WEBQUEST
Rights
of the accused
Mr.
Bell/Grace Dodge Vocational High School
THE SUPREME COURT OF THE UNITED STATES
INTRODUCTION: 
It is
Both girls run
out but security grabs one girl. Ms.
Jones opens up her bag and sees rolled marijuana cigarettes. The young girl says that she has no right
going into her bag. “I know my
rights! I’ve read all about search and
seizure in history class. You got no
warrant!”
There
was an actual case similar to this situation that happened in 1977. A young girl was caught in the bathroom with
marijuana paraphernalia (drug materials).
The assistant principal went into her purse. In this case does a school official have a
right to go into your personal property?
In this web
quest you will take the role as an involved party in the case. You will investigate
the legal aspects of this incident and your findings will help set a precedent
for thousands of other students who may face a similar situation. You can make a
change! This web quest gives YOU the opportunity to
find public policy that will save many from a wasted life!
Good
luck…..
Task:
You will
represent one of the following people:
1} Student
government representative
2} School
reporter
3} Teacher
4} Principal
and assistant principal
5} Parent
You are going to
investigate the principle idea of whether or not a school official has a right
to search students.
REQUIREMENTS: -You
will complete the following task:
1} A One page
legal opinion paper regarding the case involving the Brooklyn High School
students who were searched or illegal drugs as described in the introduction
based upon your assigned ROLE in the web quest.
2} Your GROUP
will then present their findings in an oral report to the class
3} Your group
will then become involved in a class debate which will discuss the merits of
the case.
4} You will
then complete the worksheets on the TIPS web site using COMPULEGAL and analyze
the T.L.O vs.
type-written
summary of the case.
5} Write a one
page comparison between your ideas on the
6} Your group
will then debate the decision on the T.L.O. case based upon your ROLE in the web quest.
7} You will use
the TIPS CON-LAW COMPU-LEGAL process (worksheets) to complete
your paper and gain evidence for your legal position.
PROCESS 
1: You will be
divided into pairs to complete the task.
2: You will use
the COMPULEGAL system on the TIPS website to complete
the task of T.L.O VS.
STEP # 1: http://www.maxwell.syr.edu/plegal/scales/tlofacts.html
STEP # 2: http://www.maxwell.syr.edu/plegal/scales/tlovis.html
STEP # 3: http://www.maxwell.syr.edu/plegal/scales/tlo.html
3: Your group
can make up questions and access the web site below to
“ASK A LEAGLA EAGLE”.
This site will connect you with professional lawyers who will answer your
questions on the fourth amendment and the T.L.O vs.
http://www.maxwell.syr.edu/plegal/welcome.html
4: Use the information you have gathered from using Compulegal and
Ask-a-legal-eagle along with your individual research to complete the “TASK”
assignment.
Resources:
Using the Compulegal
website and other websites find the facts behind the case.
http://www.departments.bucknell.edu/edu/pa_law/Demotion/tlo.html
http://ali.apple.com/ali_media/Users/111/files/others/fourthamend.pdf
http://www.polson.k12.mt.us/Salishian/current/sections.php?op=viewarticle&artid=295
In your paper
analyze the following questions:
1.
Does a school official have the right to
search a student in school?
2.
Does the law of search and seizure differ
between a school setting and places outside the school?
http://caselaw.lp.findlaw.com/scripts/getcase.pl?navby=case&court=US&vol=469&page=325
http://www.maxwell.syr.edu/plegal/scales/tlodec.html
3.
After completing the above, state why you
agree or disagree with this case. Then write a conclusion.
EVALUATION
RUBRIC
Students will
be evaluated using the following rubric:
Grade of A
¨
Shows thorough understanding of the topic
¨
Addresses all aspects of the task
¨
Shows ability to analyze, evaluate,
compare/contrast issues
¨
Richly supports topic with relevant
facts, examples, and details
¨
Presents a strong and well organized “case”
Grade of B
¨
Shows a good understanding of the topic
¨
Addresses all aspects of the task
¨
Shows ability to analyze, evaluate issues
¨
Includes relevant facts, examples, and
details, but not support all aspects of the “case”
¨
Presents an organized “case”
Grade of C
¨
Presents satisfactory understanding of
the topic
¨
Addresses most aspects of the task
¨
Able to analyze issues and events, but
not in depth
¨
Uses some relevant facts, examples, and
details
¨
Presents “case”, but not very organized
Grade of D
¨
Shows little understanding of topic
¨
Attempts to address topic, but uses vague
and/or inaccurate information
¨
Uses little facts, examples, or details
¨
Cannot present an acceptable “case”
STANDARDS: 
ENGLISH LANGUAGE STANDARDS
E2a Produce a report of information.
E2e Produce a persuasive essay.
E3c Prepare and deliver an individual
presentation.
E4a Independently and habitually demonstrate an
understanding of
the rules of the English language in
written and oral work.
E5a Respond to non-fiction, fiction, poetry, and
drama using
interpretive and critical analysis.
SOCIAL STUDIES
Standard 1: History of the
Students will use a variety of intellectual skills to
demonstrate their understanding of
major ideas, themes, and turning points in the history of the
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; the United States Constitution;
the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including
avenues of participation.
CONCLUSION:
From this web quest you should have learned how
the
Our
next web quest will investigate cases involving freedom of speech in American
history.