Ms. Elizabeth Dunn-Ruiz

South Bronx High School

INTRODUCTION:

Uh-oh! There is something going on that you are not comfortable with and you want things to change. You think that the United States should not be testing its military equipment on the island of Vieques. You want to protest this action, to let others in the school know how you feel, by wearing your message on a t-shirt.

At another school students are angered by the search and seizure tactics the schools safety agents are using. They want to protest by publishing an article in the school newspaper, staging a walk out, and alerting the local press.

Another school is upset that their school is being phased out. They want to petition to keep the school open.

How can you protest the actions that you find so reprehensible, without getting in trouble in the school? As a student wishing to protest, what rights do you have?

TASK:

· Research the rules and regulations regarding student protests in New York City Public High Schools, using the NYCBOE website, and the Supreme Court cases on which these rules are based, using CompuLEGAL.

· Each group will create a newsletter for the New York City Board of Education that clearly details the rights of its students to protest on school grounds. It will also detail the Supreme Court cases that are the historical basis of these rules.

· This information must be written in language that is appropriate for distribution to all high school students and their parents throughout the five boroughs.

PROCESS:

Break into groups of four

Assign sections of the newsletter

Introduction of topic— first amendment rights, various types of protest, school setting
Summary of Supreme Case Court #1/ explanation of its implications for students
Summary of Supreme Case Court #2/ explanation of its implications for students
Clear list of NYCBOE rules and regulations

Brainstorm all of the possible ways a student or group of students could protest
Research relevant Supreme Court Cases on CompuLEGAL

Tinker v. DesMoines
Hazelwood v. Kuhlmeier
Bethel v. Fraser

Research the existing rules and regulations as detailed by the NYCBOE on their website
Write rough draft of your section of the newsletter and make three copies
Peer edit each article written by members of your group
Revise your article
Use the computer to create your final product to distribute to the entire class

RESOURCES:

Constitution and Amendments:

http://www.law.cornell.edu/constitution/constitution.table.html

CompuLEGAL case studies:

http://www.maxwell.syr.edu/plegal/scales/home.html

NYCBOE rules and regulations:

http://docs.nycenet.edu/dscgi/ds.py/Get/File-523/RegTOC.html

Ask-A-Legal-Eagle assistance:

http://www.maxwell.syr.edu/plegal/welcome.html

EVALUATION:

RUBRIC for “Students Right to Protest Newsletter”

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Group Work	Incapable of working together	Working individually on sections without interaction or assistance from group	Equal distribution of responsibility and effort with minimal interaction and assistance	All group members actively working with one another on all aspects of project
Introduction	Based only on personal opinions	Relies heavily on personal opinion but makes implicit references to research	Provides personal opinion and makes superficial references to research	Thoughtful discussion including both opinion and cited evidence of research
Use of Supreme Court cases	Simple summary of the facts of the case	Superficial discussion of the facts of the case, and interpretation of the conflict of values	Superficial discussion of the facts of the case, interpretation of the conflict of values, and implicit implications for current NYC students	Careful discussion of the facts of the case, interpretation of the conflict of values, and explicit description of implications for current NYC students
Explanation of NYCBOE regulations	Exact copy of the Chancellors regulations	Incomplete or incorrect interpretation of Chancellors regulations	Clear layout and an audience appropriate explanation of rules	Clear layout and an audience appropriate explanation of rules with examples of relevant situations
Presentation of final product	Missing any required sections	All sections completed but done so thoughtlessly and carelessly with errors that hinder comprehension	Sections all completed, and presented neatly, with few typographical errors	Excellent presentation of all sections including layout, graphics and content

Total Score:

20= 100%= A+

19= 95% = A

18= 90%= A-

17= 85%= B+

16= 80%= B

15 =75%= C

14=70%= D

0-13 = F

ENGLISH LANGUAGE ARTS STANDARDS ACHIEVED

§ E1c Read and comprehend informational materials.

§ E2a Produce a report of information.

§ E3b Participate in group meetings.

§ E4a Independently and habitually demonstrate an understanding of the rules of the English language in written and oral work.

§ E4b Analyze and subsequently revise work to improve its clarity and effectiveness.

§ E5a Respond to non-fiction, fiction, poetry, and drama using interpretive and critical processes.

CONCLUSION:

So, now you know how to protect your own interests while at the same time standing up for what you believe in. Now all you have to do is decide what it is you believe in.

What issues are you passionate about?

What could you do to make your school, community, or world a better place?

What would you protest?