WEB QUEST
Jacqueline Birkett-Johnson: Language Arts Teacher, Jordan L. Mott CIS 22
Freedom of Speech
and Press
INTRODUCTION
Students will be presented with the following scenario and asked to discuss and debate it in a cooperative learning setting.
As Americans we have always prided ourselves in the rights prescribed to us in the United States Constitution. We hold these rights dear and as such when any of these rights are abridged; we are agitated to take the necessary action to maintain our constitutional exercise.
The right to free speech is one of the most fundamental rights liberty. Free speech is most arguably the right most essential to democratic government. But, let’s try to imagine that one day we are told that our right to free speech is challenged. It is challenged when a small group of students have decided to disagree with the viewpoints of the Mayor of New York City. In order to make our opinions heard, flyers highlighting our views are printed and distributed throughout New York City’s five boroughs, and a small advertisement is placed in The New York Times demanding the Mayor’s resignation. This angers the Mayor and he takes legal action against the students for libel on December 17, 1999, U.S. District Judge John Doe ruled that the students did damage the Mayor’s reputation by printing libelous statements. The students retaliated by taking the matter to the United States Supreme Court. They contended that their freedom of speech and freedom of press rights were denied in violation of the First and Fourteenth Amendments.
PERFORMANCE TASK
Your task will be to analyze the statements made in the flier and The New York Times article, act as representatives of the United States Supreme Court, and draw your own conclusions to the following questions.
1. Were the statements printed libelous?
2. Was U.S. District Judge John Doe's decision correct when he ruled in favor of the Mayor?
Rule on the case using specific landmark cases as evidence of your decision. Your decision should include, but is not limited to the following:
1. Defend your position (pro/con).
2. Write a clear and concise summary.
THE PROCESS
Students will work in groups of four (4). Each member of the group should engage in individual accountability by exploring several Web pages. Your group will rely heavily on your expertise, and your ability to produce clear and concise information, which would be used to assist the group in arriving and construct the group’s final decision. As a group, your job will be to facilitate the following:
1. Analyze the issues from different perspectives.
2. Arrive at preliminary decisions by discussing the case scenario among group members.
3. Peruse relevant cases via the Internet.
4. Cite each case used with a brief narrative about the Court’s ruling.
5. Write a summary of no less than one page of your group’s majority decision.
6. Write a summary of no less than one page of your group’s minority decision.
7. Present these decisions to the class.
Before embarking on this project select in your group who would handle the following roles based on random selection:
1. Recorder who will take notes and record the group’s final decision.
2. Reporter who will report the group’s final decision.
3. Timekeeper who will keep the group on task.
4. Consensus seeker will help the group to reach a consensus.
RESOURCES
Research the following Web sites as an aid in making your decision:
1. http://resource.lawlinks.com/content/legal
3. http://www.electriclibrary.
EVALUATION
Presenter from each group will give an oral presentation of their ruling on the case. Presentation will be graded on how well the group has researched the resources provided, any other resources they have found on their own, their ability to defended the positions that they have taken, and their ability to articulated their decisions.