for quotation-based support, attention to the limits of policy and a sentence reflecting the discussion.
Course skills
Close observation and analysis, Academic conversation, Evidence-based writing.
Steps and sample answers

Steps students follow

  1. Annotate the Matilda extract and mark what Mrs Phelps does for Matilda.
  2. Annotate Evidence A and mark each promise the notice makes.
  3. Discuss in your group what Mrs Phelps does that a policy can’t.
  4. Write a claim that compares how the two texts treat access to books.
  5. Write your comparison, 200 to 250 words, in the Your draft box.
  6. Add one sentence that reflects your group’s discussion.

Sample answers for the task boxes

What Mrs Phelps does
Helps Matilda choose books and lets her read widely
What the notice promises
The title stays available, a full review, input by the 15th and an appeal
My claim
Both texts protect access to books, but the extract shows a person offering it and the notice shows a process guarding it.

Sample draft: Your comparison, 200 to 250 words

Sample answer Pre-AP English 1 and Pre-AP English 2

Both texts protect access to books, but 1 the extract shows a person offering it and the notice shows a process guarding it. In the extract, Matilda finds the village library on her own, and Mrs Phelps helps her choose books. Access comes through one adult’s attention. The notice speaks in a different voice. It says 2 “the title remains available during the review” and that a committee “will read the full work.” Its promise is procedural: one objection cannot remove a book on its own. The novel shows why that matters. Later in Matilda, her father tears the pages out of her library copy of The Red Pony, and nobody reviews his choice. A policy can stop that kind of decision. 3 It cannot do what Mrs Phelps does, which is notice one reader and help her find the next book. 4 Our group decided that a library needs both fair rules and people who welcome readers.

  1. States a comparative claim in one sentence.
  2. Quotes the notice exactly.
  3. Considers the limits of policy.
  4. Reflects the small-group discussion.

Check your work questions

  1. Do you close-read both texts?
  2. Is your comparison supported with quotations?
  3. Do you consider the limits of policy?
  4. Does one sentence reflect your group’s discussion?
One change I made after my group’s discussion
I changed my last sentence to say a library needs both rules and people, because my group showed that a policy can’t replace Mrs Phelps.

This case in the Pre-AP English 1 and Pre-AP English 2 educator edition

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Official course framework: College Board, Pre-AP shared principles and instructional practices (opens in a new tab)

AP English Language and Composition 50 minutes

Task: Rhetorically analyze two public comments to a review committee, one effective and one not.

Students make
Analysis, about 500 words.
Assess
The analysis receives practice feedback on the three AP Lang scoring rows, with commentary judged on how it accounts for a divided audience.
Course skills
Claims and Evidence (CLE), Rhetorical Situation (RHS), Reasoning and Organization (REO).
Steps and sample answers

Steps students follow

  1. Read both comments and label each with its audience and purpose.
  2. Fill in the comparison chart: appeals, evidence and tone.
  3. Write a thesis that names the divided committee as the audience.
  4. Draft your introduction and one body paragraph in the Your draft boxes.
  5. Finish the analysis on lined paper, about 500 words in all.
  6. Check your analysis with the questions on the Check your work page.

Sample answers for the task boxes

Comment 1: main appeal
Shared criteria: “judge each book as a whole”
Comment 2: main appeal
Outrage: “yell at them until they put it back”
My thesis
Comment 1 persuades a divided committee because it argues inside rules every member must apply. Comment 2 speaks only to people who already agree.

Sample draft: Introduction and thesis

Sample answer AP English Language and Composition

A review committee is a divided audience. 1 Its members may disagree about the book, but they share the district’s selection criteria. Comment 1 persuades because it argues inside rules every member must apply. Comment 2 speaks only to people who already agree.

  1. Defines the divided audience.

Sample draft: Body paragraph

Sample answer AP English Language and Composition

Comment 1 grounds its case in the committee’s own standard: “The district’s selection criteria ask the committee to judge each book as a whole.” 1 By quoting the criteria, the writer gives every member, whatever their view, a reason to keep reading. The writer then grants that the parent’s “concern deserves a real answer.” 2 That concession costs little and signals good faith to members who share the parent’s worry. Comment 2 does the opposite. It calls the parent “a terrible person” and urges readers to “yell at them until they put it back.” That 3 may rally supporters, but it gives the committee no criterion to weigh.

