WEB Quest: Engel v. Vitale

Rose M. Santos-Cunningham

Rcunnin2@nycboe.net

MS 135

1. Introduction:

Please answer the following questions:

1. Do you agree/disagree that the government can force people to stop certain religious practices?

2. If your teacher told you that while you are in school you may not wear any religious articles would your constitutional rights be violated?

Over the next few weeks you will be studying the Constitution of the United States of America. The first Ten Amendments of the Constitution are called the Bill of Rights. The Bill of Rights is meant to protect you as a citizen of the United States. At MS 135 the administration has told students that no one may wear any article identifying religious affillation. You will read the case Engel v. Vitale (1962) http://caselaw.lp.findlaw.com/scripts/getcase.pl?court=us&vol=370&invol=421 this case depicts how a school administration attempts to force students to pray at school which is a violations of their rights. After reading this case you will decide which team of lawyers you wish to join. Two teams of students will take on the roles of constitutional lawyers. One team will be defending the rights of the students under the Bill of Rights, the other team of lawyers will defend the position of the school. You and your group will take on the roles of constitutional lawyers defending the rights of a group of students whose Constitutional rights under the Bill of Rights have been violated/defending the rights of the school and it’s position.

2. Task:

--- You will decide after researching Engel v. Vitale which position you will defend as a Constitutional Lawyer.

--- You will be given two handouts before beginning researching on court case.

--- You will be using CompuLEGAL and other web addresses for references in your research.

--- Summary of cases will be presented

--- Visual examples of the case will be available

--- Argument basis will be presented

--- Judicial decisions of cases will be compared

--- Other available resources

Summary after completing your research you will show your ability to analyze, evaluate, compare and contrast legal issues.

--- After completing your research you and your group will take on the roles of constitutional lawyers defending the rights of a group of students whose Constitutional rights under the Bill of Rights have been violated or defending the rights of the school and it’s position.

3. Process: The process will enable you to complete the task given to you for your project. You will research through the websites and other resources concerning Engel v. Vitale. Once this information is gathered you can begin preparing your case for class debate.

--- You will answer Handout 1A & 1B from the link:

http://www.maxwell.syr.edu/plegal/Lessons/Rel/rel1.html

--- Use Compulegal to learn about, Engel v. Vitale and other related cases, which will help you support, your argument. Also use, other websites listed under the resources to help you obtain additional information about similar cases.

4. Resources:

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

http://www.maxwell.syr.edu/plegal/cartoons/bor.jpg

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

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

http://caselaw.lp.findlaw.com/scripts/getcase.pl?navby=case&court=US&vol=370&page=421

http://www.nytimes.com/learning/teachers/featured_articles/20020204monday.html

http://www.nytimes.com/learning/teachers/featured_articles/20000623friday.html

5. Evaluation: Debate

Rubrics 1-4

4 --- Student shows a thorough understanding o the topic --- Student shows all aspects of task have been addressed --- Student shows ability to analyze, evaluate, compare and contrast issues --- Student supports topic with examples, relevant facts, and details --- Student present a strong case, well organized

3 --- Student shows a good understanding of the topic --- Student addresses all aspects of the task --- Student shows ability to analyze, evaluate topic --- Student gives relevant facts, examples, and details, but does not support all aspects of the “case”

2 --- Student presents a satisfactory understanding of the topic --- Student addresses most aspects of the task --- Student analyze issues but not in depth --- Student gives limited relevant facts, examples, and few details.

1 --- Student has little understanding of topic --- Student has vague or inaccurate information --- Student does not present an acceptable case

6. Conclusion:

Students will gain a working knowledge of Compulegal and its vast resources. Students will have learned to accomplish detail research and procedures in United States Supreme Court system.

Students will be familiar with CONLAW and other websites.

7. Resources:

1. Read other cases on First & Fourteen Amendment

8. New York State Standards: Social Studies, English Language Arts:

	Social Studies

Learning Standards

Standard 1 - History of the United States and New York

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 United States and New York.

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 U.S. 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 3 - Language for Critical Analysis and Evaluation

Students will read, write, listen, and speak 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 present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.