DBQ Agenda Pick up your DBQ from the back cart.

DBQ AgendaPick up your DBQ from the back cart. 一Hook 五Bucketing 二Background Essay 六Thesis Development 三Understanding the 七Essay Outline Question / Pre-Bucketing 四Document Analysis 八Essay Writing

A DBQ for the second nine weeks. Should Schools Be Allowed to Limit Students’ Online Speech? When you get your packet, write your name and class period on the top line.

一 The Hook: (page 177)Free Speech or Disruption of the Learning Environment? • “Congress shall make no law… abridging the freedom of speech…” • However, the Supreme Court • has ruled on many occasions • that your freedom of speech • is not unlimited.

一 The Hook: (page 177)Free Speech or Disruption of the Learning Environment? • When the 1st Amendment to the U.S. Constitution was written affirming our freedom of speech, these did not exist. • After I read the each case study out loud, decide if the speech described should be allowed or limited. • You may discuss your answers with nearby students. no punishment needed punishment needed

一 The Hook: (page 177)Free Speech or Disruption of the Learning Environment? • Where do you draw the line? • Write one sentence that says your opinion on the limits of free speech. You may use these ideas to get you started: • Speech should be limited (or punished) when someone ________. • There should be no limits to free speech. • There should be no free speech.

一 The Hook: (page 177)Free Speech or Disruption of the Learning Environment? • These cases all have one thing in common: • none of them happened ON SCHOOL PROPERTY. • The Supreme Court’s current opinion on these types of cases is that students cannot be punished unless: • there is strong evidence the educational environment was disrupted • -or- • the safety and well-being of members • of school community was threatened.

二 Background Essay:Timeline Turn to page 181 and follow along with the pictures as we click through history.

二 Background Essay:Vocabulary (page 181) Skim the background essay for these words and use context clues and nearby students to come up with approximation definitions. You have 4 minutes. • cyberbullying • disrupting • First Amendment • freedom of speech

二 Background Essay:Vocabulary Check your definitions. Did you get close? Add as much as you need to from these definitions. • cyberbullying: repeatedly harassing, mistreating, or making fun of another person online while using cell phones or other electronic devices. • disrupting: throwing into confusion, interrupting • First Amendment: protects freedom of religion, press, speech, petition, and the right to assemble peacefully. • freedom of speech: the right to say or express in other forms whatever one wishes.

二 Background Essay:Listening (page 179) Please follow along with your finger as I read the background essay aloud. • cyberbullying: repeatedly harassing, mistreating, or making fun of another person online while using cell phones or other electronic devices. • disrupting: throwing into confusion, interrupting • First Amendment: protects freedom of religion, press, speech, petition, and the right to assemble peacefully. • freedom of speech: the right to say or express in other forms whatever one wishes.

二 Background Essay:Quickthinks DO NOT GET INTO YOUR GROUPS UNTIL I’VE READ ALL THESE INSTRUCTIONS! • Your group will be assigned for DBQ. This will not be negotiated. • 1st2nd4th5th6th

1st period, move into these groups. ZD, VG, DB HF, WT, SC AR, TB, MC JH, JB, ZE PS, DS, DR JR, LH, AF AW, DD Click here to continue to instructions.

2nd period, move into these groups. JSan, AM, JH EN, HD, SK CH, NP, KL BS, MH, KN DS, AB, VS JSau, GL, SS SA, DB, AS Click here to continue to instructions.

4th period, move into these groups. ML, DS, AHib EM, SB, DB IG, JS, HBe EH, ANix, AHey CG, HS, BR GT, CB, AS, HBri MC, ANo, CM Click here to continue to instructions.

5th period, move into these groups. NM, KV, DB DG, MH, MR DI, WL, SW TW, KH, CR KL, IA, AF YP, AH, TH RJ, AC Click here to continue to instructions.