  1. Names a specific choice and its effect.
  2. Explains the effect on members who share the parent’s worry.
  3. Separates the two audiences, as the counterargument asks.

Check your work questions

  1. Does your thesis make a claim about effectiveness?
  2. Do you analyze specific choices in both comments?
  3. Do you consider the divided audience?
  4. Does your commentary explain effects instead of listing them?
One change I made after feedback
I revised my thesis to name the divided committee, and I changed one paragraph’s commentary to match.

This case in the AP English Language and Composition educator edition

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Official course framework: College Board, AP English Language and Composition course page (opens in a new tab)

AP United States Government and Politics 40 minutes

Task: SCOTUS comparison: compare Tinker v. Des Moines (1969) with Island Trees School District v. Pico (1982). Explain the shared First Amendment issue in schools, the differences in facts, and why Pico’s lack of a majority opinion matters.

Students make
SCOTUS comparison response, about 350 words.
Assess
Each part is checked in the style of the SCOTUS Comparison question for the shared constitutional question, an accurate account of Pico including the plurality and a careful application.
Course skills
Unit 3: Civil Liberties and Civil Rights, SCOTUS Application, Concept Application.
Steps and sample answers

Steps students follow

  1. Read the Tinker and Pico summaries, and note the facts of each case.
  2. Write the First Amendment question the two cases share.
  3. List one difference in facts and one in reasoning.
  4. Explain why Pico’s lack of a majority opinion matters.
  5. Apply both cases to the novel in Evidence A without predicting an outcome.
  6. Write Parts A, B and C in the Your draft boxes, about 350 words in all.

Sample answers for the task boxes

The shared question
How does the First Amendment apply to students in public schools?
One difference in facts
Tinker: students wore black armbands and were suspended. Pico: books were removed from a school library.
Why no majority matters
With no majority opinion, Pico set no clear rule, so courts still disagree about how it applies.

Sample draft: Part A: the shared question

Sample answer AP United States Government and Politics

Tinker v. Des Moines (1969) and Island Trees School District v. Pico (1982) 1 both ask how the First Amendment applies to students in public schools.

  1. Names the shared constitutional question.

Sample draft: Part B: facts and reasoning

Sample answer AP United States Government and Politics

In Tinker, students wore black armbands to protest the Vietnam War and were suspended. The Court recognized student expression rights in public schools. Pico concerned books removed from a school library. A plurality limited removals based only on disliking ideas, but 1 no opinion won a majority.

  1. Describes Pico accurately, including the plurality.

Sample draft: Part C: apply to the novel

Sample answer AP United States Government and Politics

Because Pico had no majority opinion, courts still disagree about how it applies, and the answer can depend on where you live. At Anika’s school, 1 the novel has not been removed. It remains available during a review. Tinker and Pico frame the question, but 2 neither predicts what the committee or a court would decide.

  1. Applies the cases to the actual stage.
  2. Applies carefully without predicting an outcome.

Check your work questions

  1. Do you identify the shared First Amendment question?
  2. Do you describe Pico accurately, including the plurality?
  3. Do you explain differences in facts and reasoning?
  4. Do you apply both cases carefully, without predicting an outcome?
One change I made after feedback
I cut my claim that Pico makes removal illegal, because no opinion won a majority and courts still disagree.

This case in the AP United States Government and Politics educator edition

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Official course framework: College Board, AP United States Government and Politics course page (opens in a new tab)

AP Seminar 300 minutes

Task: Team inquiry: “Who should decide what’s in a school library?” Members research librarians’ professional standards, parental rights views, state law trends and student perspectives, then present a model process.

Students make
Individual research report (800–1,000 words) plus 8-minute team presentation.
Assess
Reports and the presentation are scored with educator-adapted rubrics modeled on the published Performance Task 1 components; this is practice, not a submitted performance task.
Course skills
Question and Explore, Evaluate Multiple Perspectives, Team, Transform, and Transmit.
Steps and sample answers

Steps students follow

  1. Choose one lens: professional standards, parental rights, state law or student perspectives.
  2. Log your sources in the tracker with a viewpoint label for each.
  3. Write your research question in the planner.
  4. Draft your report’s opening, one lens paragraph and the model process in the Your draft boxes.
  5. Write the full report, 800 to 1,000 words, on lined paper or in the workspace.
  6. Plan and rehearse your part of the team’s 8-minute presentation.

