Ms. Marxuach-Gusciora

DeWitt Clinton High School

American History

Webquest -New York Times VersusFreedom of Press

Introduction: You are in 4 period class. Your teacher, Ms. Jones asks you to remove your do rag. You refuse to remove your do rag; therfore, Ms Jones calls the dean. He tells you to remove your do rag or you will have to sit in the Dean’s office the rest of the day. You decide that you will sit in the Dean’s office for the day rather than remove your do rag. You decide the next day to talk to the editor of The Clinton News. He publishes your story. Which causes a revolt among the student body. Ms. Ambrosio calls you into her office to discuss the situation. You inform her that you have the right to wear a do rag under the first amendment. She suggests that you think about your actions and the effect you had on the study body. She gives you a few days to prepare your case.

Task: You are doing to choose either an oral presentation or visual presentation. to present to Ms. Ambrosio. Your job is to convince Ms. Ambrosio that you should be allowed to wear a do rag in school. To help you with your argument you will need to analyze cases on freedom of the press. You may get these at the Freedom of the Press Cases Page http://www.maxwell.syr.edu/plegal/scales/fop.html

In addition, you need to review the first amendment rights. http://www.maxwell.syr.edu/plegal/tips/bor.html

After reviewing various cases you will present your argument for your case.

Process:

Look at the cartoon- The New York Times versus the United States.

http://www.maxwell.syr.edu/plegal/scales/nytvis1.html

2 Read the case study at the above link.

3 You may work with one or two other students.

4 Go to the Tips website and then click on compulegal to get additional information on both the case New York Times Vs United States and the First Amendment. http://www.maxwell.syr.edu/plegal/scales/nyt.html

5 Prepare an oral or visual presentation of five minutes or more to present to Ms. Ambrosio.

Additional Resources:

www.historychannel.com

History Textbook for American History

Dictionary

http://www.illinoisfirstamendmentcenter.com/Main.asp?SectionID=27&SubSectionID=27&ArticleID=91

http://www.decentamericans.us/forums/viewtopic.php?t=71

EVALUATION:

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Content	Little or no accurate information is provided and did not use a Freedom of Press case.	Information is somewhat accurate and comprehensive.  Contains extraneous detail and used at least one Freedom of Press case.	Information is mostly accurate and comprehensive and contains few extraneous details and used at least two Freedom of Press case.	Information is completely accurate, comprehensive, and carefully selected to meet the needs of the project, and used several Freedom of Press cases.
Organization	Materials poorly organized with little or no attention to clarity or logic of the case.	Some materials and information demonstrate organization or clarity or logic of the case.	Most materials and information demonstrate organization, clarity, and logic of the case	All materials and information are well organized, clearly and logically presentedof the case
Language Usage	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.
Punctuality	Paper or oral presentation is turned in more than three days late.	Paper or presentation is turned in two days late.	Paper or oral presentation is turned in one day late.	Paper or oral presentation is turned in by the deadline.

Conclusion: You are to work in your groups and develop a well-written summary of your work. This summary should be approximately one page long. If Ms. Ambrosio does not allow you to wear your do rag be prepared to present your case to a higher authority.

Standards:

Standard 1: History of the United States and New York

Students will use a variety of intellectual skills to demonstrate

They understand of major ideas, eras, themes, developments,

And turning points in the history of the United States and New York.

Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and

Understanding. As listeners and readers, students will collect

Data, facts, and ideas; discover relationships, concepts, and

Generalizations; and use knowledge generated from oral, written,

and electronically produced texts. As speakers and writers, they

will use oral and written language that follows the accepted

Conventions of the English language to acquire, interpret, apply,

And transmit information.

Standard 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate

They understand 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.

Standard 2: Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically

produced texts and performances from American and world

literature; relate texts and performances to their own lives; and

develop an understanding of the diverse social, historical, and

cultural dimensions the texts and performances represent. As

speakers and writers, students will use oral and written language

that follows the accepted conventions of the English language for

self-expression and artistic creation.

Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and

understanding. As listeners and readers, students will collect

data, facts, and ideas; discover relationships, concepts, and

generalizations; and use knowledge generated from oral, written,

and electronically produced texts. As speakers and writers, they

will use oral and written language that follows the accepted

conventions of the English language to acquire, interpret, apply,

and transmit information.

Standard 2: Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically

produced texts and performances from American and world

literature; relate texts and performances to their own lives; and

develop an understanding of the diverse social, historical, and

cultural dimensions the texts and performances represent. As

speakers and writers, students will use oral and written language

that follows the accepted conventions of the English language for

self-expression and artistic creation.

Standard 3: Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis

and evaluation. As listeners and readers, students will analyze

experiences, ideas, information, and issues presented by others

using a variety of established criteria. As speakers and writers,

they will use oral and written language that follows the accepted

conventions of the English language to present, from a variety of

perspectives, their opinions and judgments on experiences, ideas,

information and issues.