We+The+Students

Amy Biehl High School McQuade/Daily/ Wehrli Civics, Fall 2009 “We, the Students” EXHIBITION GUIDE

The purpose of this project is to investigate a Supreme Court case as a way to explore the Follow the outline below for both the written component and your presentation (//in italics are components for the oral presentation only).// Keep in mind that the paper will be presented to your exhibition judges beforehand and should stand on its own. In other words, everything you know about this case, the EU and the EQ, should be incorporated in the paper, which will account for %60 of the exhibition grade.
 * Enduring Understanding**: **//At its heart every great legal conflict is a clash over values//** and to answer the **Essential Question**: **//What are my rights __and__ responsibilities?//** You will present a briefing and demonstrate your mastery of a Supreme Court case in a public exhibition (December 8-11).

USE THIS OUTLINE: A. Procedure. Trace the journey of case through all of the appeals and courts. B. Name the parties (people involved in the case) C. State the Facts of the case D. State the Constitutional issue(s) and the Amendment(s) involved. E. State the holding (the decision of the Supreme Court) F. Summarize both the majority and dissenting opinions. G. State your own opinion of the holding and explain why you think the court’s holding was well-founded **or not** and **//why//**. Explain **how** and the why these were important to the case**.** What are your rights and responsibilities? What does the case you’ve studied suggest about how individual rights and responsibilities could or should be balanced? How should we balance rights and responsibilities in general? statement (**your** perspective). How well does the Supreme Court do in terms of resolving issues where values clash? What have you learned about the branches of government, the Supreme Court, The Bill of Rights, etc? Tell the reader/audience where this project would go next if you were to continue. What new questions do you have? //Invite questions from the panel.// M || HMWK: Safford Case, annotate for Briefing, due Friday ANN: Bill of Rights Exam, Monday 11.16 Hand out Exhibition Guide T/W || An introduction to “We the Students” “Bong Hits for Jesus,” Briefing a Case || Th/F || Base/Expert Groups brief Safford Case, Majority and Dissenting opinions Reminder: Bill of Rights Exam, Monday ||
 * I. Introduction. ** //Identify yourself,// explain your purpose, and explain the outline (what will follow in the paper/presentation). When you finish the introduction, the audience/ reader should know what to expect from the paper/presentation.
 * II. Briefing the case **:
 * III. Identify the Amendment **and precedents (previous SC cases) involved.
 * IV. Address the Enduring Understanding and identify the values that are clashing **at the heart of this legal conflict . You might begin with the statement, “On the one hand, is ________________, on the other hand_____________”. You might continue with the statement, “These competing values can be balanced by_________________”. Be sure to elaborate and develop your ideas in detail. Use evidence, site examples and draw on current events to explain yourself and persuade your audience.
 * V. Answer the Essential Question **from **your own perspective**.
 * VI. Conclude ** by reflecting on what you’ve learned. Begin with a simple
 * Week #4 ** ** November 9 **
 * Guest Speaker, ACLU** BW ||
 * Guest Speaker, ACLU** RM

M || Bill of Rights Exam  postpone, waiting for publication? Selecting a case Computer Cart Looking at on line resources Begin with Briefing steps: B,C || T/W || Computer Cart Begin exhibition work, research || Th/F || Thursday ACT PLAN Exhibition workshop ||
 * Week #5 November 16 **

M || Exhibition workshop Computer Cart First Draft of Exhibition paper, due Monday, 11.13 || T/W || Computer Cart: Exhibition workshop || Th/F || No meetings, Thanksgiving || M || PowerPoint Talk Exhibition workshop || T/W || Exhibition workshop Volunteer Tutors? Computer Cart || Th/F || Exhibition workshop Computer Cart || M || Final draft of exhibition paper due (in triplicate) T/W || Th/F ||
 * Week #6 ** ** November 23 **
 * Schedule NOTE: Tue= Wed, Wed=Tue**
 * Week #7 Nov 30 **
 * Collect 1st Draft**
 * Week #8 December 7 **
 * No deadline extension** ||
 * Exhibitions ** ||
 * Exhibitions ** ||