Sample answers for the task boxes

My research question
Who should decide what stays in a school library, and what makes that decision legitimate?
My lens and its main source
Professional standards. Main source: ALA’s reconsideration toolkit, which is guidance, not law.
What a fair process needs
Open input, a committee that reads the whole work, published criteria and an appeal

Sample draft: Report opening

Sample answer AP Seminar

A group chat at Anika’s school said one parent’s complaint got a novel banned. The library’s notice described a review under district policy, with the title still available. 1 That gap leads to our team’s question: who should decide what stays in a school library, and what makes that decision legitimate? I research professional standards, and my teammates cover the other three lenses.

  1. Leads from the case to the research question.

Sample draft: Lens paragraph: professional standards

Sample answer AP Seminar

Librarians’ professional standards point toward process. ALA’s example procedure has a review committee read or view the entire work and evaluate it against the collection policy’s criteria. The challenged work stays available until a formal decision, and there is an appeal route. 1 ALA presents this as guidance for libraries to adapt, not as law.

  1. Labels the source’s authority accurately.

Sample draft: Our model process

Sample answer AP Seminar

Anyone may send written input. A committee reads the whole work against published criteria. 1 The book stays available during review, and 2 any decision can be appealed.

  1. Builds the model on the case’s own process.
  2. Addresses legitimacy for people who lose.

Check your work questions

  1. Is your research accurate for your lens?
  2. Are you fair to competing views?
  3. Does the team’s model process bring all four lenses together?
  4. Do you explain what makes the process legitimate?
One change I made after feedback
I relabeled one source as advocacy instead of research, because its publisher argues for one side.

This case in the AP Seminar educator edition

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Official course framework: College Board, AP Seminar course page (opens in a new tab)

Pre-IB (a school pathway, not an IB program) 90 minutes

Task: Write a comparative commentary on the Matilda library extract and the district reconsideration notice as two texts about access to books, analyzing how each one’s form shapes what it says. Then give a three-minute oral that connects both texts to the issue of who controls young people’s access to books.

Students make
Comparative commentary (450–550 words) plus a three-minute oral.
Assess
The educator applies the school’s own pre-IB rubric for analysis, comparison and oral delivery; no IB criteria, marks or grades are assigned.
Steps and sample answers

Steps students follow

  1. Fill in the grid for both texts: voice, audience, purpose and what access means.
  2. Write a comparative topic sentence in the planner.
  3. Draft your opening and one comparative paragraph in the Your draft boxes.
  4. Finish the commentary on lined paper, 450 to 550 words.
  5. Plan your three-minute oral: the issue, each text and the connection.
  6. Give your oral, using short quotations.

Sample answers for the task boxes

Voice in each text
Dahl’s narrator tells a story about one girl. The notice speaks for the district in formal terms.
What access means in each text
In the extract, a librarian’s help. In the notice, “the title remains available during the review.”
Comparative topic sentence
Both texts value access to books, but the novel shows it as one person’s care, while the notice guarantees it through process.

Sample draft: Opening paragraph

Sample answer Pre-IB (a school pathway, not an IB program)

Roald Dahl’s Matilda and a school library’s reconsideration notice both treat access to books as a value to protect. 1 Their forms shape that value differently. The novel tells a story about one girl and one librarian. The notice speaks for a district and describes a process. Both connect to one issue: who controls young people’s access to books.

  1. Signals analysis of form, not only content.

Sample draft: Comparative paragraph

Sample answer Pre-IB (a school pathway, not an IB program)

In the extract, access is personal. Matilda finds the village library on her own, and Mrs Phelps helps her choose books. 1 The narrative form lets readers feel what the library gives her. The notice turns the same value into rules. It promises that “the title remains available during the review” and that a committee “will read the full work.” 2 Its formal, impersonal voice gives no single reader special attention. That is its strength, because 3 one objection cannot remove the book on its own.

  1. Analyzes the literary text’s form.
  2. Analyzes the institutional text’s form.
  3. Connects form back to the issue.

Check your work questions

  1. Do you analyze form as well as content in both texts?
  2. Do you compare instead of summarizing each text?
  3. Do you connect both texts to one clearly framed issue?
  4. Did your oral stay focused and use short quotations?
One point from my oral, and the quotation I used
The notice’s formal voice protects every reader equally. I quoted “the title remains available during the review.”

This case in the Pre-IB (a school pathway, not an IB program) educator edition

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IB Middle Years Programme (MYP) 100 minutes

Task: Investigate “Who decides what young people read?” and produce a podcast segment.

