Owasso v. Falvo

Linda Fanelli

MS 180x

CONLAW

INTRODUCTION:

Have you ever taken a test or quiz in your classroom in which you were asked to exchange papers with another student? How did you feel about this method? Were you comfortable with your grade being read aloud? Did the review of the answers help you to better understand the material on the test or quiz? In 1998 in a Middle School in Oklahoma, a teacher gave a quiz to her class. She then had the students exchange their quiz with the student sitting next to them. After having the students grade the quiz, she called out each student's name and recorded their score. One of the students in her class, Phillip Falvo, a special ed student did not do well on the quiz. He was extremely embarrassed that his score was read aloud allowing all of the other students to know his grade. He complains to his mother and his mother hires an attorney. Do you feel that Phillip’s right to privacy has been violated or is a classroom a place to learn from each other’s mistakes? This would begin a controversy known as Owasso v. Falvo that begins in this Middle School class and eventually reaches The Supreme Court.

TASK:

Using Compulegal and the website listed below you will research the Owasso v. Falvo case.

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

After reviewing the facts of the case:

· Complete the fact sheet handout

· You will be asked to choose a position either supporting Owasso or Falvo. You may also choose to be ‘undecided’.

· If you have chosen to support either Owasso or Falvo,

you will use index cards to list at least three valid points to support your position. You will then present your case to the ‘jury’.

· If you have chosen to be ‘undecided’, you will be a member of the ‘jury’. As a member of the jury you will listen to the presentations of the two sides of the case. At the end of the presentations, you will be asked to choose a side. You will then list at least three reasons for your choice. One of the cards must contain factual information from your research of the case.

· At the end of the assignment, everyone must hand in at least three index cards, supporting their positions.

THE PROCESS:

· Review basic vocabulary and terms: FERPA, legal basis, decision, issue question, due process

· Review basic facts of the case with the class, especially the visual

· Divide into (3) groups, either supporting Owasso, Falvo or undecided and brainstorm for about 20 minutes

· Review your brainstorm notes and prepare for a brief presentation (2-3 minutes)

· After both groups have presented the jury will make their decision

· Complete the follow-up questions:

1. What is your final opinion? Use information from your index cards, as well as the presentations to support your view.

2. Did your opinion change as a result of your research and/or the information you learned from the presentations?

THE RESOURCES:

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

CompuLEGAL

THE EVALUATION:

Category	Grade A 4	Grade B 3	Grade C 2	Grade D 1	Grade F 0	Total
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.	Did not address the topic or task
Summary Questions	Both questions completed with relevant facts, examples and details	Answers both questions: however, answers are incomplete	Completes only one question in an acceptable format	Uses little facts, examples, or details.	Does not hand in summary questions
Oral Presentation	Presents a strong and well organized case or point of view.	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. .	Does not participate in the oral presentation.
Index Cards	Completes all (3) index cards and shows a clear understanding of the case.	Completes2) index cards and shows a clear understanding of the case.	Completes (1) index card and shows a clear understanding of the case.	Completes at least (1) index card but does not show a clear understanding of the case.	No index cards handed in and does not show a clear understanding of the case.

Total:

A = 18-20 B = 15 -17 C= 14-12 D = 11 -9 F = 8-0

NewYork City English Language Arts

• E1c Read and comprehend informational materials
• E1d Demonstrate familiarity with a variety of public documents
• E2 Writing
• 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

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

THE CONCLUSION:

As a result of completing this Web Quest you utilized CompuLEGAL; a technological aid, to assist you in your research. You reviewed and analyzed Supreme Court cases. You critically analyzed information while participating in a group and preparing an oral presentation. You documented your research by preparing note cards. You can now continue to utilize the technological research and critical thinking skills you acquired during this process to further explore the issue of Supreme Court cases.