Search
and Seizure
Legal
Or Illegal?
You
Decide!!!
Web
quest by Carrie Tesson DeWitt Clinton H.S.
Email me at:
Imagine getting caught smoking
a cigarette in school by your teacher.
When your teacher asks you about the contents in your bag – you refuse
to answer. Next thing you know your book
bag/pocketbook is being searched for drugs. In your bag there are things that
imply that drug use may be occurring but there is no proof of use. What are your reactions and most importantly
what are your rights??????
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Understand and evaluate the landmark
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Understand the difference between probable cause and reasonable
suspicion
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Analyze and hand in court cases similar to this
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Write an essay on your experience and opinion of this case
1.
You will be divided up into groups of 5
Each person will be
assigned a position on the case:
a) Plaintiff (1)
b) Defendant (1)
T.L.O.
c) Lawyers (2) – one
for the plaintiff and one for the defendant
d) Judge (1)
2.
Click on to Compulegal and go into
case library - Go to the case of T.L.O.
3.
Each group member must gather information
in regards to their position and share ALL information with the members of
their group
4.
Use the hyperlinks to research your case
5.
Answer the questions below and incorporate
the answers into your presentations
6.
Decide what your decisions will be as a
group using all the information provided
7.
Presentation to the class will include:
a) Creating a mock
court room
b) Having each
person act out their role accordingly
c) Allow the class
to be the jury (we will take anonymous votes)
d) Be able to defend
your conclusion if similar or different from the class by explaining what facts
Answer the following questions using the resources provided – Make sure
each answer is at least one paragraph with details and facts. Use the following website to locate
definitions to words that you are not familiar with. Free Dictionary
1. Who are the people involved in this case?
2.
What are the accusations? List the steps
that led up to them and insert them into a flowchart.
Beginning of the Game – use this website to help set up a flowchart
3.
What amendment(s) were protected and
which ones were not?
4.
What is the difference between reasonable
and probable cause?
5.
Using the cartoon - List 5 reasons why
you feel T.L.O. can justify her actions. List 5 reasons why you feel the school
can justify their actions.
6.
Fill in the table provided with all 10
reasons and the Amendment(s) that pertain to each reason.
7.
Compare two cases that are similar but
with two different outcomes.
8.
Why did this case end up in the Supreme
Court?
9.
How did your group reach the final
decision?
10. How was your decision similar or different
than the Supreme Court?
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Your experience with this case
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What you thought the outcome should be and why
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How this affects you and your view with school policy
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If you could, what would you change about school policy
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Your opinion about reasonable verses probable cause
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A conclusion of your overall thoughts and suggestions about
the
School’s Actions
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T.L.O.’s
Actions |
Amendment(s) |
Comments |
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Resources
Historical Documents:THE BILL OF RIGHTS
A
Walk Through the Judicial Process
Evaluation
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|
Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
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Content |
Little or no accurate information is
provided. |
Information is somewhat accurate and
comprehensive. Contains extraneous detail. |
Information is mostly accurate and
comprehensive and contains few extraneous details. |
Information is completely accurate,
comprehensive, and carefully selected to meet the needs of the project. |
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Organization
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Materials poorly organized with little or no
attention to clarity or logic. |
Some materials and information demonstrate
organization or clarity or logic. |
Most materials and information demonstrate
organization, clarity, and logic. |
All materials and information are well
organized, clearly and logically presented. |
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Language Usage
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Major errors that interfere with
communication. |
Frequent repetitive errors. |
Minimal errors in grammar, spelling and word
usage. |
Grammar, spelling and word usage are correct
and contribute to clarity and style. |
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Punctuality |
Paper is turned in more than three days late. |
Paper is turned in two days late. |
Paper is turned in one day late. |
Paper is turned in by the deadline. |
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Assessment
|
|
Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
|
Content |
Little or no accurate information is
provided. |
Information is somewhat accurate and
comprehensive. Contains extraneous detail. |
Information is mostly accurate and
comprehensive and contains few extraneous details. |
Information is completely accurate,
comprehensive, and carefully selected to meet the needs of the presentation. |
|
|
Organization
|
Materials poorly organized with little or no
attention to clarity or logic. |
Some materials and information demonstrate
organization or clarity or logic. |
Most materials and information demonstrate
organization, clarity, and logic. |
All materials and information are well
organized, clearly and logically presented. |
|
|
Language Usage
|
Major errors that interfere with
communication. |
Frequent repetitive errors. |
Minimal errors in grammar, spelling and word
usage. |
Grammar and word usage are correct and
contribute to clarity and style. |
|
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Presentation Skills |
Made minimal eye contact with audience. Did
not speak clearly and understandably. |
Made some eye contact with audience, and
spoke clearly at least half of the time. |
Made eye contact with audience during most of
the presentation, and usually spoke clearly. |
Made frequent eye contact with audience,
spoke clearly, and at a proper voice level. |
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Presentation Length |
+/- |
+/- 1 minute |
+/- 30 seconds |
Met time limits |
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Now you have experienced
the thought process that goes into making important decision. It is
important for students to know their constitutional rights and to understand
the purpose of the Bill of Rights and the Supreme Court.
