First Amendment WebQuest

The Five Freedoms of the
First Amendment
“You Can't Put That on the Web!”

A Web Quest for Middle School Students

Created by:
Linda Callahan, Pamela Dear, Eileen Doyle,
Carolyn McElravy, Pat Ronalter and Rick Williams
Southern Connecticut State University
EDU 566, Summer 2002

Introduction

Task

Process

Resources

Evaluation

Objectives

Conclusion

The
First
Amendment:

Congress shall make no
law respecting an
establishment of religion,
or prohibiting the free
exercise thereof; or
abridging the freedom
of speech or of the
press; or the right of
the people peaceably
to assemble, and to
petition the Government
for a redress of
grievances.

Introduction

Religion

You and your classmates spent several weeks creating a web page for a class assignment, and now you have been informed by the technology coordinator at your school that it can't be published on the school's web site due to questionable links found on your web page. You are enraged because you feel your first amendment rights have been violated. You are aware that the First Amendment in the Bill of Rights extends “Freedom of the Press” to cyberspace. Unfortunately, the principal agrees with your technology coordinator.

However, you received an “A” on your project, and you and your classmates want to take action. Your teacher has arranged for your class to make a presentation to the Board of Education to defend your web page. Your class will have a stronger argument if you present all 5 freedoms: Religion, Speech, Press, Assemble and Petition, in your presentation to the Board of Education.

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The Task

Speech

Your task is to determine if the First Amendment guarantees your right to freedom of Religion, Speech, Press, Assemble and Petition. To do this, your group will make a presentation to the Board of Education. Your presentation will include a multimedia project plus at least one of the multiple intelligence activities listed in the process.

Your presentation must:

Convey your understanding of the origin of the First Amendment of the Bill of Rights of the Constitution of the United States.
Describe 3 to 5 historical examples illustrating an incident when “Your Freedom” was challenged.
Provide two specific examples demonstrating the impact “Your Freedom” has on your life.
Give a scenario demonstrating life as it would be if “Your Freedom” had not been included in the First Amendment.
Recount the findings of an interview with a town or elected official about “Your Freedom.”

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Process

Press

1. The class will be divided into 5 groups determined by the teacher.

2. Each group will be assigned "Your Freedom" - 1 of the 5 freedoms prescribed by the First Amendment of the Bill of Rights.

3. As you research “Your Freedom” of the First Amendment, you should complete a graphic organizer using the Inspiration software program or one of your own design.

4. To convey your understanding of The First Amendment:

a. You must include historical information that explains why the First Amendment was created and included in the Bill of Rights.

5. To illustrate the historical examples:

a. You must cite each challenge and your source(s).

b. You must give a brief explanation of the key points brought forth in each challenge.

6. When providing the examples of the impact “Your Freedom” has on your life you should:

a. Give elaborate details about the circumstances surrounding the impact “Your Freedom” has on your life.

7. Your scenario should include:

a. Setting
b. Character
c. Conflict
d. Plot
e. Resolution

8. The account of your interview with a town or elected official should provide:

a. The name of the individual interviewed

b. The date of the interview

c. The responses to the questions you asked.

9. Your presentation should include:

a. A multimedia product

b. One or more of the Multiple Intelligence activities below or one of your own design for which you have received approval from your teacher:

Type of Intelligence	Activity	Example/Suggestion
*Linguistic*	Oral or Written Report	Newspaper format; Pamphlet; Interview (Required)
*Logical-Mathematical*	Statistical Chart Cause and Effect Chart Categorizing	Computer generated graphs or charts within multimedia presentation
*Spatial*	Visual Aids Representation	Scrapbook, Photo Essay, Mural/Allegory, Map(s), Graphic Organizer (required)
*Bodily-Kinesthetic*	Hands-on Learning Drama Sports Dance	Video Of: Mock Trial Live Demonstration Debate
*Musical*	Musical Interpretation	Song, rap or rhyme set to music & recorded into presentation
*Interpersonal*	Working with other people	Video Of: Mock Trial Live Demonstration Debate Interview
*Intrapersonal*	Looking within yourself to produce the presentation	Presenting ideas in journal format simulating each character's experience
*Naturalist*	Nature study, ecological awareness, care of animals	Include current ecological concerns in your presentation

Keep in mind that it is easy to turn some of the above activities into multimedia presentations by video taping the activity or writing or scanning your creation into a Power Point presentation.

