Introduction:

In 1965 John and Mary Beth Tinker violated a rule in their school stating that black armbands, which were worn to protest the Vietnam War, were no longer allowed to be worn on the school premises. The Principal stated that any student caught wearing an armband would be suspended from the building hoping that this punishment would put an end to the protesting of the Vietnam War in their school.

Despite the school rule John and Mary Beth Tinker wore the armbands into the building and were then suspended by the Principal. John and Mary Beth Tinker parents took their children’s school to court on the premise that the suspension violated their freedom of speech given to them under the constitution.

Your school has recently passed a new rule stating that bandanas are no longer allowed in the building because, situations have occurred outside of the school involving gang colors and bandanas. How could you justify continuing to wear the bandanas in your school. Use Tinker vs. Des Moines case to support your reasons for allowing bandanas to be worn in your school.

Task:

You will discuss and analyze the Tinker vs. Des Moines case using Compulegal. Examine the case and determine, as a group, if the same outcome of the Tinker vs. Des Moines case applies to you and your school and your specific situation.

In your groups you will write a three page type written paper, stating the facts of the case, and giving your opinion about the courts decision of the case.

You will also give a five minute presentation about the results of the case and your groups opinion on wither or not this case could be applied to the bandana issue in your own school. The presentation should also include information on how the 1^st, 10^th and 14^th amendments play a role in the courts decision in the Tinker vs. Des Moines case.

Process:

· You will be working in groups of three. Each group will read and analyze the Tinker vs. Des Moines case using Compulegal.

· After reading and analyzing the case your group will discuss the facts and outcomes of the case to determine if Tinker vs. Des Moines applies to the bandana issue in your school.

· Each group will then write a three page paper describing the facts and outcome of the Tinker vs. Des Moines case and apply that information to the bandana issue at your school.

· Each group will then report their findings to the class in a presentation discussing, how the ruling by the court on the Tinker vs. Des Moines case applies to the Bill of rights and the 1st, 10th, and 14th amendments . The presentation will also discuss how this case could be applied to the bandana issue in your school.

Resources

1. CompuLegal

2. The Constitution

3. Freedom of Speech Cases

4. Tinker Case

5. Tinker Visual 1

6. Tinker Visual 2

7. How to Write Research a Paper, A guide

8. Justice Learning. org

Evaluation

Category	Grade 4 100-90	Grade 3 90-80	Grade 2 80-70	Grade 1 65-0
Knowledge	Shows understanding of the topic.	Shows a good understanding of the topic.	Presents satisfactory understanding of the topic	Shows little understanding of the topic.
Completion of Task	Addresses all aspects of the task. Works well in a group.	Addresses all aspects of the task.	Addresses most aspects of the task.	Attempts to address topic, but uses vague and /or inaccurate information Does not work well with others.
Facts	Richly supports topic with relevant facts, examples and details	Includes relevant facts, examples and details, but not support all aspects of the case	Uses some relevant facts, examples and details.	Uses little facts, examples, or details.
Oral Presentation	Presents a strong and well organized case or point of view. All students must present for an equal amount of time.	Presents point of view and is organized.	Presents weak point of view but is not well organized.	Point of view is very weak and lacks organization. .
The Paper	Paper is 3 pages long. Includes all facts of the case and shows a clear understanding of the cases and amendments.			Paper is not complete, or is poorly structured and written.

Standards Addressed:

New York City English Language Arts

• E1c Read and comprehend informational materials
• E1d Demonstrate familiarity with a variety of public documents
• E2 Writing
• E2a Produce a report of information
• E3 Speaking, Listening and Viewing
• E3b Participate in group meetings
• E3c Prepare and deliver an individual presentation
• E4 Conventions, Grammar and Usage of the English Language
• E4a Demonstrate an understanding of the rules of the English Language in written and oral work
• E4b Analyze and subsequently revise work to improve its clarity and effectiveness

• E2e Produce a persuasive essay

New York State Social Studies

· 4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude towards questionable arguments, evaluate evidence, formulate rational conclusions, develop and refine participatory skills.

New York City Social Studies

· 5. Civics, Citizenship and government

· 5.2 Students respect the rights of others in discussions and classroom debates

regardless of whether or not one agrees with their viewpoint

Conclusion:

In this webquest you have studied all aspects of the Tinker vs. Des Moines case. You have become an expert in all of the facts, constitutional issues, and details surrounding this case. As a group you have examined and incorporated the Constitutional Amendments required to analyses this case. You have demonstrated your understanding of the case by working as a group to produce a paper which outlines your feelings and beliefs about this court case. As a group you have presented your understanding of the facts of the case as they pertain to the Constitution, and the freedom of speech.

As you progress with your study of Constitutional law, the foundations you have built using Tinker vs. Des Moines will make the process that much easer.

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