WebQuest                                                                Adapting Project History

Mr. Broadbent                                          gbroadbent@uticaschools.org

U.S. History 11/ Criminal Justice                              Proctor High School

 

The Bill of Rights

4th Amendment

Search and Seizure

Individuals Rights Vs. Public Policy

 

Are you willing to give up some of your rights against unreasonable search and seizure for the greater good of society?  What is a reasonable search and seizure?  Why has the individuals right against search and seizure changed since added to the Constitution under the 4th Amendment?  Were these changes nescessary?

 

 

Introduction:

Since the beginning of the formation of the United States, citizens have faught to ensure that their rights are protected.  However, over the years we have given away some of our protections against being seacrh and property being seized.  We have given up these rights for what some say are the greater good of society.  Our rights have been compromised both by Supreme Court cases and public policy.  As society changes, so do our rights or lack of rights.  You will look at the history of the 4th Amendment and write a paper discussing your view on the changes.   

 

 

Historical Context:

During the debates on the adoption of the Constitution, its opponents repeatedly charged that the Constitution as drafted would open the way to tyranny by the central government. Fresh in their minds was the memory of the British violation of civil rights before and during the Revolution. They demanded a “bill of rights” that would spell out the immunities of individual citizens. (http://www.archives.gov/exhibits/charters/bill_of_rights.html)

The Bill of Rights

The call for a bill of rights had been the anti-Federalists’ most powerful weapon. Anti-Federalists attacking the proposed Constitution for its vagueness and lack of specific protection against tyranny and to provide for the rights of the people and limitations of the power of government.

 

The Bill of Rights

The Preamble to The Bill of Rights

March 4th,1789

Congress of the United States
The Conventions of a number of the States, having at the time of their adopting the Constitution, expressed a desire, in order to prevent misconstruction or abuse of its powers, that further declaratory and restrictive clauses should be added: And as extending the ground of public confidence in the Government, will best ensure the beneficent ends of its institution.

These amendments were ratified December 15, 1791, and form what is known as the “Bill of Rights.”

Amendment IV

The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

 

Task:

PowerPoint presentation and oral presentation

Goals and objectives

·        Students will analyze political cartoons and answer questions along with each political cartoon (Political Cartoons).

·        Students will research the changing rights involving the 4th Amendment both on the internet and through articles attached by hyperlinks (Articles).

·       Students will create a PowerPoint presentation showing the history and purpose of the Fourth Amendment of the U.S. Constitution.

·       Students will give an oral presentation of their Fourth Amendment PowerPoint presentation.

 

 

Process:

·        Students will analyze political cartoons and answer questions along with each political cartoon (Political Cartoons).

·        Students will go to the computer lab and research the Fourth Amendment and issues involving the Fourth Amendment throughout history.

·        Students will go to the following links to research the Patriot Act:

http://www.fas.org/irp/crs/RS21203.pdf

http://www.justice.gov/archive/ll/highlights.htm

Patriot Act political cartoon

·       Students will go to the following links to research airport security searches:

http://articles.latimes.com/2010/jan/13/nation/la-na-terror-privacy13-2010jan13

http://articles.latimes.com/2010/feb/11/local/la-me-arabic12-2010feb12

http://articles.latimes.com/2010/nov/27/local/la-me-theweek-20101128

http://articles.latimes.com/2010/nov/24/news/la-trb-tsamonday-20101123

·        Students will transfer their research into a PowerPoint presentation that includes facts, pictures, court cases, and citations to articles that they have researched.

·        Students will defend a position in favor of either individual rights or public policy on Fourth Amendment within their PowerPoint oral presentation.

·        Students PowerPoint presentation will consist of at least 15 slides and the oral presentation will last at least 10 minutes.

 

 

The Resources

Political Cartoons Dealing with amendments

·       http://www.stus.com/stus-category.php?cat=CAS&sub=CPR

·       http://www.fas.org/irp/crs/RS21203.pdf

·       http://www.justice.gov/archive/ll/highlights.htm

·       http://articles.latimes.com/2010/jan/13/nation/la-na-terror-privacy13-2010jan13

·       http://articles.latimes.com/2010/feb/11/local/la-me-arabic12-2010feb12

·       http://articles.latimes.com/2010/nov/27/local/la-me-theweek-20101128

·       http://articles.latimes.com/2010/nov/24/news/la-trb-tsamonday-20101123

 

 

Evaluation:

Student PowerPoint and oral presentation will be evaluated using the following rubric:

 

Earned a Grade of  4

q          Shows thorough understanding of the topic

q         Addresses all aspects of the task

q         Shows ability to analyze, evaluate, compare and contrast issues

q         Richly supports topic with relevant facts, examples, and details

q         Shows ability to analyze, evaluate, compare and contrast issues

q         Richly supports topic with relevant facts, examples, and details

q         Presents a strong and well organized “ case”

 

 Earned a Grade of 3

q         Shows a good understanding of the topic

q         Addresses all aspects of the task

q         Shows ability to analyze, evaluate issues

q         Includes relevant facts, examples, and details, but not support all spects

          of the “case”

q         Presents an organized “case”

 

Earned a Grade of 2

q         Presents satisfactory understanding of the topic                   

q         Addresses most aspects of the task

q         Able to analyze issues and events, but not in depth

q         Uses some relevant facts, examples, and details

q         Presents “case”, but not very organized

Earned a Grade of 1

q         Shows little understanding of topic

q         Attempts to address topic, but uses vague and/or inaccurate  information

q         Uses little facts, examples, or details

q         Cannot present an acceptable “case”

 

 

Standards:

Social Studies

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 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

 

 

The Conclusion: 

You have discussed, analyzed, researched, and compared the current and historical issues dealing with the 4th Amendment protection against unreasonable search and seizure.  You have choosen a stance on the issue of individual rights vs. public policy and incorporated this into a PowerPoint and oral presentation.