10. As you precede through each step of the process, you should check the Evaluation Rubric

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Resources

Assemble

There are many aspects of the Bill of Rights and the First Amendment. In addition, a great deal of information and resources are available on this topic. The purpose of this bibliography is to provide a starting point for research on the topic of this Web Quest, "The Five Freedoms of the First Amendment." The resources listed below are intended to assist you. It is not comprehensive; it is a doorway to lead you to additional research.

The print and non-print materials included in the bibliography should be available in your School or Public Library Media Center. The web sites identified were active as of July 25, 2002.

Encyclopedias

Non-Fiction Print

Non-Fiction CD-ROM

Non-Fiction
Videocassette

Web sites

Fiction

Encyclopedias (print and CD-ROM format) Encarta. Microsoft, 1999.
· The student will find an article outline, related articles, web links, web searches, multimedia, time line and much more. (Please note that the format of this source is CD-ROM.)

The New Encyclopaedia Britannica. Britannica Macropaedia, 15th edition
Encyclopedia Britannica, Inc., Chicago, 1994.
· This source is geared to students who wish to do an in-depth analysis of the topic. There is a table of contents on the first page of the entry to guide the student to needed information. At the end of each article, there is a lengthy and helpful bibliography.

The World Book Encyclopedia. World Book, Inc., Chicago, 2002.
· The content of the encyclopedia is readable and understandable for middle school students. This is an excellent source of information on the topic and can be used as a springboard. In addition to factual information, the student will be provided with related articles. This section is particularly helpful if the researcher wants to narrow down the topic. In addition to cross-references, an outline and a bibliography is included.
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Non-Fiction (Print Format) Burgan, Michael. The Bill of Rights. Minneapolis, MN: Compass Point Books,
2002.
· The history and the content of the Bill of Rights are examined. The book consists of text, illustrations, glossary, timeline, and additional resources.

Fallon, Shannon Leitgh. The Bill of Rights: What It is, What It Means, and How
It's Been Misused. Irvine, California, Childrens Press, 1996.
· The book examines each of the amendments included in the Bill of Rights. Also, as the title implies, it states what the Bill of Rights is, what it means, and how the Bill of Rights has been misused.

Farish, Leah. The First Amendment: Freedom of Speech, Religion, and the
Press. Berkeley Heights, N.J.: Enslow, 1998.
· The history of the Bill of Rights is described in the book. In addition, present day examples are included that discuss the violation of rights outlined in the First Amendment.

Fritz, Jean. Shh! We're Writing the Constitution. New York: G.P. Putnam's
Sons, 1987.
· This book contains the full text of the Constitution. It describes how the Constitution was ratified. Illustrations are also included.

Johnson, Linda Carlson. Our Constitution. Brookfield, Connecticut: The
Millbrook Press, 1992.
· The history of the origin of the Constitution is described in this book. The book includes a timeline of events from the Magna Carta to the ratification of the twenty-first amendment.

Katz, William and Gaughran, Bernard. The Constitutional Amendments. New
York: Franklin Watts, Inc., 1974.
· The twenty-six amendments to the Constitution are explained.

Krull, Kathleen. A Kid's Guide to America's Bill of Rights: Curfews, Censorship,
and the 100-Pound Giant. New York: Avon, 1999.
· This book is on the Bill of Rights. The ten amendments to the Bill of Rights are explained. The author conveys the topic in a humorous style. The author utilizes examples and cases to illustrate the application of the amendments and the rights they guarantee.

Lindop, Edmund. The Bill of Rights and Landmark Cases. New York: Franklin
Watts, 1989.
· This book includes landmark cases pertaining to the Bill of Rights. In addition, each of the five freedoms is explored.

Maier, Pauline. The Declaration of Independence and the Constitution of the
United States. New York, Bantam Books, 1998.
· The book includes the text to the following documents: the Declaration of Independence, the Constitution of the United States, and the Bill of Rights.

Meltzer, Milton. The Bill of Rights: How We Got It and What it Means. New
York: Thomas Y. Cromwell, 1990.
· The history of the Bill of Rights is traced in the book. In addition, it includes present day challenges to each of the amendments.