6th period, move into these groups. AM, SD, IH BC, IP, DG EM, JH, IG SK, JE, GD CA, AE, AL NJ, CM, CR DR, RA AO, SB Click here to continue to instructions.

二 Background Essay:Quickthinks DO NOT GET INTO YOUR GROUPS UNTIL I’VE READ ALL THESE INSTRUCTIONS! • Re-read the background essay on page 179 together. • The group leader (the person whose birthday comes • up next) will start by reading the first paragraph. • Everyone in the group will then share their • first impression starting with the person • to the left of the group leader. • Everyone will write one of those • quickthinks in the margin of the DBQ.

二 Background Essay:Questions After reading, answer the background essay questions as a group. Turn to page 181 again.

二 Background Essay:Questions Check your work: do your answers have this information? • I will read the answers in the teacher’s guide out loud. • Please put a checkmark next to the ones that you feel you “got right.” • If you need to see the teacher’s guide, come see me later.

三 Understanding the Question (page 183) What is the analytical question asked by this mini-Q? What terms in the question need to be defined? Rewrite the question in your own words. • see title page • online: texting • and posting on Facebook aaa • Should schools be allowed to limit • what students text and post online?

三 Pre-Bucketing – 5 Buckets(page 183) Reasons to limit Reasons not to limit Reason #1 Reason #2 Reason #3 Limit Not Limit BECAUSE

Document number or letter ______ • Title of Document (if present) • Source (Where did the document come from?) 四 Document Analysis and Questions In the same groups as before, we will analyze the documents following the guidelines on the next slide. Let me know that the class is ready to move on by sitting quietly and staring at me. • Date of document • Author of Document • Primary Source • Secondary Source • Possible Author Bias / Point of View • What important facts can I learn from this document? • What inferences can I make from this document? • How does this document help answer the question? • Overall, what is the main idea of the document? • Analytical category (bucket):

四 Document Analysis and Questions • For document For document A B You must also answer the questions at the bottom of the page. group leader does a think aloud while reading for the benefit of the group. • have one person read each survey question and its answers out loud • For document For document C, D, F, G E triad read starting at the note and continuing to the end for the article • have the two non-group leaders each read a role in the political cartoon

Document A Document B British teachers were questioned for this survey, but we don’t know how many. Mr. Deutsch guesses about 1000. Cyberbullying “can be hugely damaging to the self-esteem, confidence, and reputation of victims” according to the ATL and Teacher Support Network in the UK. ATL is the Association of Teachers and Lecturers. 4,441 students surveyed Cyberbullying can be: harassment name-calling flaming (hostile, vulgar msgs) outing (posting private info) impersonation exclusion spreading rumors posting embarrassing pics (note that it is a crime to send sexually explicit images of persons under the age of 18.) Cyberbullies use the anonymity of the internet to bully when they might not in person.

Document C K.K. is referred to by initials because she is a minor. In lawsuits where you see initials, that means her or his identity is being protected since she or he is young. K.K.’s lawsuit also called her punishment “cruel and unusual,” arguing that her 8th Amendment rights were also violated. The court denied her claim since K.K. knew about the anti-bullying policy before she created the MySpace page.

Document D The principal said other 10 day suspensions were for bringing weapons or drugs. Cases so far suggest that if a student uses social media to make fun of teachers or administrators but does not make threats, a school has little grounds to punish the student. J.S. admitted that what she did was inappropriate. She clearly had the right to post on MySpace, but just because you can do something doesn’t always make it a good idea. This case and a very similar case were heard en banc by the same Court of Appeals on the same day. The other case (Layshock v Hermitage) was a 14-0 victory for the student. J.S. v Blue Mountain was also a victory for the student, but the final vote was 8-6. The dissenting justices voted against J.S. because they felt the student’s graphic language could be disruptive.

