Lesson plan

Lesson Plan: Island Trees School District v. Pico

Grades 9-12

In the 1980s, Steven Pico, a high school student from Levittown, Long Island, found himself at the center of a national controversy over book banning. Upon learning that his school board had removed several books from the library, Pico challenged their actions, arguing that the removal was an attempt to suppress diverse ideas and voices. His case eventually reached the Supreme Court, highlighting the ongoing debate about who should have the authority to determine the appropriateness of books in schools. This case provides a valuable context for discussions about educational freedom and the role of literature in exposing students to a variety of perspectives.

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Related Subjects

Civics and Government English Language Arts

Subjects:

English Language Arts

This lesson supports units on literary analysis, freedom of expression and argumentative writing by exploring book banning and students’ rights.

Grade Level:

9-12

Modifications can be made for younger students by simplifying excerpts and focusing more on discussion than legal analysis. For older students, include deeper research on legal precedents and recent book challenges.

Lesson Duration:

2 class periods

Essential Questions:

What are the arguments for and against banning books in public school libraries?
How does Island Trees SD v. Pico affect students’ rights?
In what ways do a community’s values and its diverse populations influence the school’s educational vision?

Lesson Objectives:

Students will:

Analyze arguments for and against book banning.
Examine excerpts from challenged books to identify controversial themes.
Develop an argumentative essay outline presenting a reasoned stance on book banning.

Materials:

Retro Report video “Book Bans, Student Rights and a Fractured Supreme Court Ruling” (Transcript)
Student Activity handout

Procedure:

Distribute the Student Activity handout and have students begin by reflecting on their own reading experiences. Which book(s) affected them deeply? Which ones challenged their thinking? Have they read any books that may be considered “controversial?”
As needed, provide background on the Island Trees SD v. Pico case, explaining its significance in the debate over educational freedom.
1. See: “Board of Education, Island Trees Union Free School District No. 26 v. Pico by Pico” | Oyez, Cornell’s Legal Information Institute
Show the Retro Report video “Book Bans, Student Rights and a Fractured Supreme Court Ruling.” Have students complete the corresponding questions while they are watching the film.
Organize students into small groups to discuss the guided questions. Encourage respectful sharing of thoughts (i.e., aim for understanding and constructive sharing of ideas, avoid personal attacks, use “I” statements), and active listening (i.e., pay attention, show that you are listening, don’t interrupt). Facilitate a whole-class shareout to highlight key insights and varying perspectives.
Next, have students examine select excerpts from “Slaughterhouse-Five,” “The Catcher in the Rye,” and “Black Boy.” Instruct students to read and annotate each excerpt, highlighting controversial themes and discussing their importance.
For each, briefly review why the included excerpts might be seen as inappropriate by some and why they might be important for readers to engage with.
1. Kurt Vonnegut, “Slaughterhouse-Five” | The Banned Books Project, Carnegie Mellon University
2. J.D. Salinger, “The Catcher in the Rye” | The Banned Books Project, Carnegie Mellon University
3. Top 10 Banned Books that Changed the Face of Black History: Richard Wright, “Black Boy” | National Coalition Against Censorship
Guide students in creating a Venn diagram to list arguments for and against book banning, using evidence from the Pico case and the book excerpts.
Argumentative Essay: Introduce the essay prompt: “Who should decide which books are appropriate for school libraries, and what criteria should guide these decisions?” Review the essay outline template for students to organize their thoughts, including a thesis statement, supporting reasons, and a rebuttal.

Extension Activity:

Students may work in small groups to create visual materials such as posters or infographics that highlight key points from the lesson or develop a series of social media posts or hashtags that encourage community discussion about access to literature.

Scoring Rubric for Essay:

Rubric:
Criteria	Excellent (4)	Good (3)	Fair (2)	Needs Improvement (1)
Thesis Statement	Clear, strong, and specific position on book banning	Clear position but may lack some specificity	Position is vague or somewhat unclear	No clear position or thesis
Supporting Reasons	Provides 2+ well-developed reasons with strong evidence from texts and case	Provides 2 reasons with some evidence	Provides 1 reason or weak evidence	Little or no supporting reasons or evidence
Use of Evidence	Effectively integrates relevant examples from excerpts and Pico case to support arguments	Uses some relevant evidence, but integration may be weak	Limited or somewhat irrelevant evidence used	No or inappropriate evidence used
Opposing View & Rebuttal	Clearly presents and effectively refutes opposing argument	Presents opposing view but rebuttal is weak or unclear	Mentions opposing view but no clear rebuttal	No opposing view or rebuttal included
Organization & Structure	Essay is well-organized with clear introduction, body paragraphs, and conclusion	Generally organized with minor lapses in flow	Some organization but unclear structure in parts	Lacks clear organization and logical flow
Clarity & Style	Clear and concise writing with varied sentence structure and appropriate tone	Mostly clear writing with minor errors or awkward phrasing	Some unclear or repetitive sections	Writing is unclear, awkward, or off-topic
Grammar & Mechanics	Few or no grammar, spelling, or punctuation errors	Some minor errors that do not impede understanding	Noticeable errors that occasionally impede understanding	Frequent errors that interfere with understanding

About the Author:

Brande Johnson is a middle and high school English, Social Studies and AP Computer Science teacher in Nevada. She has a Master’s in Educational Leadership as well as a Master’s of Education in Instructional Design and Technology. She has been a teacher in both California and Nevada since 2009. She has taught 6-12th grade ELA, Social Studies, middle and high school computer science, as well as student leadership and student council.

Standards

Common Core Literacy Standards

CCSS.ELA-LITERACY.RI.9-10.1: Cite strong textual evidence to support analysis.
CCSS.ELA-LITERACY.W.9-10.1: Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions.

College, Career, and Civic Life (C3) Framework for Social Studies

D2.Civ.9.9-12: Explain how the U.S. Constitution protects individual rights, including freedom of speech and expression.
D2.Civ.10.9-12: Analyze the roles of the Supreme Court and other institutions in protecting constitutional rights.
D4.1.9-12: Construct arguments using precise and knowledgeable claims, supporting them with evidence from multiple sources.
D4.4.9-12: Critique arguments for credibility, accuracy, and relevance.

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Related Subjects

Civics and Government English Language Arts