Monk, Linda R. The Bill of Rights: A User's Guide. Alexandria VA: Close Up
Pub., 2000.
· The book includes the history of the first ten amendments of the Constitution of the United States. In addition, stories are presented of individuals who fought to keep the amendments alive and working.

Nardo, Don. The Bill of Rights. San Diego: Greenhaven Press, 1998.
· This book contains excerpts from original documents pertaining to the Bill of Rights. It also includes from the original debate the pros and cons over the necessity for a Bill of Rights.

Prolman, Marilyn. The Story of the Constitution. Chicago: Children's Press,
1995.
· The book describes the process of the drafting of the Constitution of the United States. Illustrations are also included.

Stein, R. Conrad. The Bill of Rights. Chicago: Children's Press, 1995.
· The book explains the Bill of Rights, and the rights each amendment is intended to protect.
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Non-Fiction (CD-ROM Format) United States Supreme Court. CD-ROM Interactive Multimedia: Full Text
Decisions of the United States Supreme Court. St. Paul, MN: InfoSynthesis,
1998.
· This is an interactive CD-ROM that includes searchable Supreme Court decisions. It. includes the following documents: the Constitution, the Declaration of Independence, and the Federalist Papers.
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Non-Fiction (Videocassette Format) Bill of Rights at School. Videocassette. Time Warner, 2001.
· The video examines students' rights at school and in public. It discusses how and why these rights are different.

Rights and Responsibilities. Videocassette. 1997
· The videocassette presents the freedoms and rights included in the Declaration of Independence, the Constitution, and the Bill of Rights. It explains what needs to be done in order to protect the rights presented in the documents.

Shh! We're Writing the Constitution. Videocassette. Produced by Weston Woods,
1987.
· The videocassette is based on the book, Shh! We're Writing the Constitution, written by Jean Fritz. It describes the story of how the Constitution was ratified. By viewing the video, the student becomes familiar with the personalities of the founding fathers.

United States Bill of Rights and Constitutional Amendments. Videocassette.
Produced by Full Circle Entertainment, 1999.
· This videocassette is from the Just the Facts Learning Series. This video covers the first ten amendments of the Constitution, the Bill of Rights. The video gives present day examples to help the student understand the language included in the Bill of Rights. In addition, examples from the past are used to give the history and the purpose of the Bill of Rights. Additionally, the video integrates different styles such as illustrations, old film clips, present-day film clips, explanation by experts, etc.

United States Constitution. Videocassette. Produced by Full Circle
Entertainment, 1999.
· This videocassette is from the Just the Facts Learning Series. The video examines the Constitution. It integrates different presentation styles such as illustrations, old film clips, present-day film clips, and explanations by experts.
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Web sites Bensguide – a short explanation of the Bill of Rights

First Amendment Cyber Tribune (FACT) – includes court cases on each of the five freedoms

Censorship and Challenges – learn about freedom of speech

The Constitution at Work – includes articles for and against different first amendment issues

School Prayer - learn about freedom of religion as it impacts school prayer

Exploring First Amendment Law – includes court cases on many first amendment issues

The Constitution in Our History – click on the Protection of Free Speech icon

Rock the Vote – gives the two sides to the issue of freedom of speech

Kidspeak – take a quiz to test your censorship IQ
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Fiction

A great way to understand the concepts of the five freedoms is to read or listen to stories about young people confronted with challenges to their freedoms. Here are some recommended titles:

The Landry News by Andrew Clements, New York: Aladdin Paperbacks, 2000
This is the story of Cara Landry who publishes a school newspaper and is surprised to see that her words may cost her teacher his job.

The Landry News is also available on audiotape by Listening Library, 2000, unabridged, 2hrs. 30 mins. Read by Andrew McCarthy.

The Trouble with Mothers by Margery Facklam, New York: Avon, 1991
Luke’s mother has written a book that certain members of the community want to have banned.

The Day They Came to Arrest the Book by Nat Hentoff, New York: Laurel Leaf Books, 1982
A group of students and parents want to have the book The Adventures of Huckleberry Finn removed from George Mason High School because they view the book as racist, sexist and immoral.

Memoirs of a Bookbat by Kathryn Lasky, SanDiego: Harcourt Brace, 1994
8th grader Harper’s parents are on a crusade to ban books, however, Harper loves to read those same books that her parents are challenging.