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 U.S. and other nations; the U.S. Constitution; the
basic civic values of American constitutional democracy; and the roles, rights,
and responsibilities of citizenship, including avenues of participation.
Commencement
1.
The study of civics, citizenship, and government involves learning about
political systems; the purposes of government and civic life; and the differing
assumptions held by people across time and place regarding power, authority,
governance, and law. (Adapted from The
National Standards for Civics and Government, 1994)
Students:
·
Compare various political systems with that of the
·
Identify and analyze advantages and disadvantages of various
governmental systems.
2.
The state and federal governments established by the Constitutions of the
United States and the State of New York embody basic civic values (such as
justice, honesty, self-discipline, due process, equality, majority rule with
respect for minority rights, and respect for self, others, and property),
principles, and practices and establish a system of shared and limited
government. (Adapted from The
National Standards for Civics and Government, 1994)
Students:
·
Trace the evolution of American values, beliefs, and
institutions
·
Identify, respect, and model those core civic values
inherent in our founding documents that have been forces for unity in American
society
·
Compare and contrast the Constitutions of the
·
Understand the dynamic relationship between federalism and
state’s rights.
3.
Central to civics and citizenship is an understanding of the roles of the
citizen within American constitutional democracy and the scope of a citizen’s
rights and responsibilities.
Students:
·
Understand how citizenship includes the exercise of certain
personal responsibilities, including voting, considering the rights and interests
of others, behaving in a civil manner, and accepting responsibility for the
consequences of one’s actions (Adapted from The National Standards for Civics
and Government,1994)
·
Analyze issues at the local, state, and national levels and
prescribe responses that promote the public interest or general welfare, such
as planning and carrying out a voter registration campaign
·
Describe how citizenship is defined by the Constitution and
important laws
·
Explore how citizens influence public policy in a representative
democracy.
4.
The study of civics and citizenship requires the ability to probe ideas and
assumptions, ask and answer analytical questions, take a skeptical attitude
toward questionable arguments, evaluate evidence, formulate rational conclusions,
and develop and refine participatory skills.
Students:
·
Participate as informed citizens in the political justice
system and processes of the
·
Evaluate, take, and defend positions on what the fundamental
values and principles of American political life are and their importance to
the maintenance of constitutional democracy (Adapted from The National
Standards for Civics and Government, 1994)
·
Take, defend, and evaluate positions about attitudes that
facilitate thoughtful and effective participation in public affairs
·
Consider the need to respect the rights of others, to
respect others’ points of view (Adapted from The National Standards for Civics
and Government,1996)
·
Participate in school/classroom/community activities that
focus on an issue or problem
·
Prepare a plan of action that defines an issue or problem,
suggests alternative solutions or courses of action, evaluates the consequences
for each alternative solution or course of action, prioritizes the solutions
based on established criteria, and proposes an action plan to address the issue
or to resolve the problem
·
Explain how democratic principles have been used in
resolving an issue or problem.