Mr. Douglas Novak
Astor Collegiate Academy
Web quest: Student
Rights
INTRODUCTION:
You
are a student who is protesting the
Without
protest, democracy dies! You take it upon yourself to preserve, what you think,
is due process. Good Luck in your quest!
TASK:
Your task is to take on the role of the protesting student or a school official to decide if school officials have the right to suspend you from school for wearing an armband.
Requirements:
1) You will form a group of
two. This committee will research and prepare a position paper that will be
used in a class debate.
2) With others on your side
(student or school official) you will write a 3-page summary of your case,
deciding on legal principles and issues involved in your case. You will include
all the elements in the TIPS CONLAW worksheets.
3) Using the TIPS web site and
COMPULEGAL you will compare your case to a similar in the archives:
Tinker v.
4) As a class you will debate
the merits of your case based upon your group research and the decisions made
by the Supreme Court in the Tinker v.
PROCESS:
1) You will work in pairs to
complete the task.
2) You will research the
websites given below to prepare your position paper that you think is equitable
for student rights. You may also use printed material as well in the library.
Please use the librarian as a resource as well
3) You will then compare your
position to the case of Tinker v.
4) You will use the TIPS
process found at Comp
Legal Home Page to analyze the Supreme Court of TINKER V. DES MOINES.
5} You
will then ask the LEGAL
EAGLE questions that you want answered and use these expert opinions in
your paper.
6: You will also need to use
the Bill of Rights
as reference
TO SUMMARIZE: Your group
will research and present a position paper on the rights of students in schools
using the Internet resources, surveys and library facilities. You will then
analyze the Tinker case and give arguments for or against the decision based
upon your findings.
7} You will now debate the issue in class.
RESOURCES:
1) http://www.maxwell.syr.edu/plegal/scales/home.html
2) http://www.maxwell.syr.edu/plegal/welcome.html
3) http://www.maxwell.syr.edu/plegal/related.html
3: http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/dueprocesstudents.htm
4: http://www.aclj.org/publications/srps/section2.asp
5: http://members.tripod.com/~skyhawk13/cases.html
6: http://archive.aclu.org/issues/student/hmes.html
7: http://www.aclu-wa.org/issues/students/
8: http://www.firstamendmentcenter.org/Speech/studentexpression/faqs.aspx?id=33
EVALUATION:
Students will be evaluated using the following rubric:
Grade
of 5
·
Shows thorough understanding of the topic
·
Addresses all aspects of the tasks
·
Shows ability to analyze, evaluate, compare/contrast issues
·
Supports topic with relevant facts, examples and details
·
Submits a strong and well organized article
Grade
of 4
·
Shows a good understanding of the topic
·
Addresses all aspects of all the tasks
·
Shows ability to analyze, evaluate issues
·
Includes relevant facts, examples, and details, but not support all
aspects of the case
·
Submits an organized article
Grade
of 3
· Presents satisfactory
understanding of the topic
·
Addresses most aspects of the tasks
·
Able to analyze issues and events, but not in depth
·
Uses some relevant facts, examples and details
·
Submits article, but not very organized
Grade
of 2
·
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 article
Grade
of 1or 0
·
Does not address any aspect of the task and/or fails to turn in an
article
CONCLUSION:
Did
you preserve the right of protest? Do you still feel that protest in school
should be allowed? Did you agree with the Supreme Court decision of Tinker v.
By
completing this Web Quest you have engaged the most up to date technology to
aid you with your research. You have learned the facts of landmark cases of
great historic significance that were argued before the Supreme Court of the
Social
Studies
Standard
1: History of the
Students will use a variety of intellectual skills to demonstrate their
understanding of major ideas, eras, themes, developments, 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 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. |
English Language Arts 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. Standard 4: Language for Social Interaction Students will listen, speak, read, and write for social interaction.
Students will use oral and written language that follows the accepted
conventions of the English language for effective social communication with a
wide variety of people. As readers and listeners, they will use the social
communications of others to enrich their understanding of people and their
views. |