A Small Civil War by John Neufeld, Atheneum Books for Young Readers, 1996
A family takes opposing sides over the removal of the book The Grapes of Wrath from the 10th grade curriculum.

The Last Safe Place on Earth by Richard Peck, Delacorte Press, 1995
Todd's family moves to a new home and encounters a fundamentalist family who are overly concerned with religion and censorship.
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Evaluation

Petition

The Five Freedoms of the First Amendment
"You Can't Put That on the Web!"
Assessment Rubric

	Needs Significant Revisions	Improvement Possible	Meets/Exceeds Requirements
Graphic Organizer	Ideas are not clearly defined or labeled Disorganized	Most ideas are clearly defined and labeled Organization developing	All ideas are clearly defined and labeled Organization is logical, clear
Historical Background	Incomplete - few or no details included Lacks any understanding of historical background of the First Amendment Inaccurate - information is inconsistent with historical fact	Mostly complete - some details and elaboration included Lacking full understanding of historical background of the First Amendment Accurate - information is consistent with historical fact	Complete - details and elaboration demonstrate thorough understanding of historical background of the First Amendment Accurate historical information
Historical Examples	Less than 3 relevant challenges Lacking key points from each challenge Name of each challenge missing Sources not cited	3 relevant challenges stated Key points not clearly stated or summarized Name of each challenge included Sources cited incorrectly	3 or more relevant challenges included Key points clearly stated and summarized Name of each challenge included Sources cited correctly
Personal Connections	One or two examples provided - neither is relevant Weak connection made between yourself and "Your Freedom"	Two examples provided, one is not relevant Acceptable connections made between yourself and "Your Freedom"	Two relevant examples provided Strong connections made between yourself and "Your Freedom"
Life without Freedom	Scenario contains less than 3 of required elements: o Setting o Characters o Conflict o Plot o Resolution	Scenario contains 3-4 of required elements: o Setting o Characters o Conflict o Plot o Resolution	Scenario contains all of required elements Scenario is creatively depicted; engages the audience
Interview	Missing 2 or more: o Name of interviewee o Date of interview o Interview ques./answers Interview does not contribute to the understanding of "Your Freedom"	Contains 2: o Name of interviewee o Date of interview o Interview ques./answers Parts of the interview contribute to the understanding of "Your Freedom"	Contains all 3 required elements Entire interview contributes to the understanding of "Your Freedom" Interview questions show insight and careful planning
Multimedia Presentation	Is incomplete or sloppily prepared Does not engage audience Does not contribute to the audience's understanding of "Your Freedom"	Is awkward or needs more refinement to make it smooth and fluent Does not engage audience throughout the entire presentation Contributes somewhat to the audience's understanding of "Your Freedom" Some elements of the presentation detract from the overall effectiveness of it	Is polished and fluent Engages audience throughout the entire presentation Contributes significantly to audience's understanding of "Your Freedom" Contains creative elements that enhance its overall effectiveness
Multiple Intelligence Activity	Does not contribute to the multimedia presentation	Contributes somewhat to the multimedia presentation	Significantly contributes to the multimedia presentation Demonstrates creativity and thoughtful planning
Mechanics	Significant spelling and/or grammatical errors	Some spelling and/or grammatical errors	No spelling or grammatical errors
Group Dynamics	Demonstrated significant difficulty working together. Little or no effort made to resolve conflicts	Worked to resolve conflict although not always successfully.	Successfully resolved conflicts enabling the group to work together to complete project

The Five Freedoms of the First Amendment
"You Can't Put That on the Web!"
Assessment List

Element	Points Possible	Points Earned
1. Graphic Organizer - All ideas are clearly defined and labeled; organization is logical, clear.	5	_____
2. Historical Background - Details and elaboration demonstrate thorough understanding of historical background of "Your Freedom." Historical information is accurate.	10	_____
3. Historical Examples - 3 or more relevant challenges included. The key points are clearly stated and summarized. The name of each challenge is stated and sources are cited correctly.	15	_____
4. Personal Connections - Two relevant examples of "Your Freedom" within your life are explained. A strong connection is made between yourself and "Your Freedom."	10	_____
5. Life without Freedom - The scenario contains all of the required elements: setting, characters, conflict, plot, and resolution. The scenario is creatively depicted; engages the audience.	15	_____
6. Interview - Contains all 3 required elements: name of interviewee, date of interview, and the interview questions and answers. The entire interview contributes to the understanding of "Your Freedom." The interview questions show insight and careful planning.	15	_____
7. Multimedia Presentation - Is polished and fluent. It engages the audience throughout the entire presentation and contributes significantly to the audience's understanding of "Your Freedom." It contains creative elements that enhance the presentation's overall effectiveness.	20	_____
8. Multiple Intelligence Activity - Significantly contributes to the multimedia presentation and demonstrates creativity and thoughtful planning.	15	_____
9. Mechanics - No spelling and/or grammatical errors	5	_____
10. Group Dynamics - The group successfully resolved conflicts enabling the members to work together to complete the project.	5	_____
Total:	115	_____

