Introduction

What status do students hold in the Constitutional right to freedom of speech? It is assumed that American students are citizens who are fully protected under the Constitution. This assumption will be scrutinized and tested.

Meeting New York City and State Standards

City Standards for ELA:

E1c – Read and comprehend informational materials.

E2a – Produce a report of information.

E3a – Participate in one-to-one conferences with teacher.

E3b – Participate in group meetings.

E3c – Prepare and deliver an individual presentation.

E3e – Listen to and analyze a public speaking performance.

E4 - Conventions, Grammar, and Usage of the English Language

E6 - Public Documents

State Standard for Social Studies:

Standard 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Task

You will work in the TIPS Student Booklet and on the TIPS CompuLEGAL website on the Tinker case. You will also research other related freedom of speech cases to support your side in a class debate on the Tinker case. In addition, you will devise an Ask-a-Legal EAGLE question for possible submission to that site.

Learning Advice

Items to consider in compiling your data and completing the other requirements for this WebQuest:

1. Are public school students considered citizens under the 14^thAmendment?

2. Do schools have legitimate authority in certain situations that might be considered unconstitutional if imposed outside of the schools?

3. Which is more important to emphasize – order or freedom?

Process

1. You will read through and complete the pages about Tinker vs. Des Moines School Board in the TIPS Student Booklet. This will familiarize you with the facts

of the case and teach you about the important components in forming an issue question.

2. The class will spend time in the computer lab using CompuLEGAL for the Tinker case and researching related cases.

a. go through the CompuLEGAL method for the Tinker case. – Day 1 in computer lab.

b. after being assigned to either the Tinker side or the Des Moines School Board side you and your partner will research an assigned related case in order to

cull evidence and support for your debate arguments. – Day 2 in computer lab.

3. Back in the classroom you will divide into your Tinker and School Board groups and prepare your arguments for the debate based on your data gathered

from your case studies.

a. Debaters – may be chosen by teacher or decided by group. Three for each side.

b. Researchers – (everyone) in partner groups, write arguments in your own words and pass along to debaters.

c. Rebuttal preparers – work on anticipating opposition’s arguments and devise responses to them.

d. Timers – will keep time according to guidelines in previously given class notes.

Internet Resources

U. S. Constitution: www.access.gpo.gov/congress/senate/constitution/toc.html

Court case search: www.Findlaw.com

www.supct.law.cornell.edu/supct/html

ProjectLEGAL home page: www.maxwell.syr.edu/plegal/

Links to resources (more information): www.maxwell.syr.edu/plegal/related.html

School T-shirt case: www.cnn.com/2001/LAW/03/19/scotus.shirt.ap/index.html

Evaluation

You will receive separate grades on the following :

1. Written arguments developed by you and your partner.

2. In-class group preparation days and computer lab work.

3. Tinker-related TIPS Student Booklet pages.

4. Debate day: debaters-oral presentations; information feeders, rebuttal preparers, note takers, timers-teacher observation of contributions.

5. Submission of Ask-a-Legal EAGLE question.

6. Advanced/Enrichment assignment: development and production of PowerPoint presentation of Tinker case. *See teacher for instructions.