Document E Document F The ACLU works to extend rights to people traditionally denied rights in this country: people of color, women, lesbians, gay men, bisexual and transgendered people, prisoners, and people with disabilities. Some states have passed laws addressing cyberbullying. New Jersey has what is considered the toughest anti-cyberbullying law in the nation. There is no NATIONAL cyberbullying law (yet). Students post negative comments about teachers and administrators on social networking sites, create web sites that parody their teachers and administrators, and post negative comments on web sites like ratemyteacher.com. While many posts are disrespectful and may be insulting and hurtful to the educators who are targeted, whether such posts constitute cyberbullying is a controversial question.

Document G The letter in this document states schools are responsible for “harassment incidents about which it knows or reasonably should have known.” This is a difficult standard to meet, putting considerable pressure on schools to monitor bullying and cyberbullying. The American Bar Association wrote a letter 4 months later calling on schools to follow the letter in this document.

五 Bucketing – 5 ParagraphsPersuasive Letter or Speech (page 199) A, B C G Reasons to limit speech (recommended buckets) Reasons to not limit speech (recommended buckets) Widespread Problems Materially Disruptive Civil Rights Violation Doesn’t Affect Most Students and Teachers Not Very Disruptive Is Precious Right A, B D E

六 Thesis Development andRoad Map for limits (page 199) Widespread Problems Civil Rights Violation Materially Disruptive cyberbullying is a widespread problem Schools should limit students’ online speech because it is materially disruptive to the students being attacked schools have a legal duty to protect the civil rights of students, teachers, and administrators

六 Thesis Development andRoad Map against limits (page 199) cyberbullying doesn’t affect most students and teachers Schools should not limit students’ speech online because it is not very disruptive speech is a precious right Doesn’t Affect Most Students and Teachers Is Precious Right Not Very Disruptive

七 Essay Outline (page 201) • Grabber: • Remember, you are persuading the school board with your letter or speech. • How would you start talking to a group like the school board? That’s your grabber. • Background: • You can write a definition or the history of cyberbullying. • You can define what you mean by online speech. • You can mention famous court cases that help your side. • Restating the question with key terms defined: • Copy what you wrote for page 183, #3. • Thesis and road map: • Turn your chicken foot into a sentence (see next slide).

七 Essay Outline (page 201) students get injured Students should not jump in a bounce house after lunch time because students might throw up students might be late to class Students should not jump in a bounce house after lunch time because students will get injured, students will throw up their lunch, and students will be late to class.

七 Essay Outline (page 201) • Baby Thesis: • Schools should limit students’ online speech because ________. • Schools should not limit students’ online speech because ________. • Put the toes of your chicken foot in the correct blank. • Evidence (the evidence here is NOT TRUE, so don’t copy it): • 88% of students are cyberbullied every day (Doc A). • The Supreme Court rules that J.S. should be quiet (Doc D). • Argument: • Explain why your evidence proves your point. This should contain your opinions.

七 Essay Outline (page 201) • Conclusion: “Although” statement: • Write a sentence that brings up one good point of the opposite side. • For examples: (if you are for limits) Online speech should never be limited in the case of announcing buy one, get one free sales. (if you are for no limits) Online speech can be dangerous if you yell fire in a crowded chat room. • Conclusion: convincing restatement of the main idea and baby theses. • However, for the reasons above, students’ online speech (should / should not) be limited. [rewrite baby thesis 1] [rewrite baby thesis 2] [rewrite baby thesis 3] Remember, you are writing a letter. What does a letter end with?

七 Essay Outline (page 201) • Show me your outline when you are finished. • Once I have checked your outline, you may start writing.

八 Essay Writing Day – No Talking If you need assistance, raise your hand and wait for me to come to you. You may also come to the front table to scroll through this presentation for help on your outline. Good luck! ¡Buena suerte! がんばって!

ERROR END OF FILE If you have reached this slide, please decorate your DBQ folder. Every slide after this refers to another DBQ. The answers after this will be wrong for this DBQ.

DBQ Agenda Pick up your DBQ from the back cart.