NAME_______________________________ EXHIBITION PAPER RUBRIC Outline Elements: || Development, elaboration, support, evidence… **Paragraph composition**: Topic sentence, conclusion, and unity of the paper as a whole 1-5  ||    || I. Introduction || || X2 || II. Briefing the Case || || x2 || III. Amendment || || || IV. Values Clashing || || || V. Essential Question  || || x2 || VI. Conclusion, Enduring Understanding || || x2 || __ Full heading, single space, flush top right __ For your title use the formal Supreme Court case title //in italics// __ add page numbering, bottom center __ double space __ margins: 1.25” __ Font: TNR 12pt __ Capitalize: Supreme Court, First Amendment, Fourteenth Amendment || || ___Drop “I am Peter Rabbit” in paper Introduction. Use it in person. __ add dates __ Drop vague terms like: he, they, them, stuff, it, things __ Site text from the written arguments for majority and dissenting opinions to explain the rationale and reasoning of the Supreme Court __ Identify the Supreme Court justices…a majority and a minority author __ When you switch gears to talk about the EQ and EU, signal the reader. Provide a signal phrase or topic sentence. Try, “In terms of the ….” |||| Pretend that your audience members can’t read Your mind. Provide examples; make connections to Branches of Government, Fred Cruz, Bong Hits 4 Jesus, current events, etc. Slay the audience with your intellectual powers! __ Double check the outline to make sure **every** item is included __ Submit the first draft along with the final draft in __triplicate on Monday, Dec 8__ Total score: /60 || Demonstration scores, averaged from guest evaluator Rubric || /40 || Demonstration paper ||  /60  || TOTAL SCORE ||  /100  || Plagiarism will result in an “F”. If you have any questions about plagiarism or how to correctly cite quotations, it is your responsibility to seek help before you submit the paper.
 * Conventions:** Double space, font: TNR 12pt, margins 1.25” **Grammar**, spelling, & punctuation
 * MLA:** parenthetical citation, works cited page ||
 * MLA:** parenthetical citation, works cited page ||
 * CHECKLIST ITEMS: **
 * CHECKLIST ITEMS: **
 * ___ ** Elaborate, explain, and develop your ideas.
 * __ Briefing a Case __**__:__

A. Name and describe the parties (the people) involved.

B. The procedure Where did this case begin? Explain how the case got to the Supreme Court. Name all the courts (Federal, District, and Appellate) that were involved. What was the outcome of the case at each level (each court)?

C. State the basic facts (in other words, the facts that neither side disagrees on) What happened in the original case? Why are the two sides in court?

D. Describe the legal issue(s) involved. What Amendments are involved? What law or right is each side claiming should be upheld? Explain important technicalities. For example, in the Bong hits case, was this a school sponsored event, was the banner held up on school property, did the language of the banner promote drug use? E. State the holding (the decision of the court) What did the court decide? Identify the important justices (majority and dissent).

F. State the court’s reasoning and rationale Explain both the majority and minority opinions. Cite them. Why did the court decide the way it did? What was its reasoning?

G. Identify the amendment or precedent (previous Supreme Court case) involved.

Online Resources:

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The Cases You may team up with one or two students to brief a case and do your research. Keep in mind that your paper and presentation will be done individually. All of these cases involve students in some way. If you want to use another case that is not on the list, check with me first.

//West Virginia// //State// //Board of Education v. Barnette// 1968 Do students have the right not to say the Pledge of Allegiance?

//Texas// //v. Johnson// 1989 Do Americans have a right to burn the flag?

//Tinker v. Des Moines School District 1969 // Do students have the right to protest war at school? //Hazelwood// //School District// //v. Kuhlmeier// 1988 Can a school’s administration limit what its students write in school publications?

//Melton v. Young// 1972 Does a student have the right to wear the Confederate flag to school, even if it adds to racial tension? //Karr v. Schmidt// 1972 Does a haircut deserve First Amendment protection?

//Bethel// //School District// //v. Fraser// 1986 Is sexual innuendo free speech? //Goss v. Lopez// 1971 Due process and suspension

//Ingraham v. Wright// 1977 Corporal punishment (physical punishment in school)