Students make
3–4 minute script plus sources.
Assess
The educator uses Language and literature criterion A and Individuals and societies criteria B and D, applying the school’s own year-level descriptors.
Course skills
Language and Literature A: Analysing, Individuals and Societies B: Investigating, Individuals and Societies D: Thinking critically.
Steps and sample answers

Steps students follow

  1. Write the statement of inquiry at the top of your planner.
  2. Read the Matilda extract and note what the library gives Matilda.
  3. Reread Evidence A and B, and list the stages of the review.
  4. Plan two perspectives to present fairly.
  5. Draft your opening and your two perspectives in the Your draft boxes.
  6. Finish the script on lined paper, 3 to 4 minutes long, with a source list.
  7. Record your segment.

Sample answers for the task boxes

Statement of inquiry
What readers can find on a shelf shapes their personal expression, so communities need fair, open processes for deciding what stays.
What the library gives Matilda
A place to go on her own, a librarian who helps her choose, and months of wide reading.
Two perspectives
A parent worried about one scene. A student who connects with the character’s isolation.

Sample draft: Script opening

Sample answer IB Middle Years Programme (MYP)

In Roald Dahl’s Matilda, a four-year-old finds the village library on her own. 1 The librarian, Mrs Phelps, helps her choose books, and Matilda reads widely for months. Later, her father tears the pages out of her library copy of The Red Pony, and 2 no one reviews his choice. Today’s question: who decides what young people read, and how?

  1. Uses the extract accurately.
  2. Sets up the contrast with a real process.

Sample draft: Two perspectives

Sample answer IB Middle Years Programme (MYP)

At Anika’s school, a parent has asked the library to reconsider a novel. 1 The parent is worried about one scene with mature content. A student who has read the book sees it differently: it follows a character dealing with isolation who slowly finds people she can trust. The district does not let either of them decide alone. The title stays available while a committee reads the full work, judges it against selection criteria and accepts written input by the 15th. Unlike Matilda’s father, the parent is using 2 a process that others can join.

  1. Presents the parent’s view fairly.
  2. Connects the process to personal expression.

Check your work questions

  1. Is your inquiry question focused?
  2. Is your content about the review process accurate?
  3. Do you present two perspectives fairly?
  4. Does your script reflect on personal expression?
One change I made after feedback
I rewrote the parent’s perspective in words the parent might use, because my first version made them sound like a villain.

This case in the IB Middle Years Programme (MYP) educator edition

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Official course framework: International Baccalaureate, MYP curriculum (opens in a new tab)

IB Diploma Programme: Language A: language and literature 90 minutes

Task: Rehearse the individual oral. Choose a short extract from Matilda, such as the library scene with Mrs Phelps, and a short extract from a body of non-literary work on book challenges, such as a library association’s public statements or a district’s reconsideration notices. Prepare a 10-minute response examining how the global issue of who controls young people’s access to books is presented through the content and form of both extracts, followed by 5 minutes of teacher questions.

Students make
10-minute recorded oral plus 5 minutes of teacher questions, with a one-page outline.
Assess
The educator gives practice feedback on knowledge of the extracts, analysis of authorial choices, focus and organization, and language; this rehearsal is not an assessed individual oral and no IB marks are predicted.
Course skills
Language A: language and literature — Readers, writers and texts.
Steps and sample answers

Steps students follow

  1. Choose your Matilda extract and your non-literary extract with your teacher.
  2. Fill in the planner: the global issue and where it appears in each text.
  3. Note one choice of form in each extract.
  4. Write your one-page outline in the Your draft boxes.
  5. Rehearse a 10-minute response from your outline.
  6. Answer 5 minutes of teacher questions with textual evidence.

Sample answers for the task boxes

The global issue
Who controls young people’s access to books and ideas
Where it appears in Matilda
A librarian helps Matilda choose books. Later, her father tears pages out of her library copy.
Where it appears in the body of work
A district notice keeps a challenged title available while a committee reviews the full work.

Sample draft: Outline: introduction and global issue

Sample answer IB Diploma Programme: Language A: language and literature

Global issue: 1 who controls young people’s access to books and ideas. Texts: the library scene in Matilda and a district reconsideration notice.