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Objectives

Connecticut State Department of Education
Social Studies Curriculum Framework
May 1998 Program Goals:
Students in Grades K-12 will:

demonstrate knowledge of the structure of United States and world history to understand life and events in the past and how they relate to one's own life experience;
describe the relationships among the individual, the groups and the institutions which exist in any society and culture;
demonstrate knowledge of how people create rules and laws to regulate the dynamic relationships of individual rights and societal needs; and
demonstrate an understanding of how ideals, principles and practices of citizenship have emerged over time and across cultures.

K-12 Performance Standards Content Standard 1: Historical Thinking
Educational experiences in Grades 5-8 will assure that students:

examine data to determine the adequacy and sufficiency of evidence, point of view, historical context, bias, distorion and propaganda, and to distinguish fact from opinion;

analyze data in order to see persons and events in their historical context, understand cuasal factors and appreciate change over time;

examine current concepts, issues, events and themes from historical perspecives and identify principle conflicting narratives or interpretations of historical events; and

develop written narratives and short interpretative essays, as well as other appropriate presentations from investigations of source materials.

Content Standard 2: Local, United States and World History

demonstrate an in-depth understanding of major events and trends of United States history.

Content Standard 3: Historical Themes

describe the emergence of select governmental systems, principles and institutions.

Content Standard 4: Applying History

initiate questions and hypotheses about historic events being studied.

Content Standard 5: United Constitution and Government

describe means of conflict management, including negotiation, mediation, arbitration and litigation; and

describe how the public agenda is shaped by political leaders and parties, interest groups, the media, public opinion, state and federal courts, and individual citizens.

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Conclusion

The first amendment is definitely an important aspect of the Bill of Rights. It enables us to choose the religion of our choice, speak freely about any subject, and criticize, question and protest the actions and power of our government on all levels. Now that you have a firm understanding of the First Amendment, it is your job to make sure that you are heard and to let those in charge of our government know that you expect to be heard.

Stay in tune with our government, and remember it was voices of our past fellow Americans that inspired the creation of this amendment. They expect you to utilize it!
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Credits

Armstrong, Thomas. Multiple Intelligences in the Classroom. Alexandria, Virginia:
Association for Supervision and Curriculum Development, 2000.

“Bill of Rights.” DamChicago.com. 28 July 2002.
<http://www.damchicago.com/ bill-of-rights-01.html>.

“Constitutions Around the World: The Case of Religion.” National Constitution
Center. 28 July 2002. <http://www.constitutioncenter.org/
sections/work/2a.asp>.

Internet Assigned Numbers Authority. April 16, 2002. 28 July 2002.
<http://www.iana.org/reports/pn-petition-02sep99.jpg>.

The Learning Educational Video & CD-ROM Distributor. 25 July 2002.
<http://www.libraryvideo.com>.

NARA U.S. National Archives and Records. 28 July 2002.
<http:// www.nara.gov/exhall/ powers/speech.gif>.

NETDOOR Members. June 13, 2002. 28 July 2002.
<http://www2.netdoor.com/~annrob/gallery4002.html>.

Service Networks ISP CON. 28 July 2002.
<http://www.ispcon.com/fall2001/showphotos/ hires/Conference.jpg>.

“Titlewave.” Follett Library Resources. 25 July 2002.
<http://www.titlewave.com>.

Welcome to the “Chuck Baldwin Live” Radio Talk Show Home Page. July 25,
2002. 28 July 2002. <http://www.chuckbaldwinlive.com/products.html>.

“www.freemedia.com." International Press Institute. 28 July 2002.
<http://freemedia.at/Srilankarticle.htm>.