By: Tameka Skinner

C.I.S. 166

Introduction:

Last year, students and staff have enjoyed the option of dress down on Fridays. Every Friday students and staff were allowed to wear jeans or regular clothing. This option was one of the many positive assets that our students here at I.S.166 look forward too. Recently, the dress down Friday policy has been rescinded. We the student body at I.S.166 would like to protest the rescinding of the dress down Friday and have it restored to calendar as soon as possible.

Task:

Students will be put into groups of four. Students will discuss and document various ways in which to present a protest effectively. Students will be guided by the Tinker vs. Des Moines Case using CompuLegal. They will gain a better understanding into how to effectively start a protest in school.

Process:

1. Each person in your group will have a responsibility. Their will be a reporter, recorder, presenter and researcher.

2. You will define the following legal terminology:

Boycott, picket, demonstrate, petition, assembly

3. You will research the policies of demonstrations used in protesting by Dr. Martin Luther King Jr. and Mahatma Gandhi

4. You will go to the internet resources below:

5. You will write a two page typed doubled space essay. You will explain in detail your point of view and use several quoted resources found using Compu Legal. You will discuss laws and research used to validate your point of view. You will also discuss the consequences of your actions/protest.

Resources:

Dr. Martin Luther King Protesting

A Letter of Protest

Mahatma Gandhi and non-violent protest

compuLegal Tinker vs. DeMoines

Tinker visual I

Tinker visual II

Evaluation:

Oral /Written Presentation Rubric

Name: ______________________________
Date: _______________
Class: ________________________________________

	Exceptional	Admirable	Acceptable	Amateur
Content	An abundance of material clearly related to thesis; points are clearly made and all evidence supports thesis; varied use of materials	Sufficient information that relates to thesis; many good points made but there is an uneven balance and little variation	There is a great deal of information that is not clearly connected to the thesis	Thesis not clear; information included that does not support thesis in any way
Coherence and Organization	Thesis is clearly stated and developed; specific examples are appropriate and clearly develop thesis; conclusion is clear; shows control; flows together well; good transitions; succinct but not choppy; well organized	Most information presented in logical sequence; generally very well organized but better transitions from idea to idea and medium to medium needed	Concept and ideas are loosely connected; lacks clear transitions; flow and organization are choppy	Presentation is choppy and disjointed; does not flow; development of thesis is vague; no apparent logical order of presentation
Creativity	Very original presentation of material; uses the unexpected to full advantage; captures audience's attention	Some originality apparent; good variety and blending of materials/media	Little or no variation; material presented with little originality or interpretation	Repetitive with little or no variety; insufficient use of multimedia
Material	Balanced use of multimedia materials; properly used to develop thesis; use of media is varied and appropriate	Use of multimedia not as varied and not as well connected to thesis	Choppy use of multimedia materials; lacks smooth transition from one medium to another; multimedia not clearly connected to thesis	Little or no multimedia used or ineffective use of multimedia; imbalance in use of materials—too much of one, not enough of another
Speaking Skills	Poised, clear articulation; proper volume; steady rate; good posture and eye contact; enthusiasm; confidence	Clear articulation but not as polished	Some mumbling; little eye contact; uneven rate; little or no expression	Inaudible or too loud; no eye contact; rate too slow/fast; speaker seemed uninterested and used monotone
Audience Response	Involved the audience in the presentation; points made in creative way; held the audience's attention throughout	Presented facts with some interesting "twists"; held the audience's attention most of the time	Some related facts but went off topic and lost the audience; mostly presented facts with little or no imagination	Incoherent; audience lost interest and could not determine the point of the presentation
Length of Presentation	Within two minutes of allotted time +/–	Within four minutes of allotted time +/–	Within six minutes of allotted time +/–	Too long or too short; ten or more minutes above or below the allotted time

Oral/ Written Presentation Evaluation Form

Name: ______________________________
Date: _______________
Class: ________________________________________

	Exceptional	Admirable	Acceptable	Amateur
Content
Coherence and Organization
Creativity
Material
Speaking Skills
Audience Response
Length of Presentation

COMMENTS:

Standards:

Social Studies

New York State Standard 5- Civics, Citizenship, and Government- Section 1,2,3,and 4

English Language Arts:

E1c Read and Comprehend informational materials.

E1d: Demonstrate familiarity with a variety of public documents.

E2a: Produce a report of information.

E3b: Participate in group meetings.

E3c: Prepare and deliver an individual presentation.

Conclusion:

Upon completion of this assignment, students will be able to have a better understanding of the First Amendment and Freedom of Speech.