  1. Frames a transnational issue with a local example.

Sample draft: Outline: the literary extract

Sample answer IB Diploma Programme: Language A: language and literature

Content: Matilda finds the library on her own, and Mrs Phelps helps her choose. Form: 1 Dahl’s narrative voice lets readers share Matilda’s view. Link: access depends on one adult’s choice, for better or worse.

  1. Names a choice of form in the literary work.

Sample draft: Outline: the non-literary extract

Sample answer IB Diploma Programme: Language A: language and literature

Content: the title remains available, a committee reads the full work, and input and an appeal follow. Form: 1 a formal, impersonal voice and ordered stages. Link: access depends on a process, not one person.

  1. Names a choice of form in the body of work.

Sample draft: Outline: connection and conclusion

Sample answer IB Diploma Programme: Language A: language and literature

1 Both texts ask who decides. The novel shows the risk of one adult deciding alone. The notice shows one answer.

  1. Balances the two texts in the conclusion.

Check your work questions

  1. Is your global issue transnational and visible in a local context?
  2. Do you analyze content and form in both extracts?
  3. Is your attention balanced between the two texts?
  4. Did you answer questions with textual evidence?
One change I made after the practice questions
I added a point about Dahl’s narrative voice, because my first outline discussed only content.

This case in the IB Diploma Programme: Language A: language and literature educator edition

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Official course framework: International Baccalaureate, Language A: language and literature course page (opens in a new tab)

IB Diploma Programme: Global politics 100 minutes, partial fit

Task: Rehearse an engagement project on library governance: frame the political issue (who decides what stays on public school shelves, and by what process), map the actors (families on different sides, librarians, the school board, the state legislature, students, advocacy groups), plan ethical engagement with people who disagree with each other, and compare the local process with the freedom to seek and receive information in Article 19 of the Universal Declaration of Human Rights.

Students make
Engagement-project proposal, 600–800 words, with an actor map.
Assess
The educator gives practice feedback on issue framing, fairness to competing actors and conceptual accuracy; the proposal is not an internal assessment submission and no IB marks are predicted.
Course skills
Global politics — key concepts: power and legitimacy; thematic study: Rights and justice.

Fit: partial. Who holds legitimate authority over a public school library raises legitimacy, rights and liberty, and book challenges are a live local political issue suited to engagement-project rehearsal, but the case is one U.S. district process and needs comparative or international material to reach the thematic studies.

Steps and sample answers

Steps students follow

  1. Frame the issue as one question in the planner.
  2. Map the actors: families on different sides, librarians, the board, the legislature, students and advocacy groups.
  3. Note each actor’s formal authority, resources, influence and voice.
  4. Plan how you would talk with at least two actors who disagree.
  5. Compare the district process with Article 19 of the Universal Declaration of Human Rights.
  6. Draft your proposal’s three core sections in the Your draft boxes.
  7. Finish the proposal on lined paper, 600 to 800 words, with the actor map.

Sample answers for the task boxes

The issue in one question
Who decides what stays on public school shelves, and by what process?
Who holds formal authority
The review committee decides first. The school board hears appeals, and state law sets limits.
How I will engage people who disagree
Interview a parent who supports the request and a student who opposes it, using the same questions.

Sample draft: Framing the issue

Sample answer IB Diploma Programme: Global politics

My engagement project asks 1 who decides what stays on public school shelves, and by what process. At Anika’s school, a parent’s request started a review. The title remains available while a committee reads the full work against the district’s selection criteria. The case raises questions of power, legitimacy and rights.

  1. Frames a political issue about a shared public resource.

Sample draft: The actors

Sample answer IB Diploma Programme: Global politics

The committee holds formal authority first, and the school board decides appeals. State law can change the process. 1 Families on different sides have a voice through written input. Librarians bring professional standards but do not make law. Students can send input by the 15th, and advocacy groups bring resources and attention.

  1. Maps actors on both sides fairly.

Sample draft: The local process and Article 19

Sample answer IB Diploma Programme: Global politics

Article 19 of the Universal Declaration of Human Rights 1 names a freedom to seek and receive information. The district process protects that freedom for now by keeping the title available. A final decision 2 would seem legitimate to both sides only if each could see its input weighed against the same criteria.

  1. Connects the local case to rights.
  2. Uses legitimacy precisely.

Check your work questions

  1. Do you frame a political issue about authority over shared public resources?
  2. Do you map actors on different sides fairly?
  3. Do you plan ethical engagement across disagreement?
  4. Do you use power, legitimacy and rights precisely?
One change I made after feedback
I added families who support the request to my actor map, because my first map showed only one side.

This case in the IB Diploma Programme: Global politics educator edition

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Official course framework: International Baccalaureate, Global politics course page (opens in a new tab)

Steps and sample answers for each course are in the educator edition for that course.

Sources

Case sources

  1. Penguin, “Matilda by Roald Dahl: authorized extract (opens in a new tab).” No date listed. The library scene used in the book connection.
  2. American Library Association, “Selection and Reconsideration Policy Toolkit: formal reconsideration (opens in a new tab).” No date listed. ALA’s example process for reviewing a challenge. It is professional guidance for libraries to adapt, not a nationwide law.
  3. American Library Association, “Selection and Reconsideration Policy Toolkit: selection criteria (opens in a new tab).” No date listed. ALA’s professional guidance on evaluating library resources.

Research behind the lesson

These are our teaching applications of the ideas below. For a rule or a fact, use the case sources.

  1. Cornell Legal Information Institute, No date listed. Authority and jurisdiction (opens in a new tab). Legal reference. Whether legal authority binds a decision-maker depends on the relevant jurisdiction and legal system. Keep in mind: This reference introduces a concept. The actual rule, jurisdiction, facts and current primary sources must be checked in each case.
  2. Carol Bacchi, No date listed. What’s the problem represented to be? (opens in a new tab) Author’s explanation of a policy-analysis approach. Examine the view of the problem built into a proposed solution, including its assumptions and omissions. Question your own proposal, too. Keep in mind: Our entry questions adapt part of WPR. They are not the complete approach or a substitute for evidence about an option’s effects.

Professional codes

  1. American Library Association (ALA), ALA Code of Ethics (opens in a new tab). Adopted in 1939; amended June 30, 1981; June 28, 1995; January 22, 2008; and June 29, 2021.
  2. National Education Association (NEA), Code of Ethics of the Education Profession (opens in a new tab). Adopted by the 1975 NEA Representative Assembly. NEA's web page, titled “Code of Ethics for Educators,” was published September 14, 2020.
  3. National Communication Association (NCA), Credo for Ethical Communication (opens in a new tab). Approved by the NCA Legislative Council in 1999; reaffirmed in 2011; reaffirmed with edits in 2017 and 2024.

Standards and course frameworks

  1. Common Core State Standards Initiative, English Language Arts Standards, Reading: Informational Text: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
  2. Common Core State Standards Initiative, English Language Arts Standards, Writing: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
  3. Common Core State Standards Initiative, English Language Arts Standards, Speaking and Listening: grade 6 (opens in a new tab), grade 7 (opens in a new tab), grade 8 (opens in a new tab), grades 9–10 (opens in a new tab), grades 11–12 (opens in a new tab). Checked September 24, 2026.
  4. National Council for the Social Studies, “College, Career, and Civic Life (C3) Framework (opens in a new tab).” Checked September 25, 2026.
  5. College Board, Pre-AP shared principles and instructional practices (opens in a new tab). Checked September 25, 2026.
  6. College Board, AP English Language and Composition course page (opens in a new tab). Checked September 25, 2026.
  7. College Board, AP United States Government and Politics course page (opens in a new tab). Checked September 25, 2026.
  8. College Board, AP Seminar course page (opens in a new tab). Checked September 25, 2026.
  9. International Baccalaureate, MYP curriculum (opens in a new tab). Checked September 25, 2026.
  10. International Baccalaureate, Language A: language and literature course page (opens in a new tab). Checked September 25, 2026.
  11. International Baccalaureate, Global politics course page (opens in a new tab). Checked September 25, 2026.
  12. American Association of Colleges and Universities (AAC&U), “VALUE Rubrics (opens in a new tab).” 2009. Checked September 25, 2026.
  13. Association of College and Research Libraries (ACRL), a division of the American Library Association, “Framework for Information Literacy for Higher Education (opens in a new tab).” 2016. Checked September 25, 2026.

Margin notes

  • Evidence to check
  • A rule or process
  • Who it affects
  • A next step

The companions are characters in the story. Their notes point to something to check or ask.

AP, Pre-AP and IB activities are practice designed by No, Pero Why?. They are not official College Board or IB materials. Honors expectations are set by your school. College tasks are practice designed by No, Pero Why?. They are not official materials from AAC&U, ACRL or any college, and no college has reviewed them. This guide gives general education, not legal advice.