DYSART UNIFIED SCHOOL DISTRICT #89

DBQDocument Based Question

Student WebsiteForm B – Updated September, 2013

Student Name

School

Grade Level 12th Government Period

Date Prerequisites must be present to be graded

Teacher Name ScoreScored using the holistic rubric _________ (1-6)

1=FFB 2=FFB 3=APP4=Meets 5=Exceeds 6=Exceeds

Overview

DBQ Time Line:

■Day 1: Introduction of prompt and grading procedures/Document analysis/Notes/Trigger questions

■Day 2: Research/Share and discuss/Complete research charts

■Day 3: Research/Share and discuss/Complete research charts

■Day 4: Thesis formation/Graphic organizer

■Day 5: Rough draft including all citations/Peer review

■Day 6: Write final draft in blue or black pen ink

DBQ Scoring Guide:Task Suggested Points

Analyzing Documents /30Research Charts /50Graphic Organizer/Rough Draft /10Bibliography /25Speaking and Listening /10DBQ Final Essay /100TOTAL /225

Background Information

A Dysart student, Michael Joller, created a website using his personal computer. The website, which contained vulgar language, was very critical of the administration, teachers, and the school’s website. The site was never intended to be accessed at school. A friend learned of the website when the student allowed her to use his computer. In order to retaliate against him after an argument, she accessed Joller’s website during school time and showed it to the computer teacher. School administrators suspended Joller for ten days. The 10 days of suspension increased his number of unexcused absences to 18.5 days. The district had an absenteeism policy which dropped students’ grades in each class by one letter grade for each unexcused absence in excess of 10 days. As a result, Joller failed all of the classes in which he was enrolled that semester. In response, Joller filed a lawsuit challenging the suspension as violating his First Amendment rights.

PROMPTYou may choose to either represent the school district or the student in this case, to present oral arguments in front

of the Arizona State Supreme Court.

Oral Argument: A form of expression consisting of a coherent set of reasons presenting or supporting a point of view; a series of reasons given for or against a matter under discussion that is intended to convince or

persuade the listener.

For example, an argument by counsel consists of a presentation of the facts or evidence and the inferences that may be drawn therefrom, which are aimed at persuading a judge or jury to render a verdict in favor of the attorney's client.

http://legal-dictionary.thefreedictionary.com

Speaking and Listening Rubric – Collaborative Conversations, 9-12Collaborative Conversations

4 Exceeds 3 Meets 2 Approaches 1 Does Approach Standard

Preparation Seeks outside sources to gain insight

Readily shares resources with others

When appropriate makes strategic use of digital media to enhance understanding of findings

Preparation is evident, includes but not limited to: Identifies/highlights key

words and phrases Has notes of main ideas Includes outside sources When appropriate makes

strategic use of digital media to enhance understanding of findings

No Highlighting Skims text Very few notes, Some

misunderstandings of text and meaning.

Unprepared with text

unprepared with text does not recall or has not read text

No attempt was made to understand text

Questioning Has prepared several high level questions based on the text

Asks several higher level questions during discussion

Has prepared a variety of questions

Asks thoughtful questions during discussion

Is open to questioning

Has very few questions Asks very few

questions

Has not prepared questions

Does not ask questions

When questioned is unable to respond appropriately

Speaking Moves conversation forward

Speaks to all participants Thinks before answering Refers directly to the text Makes connections to

other speakers Considers all options Offers insightful

contributions Uses appropriate and

academic language all of the time

Builds on other’s comments

Prompts others to make comments

Comments often and encourages others

Addresses the issue, stays on topic

Reflects on the text often Responds to questions Respectfully considers all

opinions Offers interesting ideas and

makes preliminary connections

Uses appropriate and academic language most of the time

Builds on other’s comments

Emphasizes only own ideas

Addresses only teacher’s questioning.

Tends toward debate not dialogue

Ideas do not always connect

Comments neglect details of text. Only focuses on opinion

Only uses academic language a small portion of time

Disruptive or argumentative

Mumbles or is silent

Makes no connection to previous comment

Does not use appropriate academic language

Is engaged in another activity other than listening or speaking for clarification.

Listening Demonstrates effective listening skills (eye contact, nods, takes notes)

Writes down thoughts and questions

Builds on other’s comments

Questions for clarification when needed

Asks for clarification when needed

Develops clear understanding of speaker before making judgment, is reflective

Demonstrates effective listening skills (eye contact, nods, takes notes, body aligns with speaker).

Takes notes Asks questions for

clarification when needed Suspends judgment until

speaker is finished, No outside activity, only

listening

Rarely demonstrates effective listening skills (eye contact, nods, takes notes)

Loses track of conversation

May interrupt or judges other’s ideas without asking for clarification

May sporadically engage in another activity but stops and self regulates.

No effective listening skills demonstrated

Attempts to dominate

Interrupts speakers in middle of sentence

Repeats same ideas

No eye contact or is engaged in another activity rather than listening

Document A: Documents

Notes: Notes:

1. Which First Amendment protections might apply to expression on the Internet?

2. When and where should freedom of speech be protected?

3. Give three examples of what you can do at home on your personal computer that would qualify as Computer Tampering/Misuse per this school district’s policy.

4. Explain what this phrase means in your own words “using a computer or computer system to threaten, alarm, harass or cause another person to suffer substantial emotional distress;.”

5. What is the impact of Constitutional law on the Dysart Unified School District’s computer policy?

The First Amendment, 1791 of the U.S. Constitution

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 a grievances.

"First Amendment." LII. N.p., n.d. Web. 11 June 2012. <http://www.law.cornell.edu/constitution/first_amendment>.

Computer Tampering/Misuse is altering, damaging, deleting or destroying a computer, computer hardware or software; introducing a computer contaminant into any computer, or network; causing the disruption of a computer or network; using a computer or computer system to threaten, alarm, harass or cause another person to suffer substantial emotional distress; or using Dysart technology for uses outside of legitimate educational purposes.

-DUSD Student and Parent Handbookk,2011-2012

Document B: Table

Relevant CasesCase Date Significance/DecisionTinker V. Des Moines 1969 Students do not shed their rights at the schoolhouse gates; speech

must be a material and/or substantial disruption to the educational environment before administrators can suspend First Amendment rights to student free speech.

Bethel Sch. Dist. No. 403 v. Fraser

1986 Student’s lewd and indecent speech is not protected by First Amendment

Hazelwood Sch. Dist. V. Kuhlmeier

1988 Principals may edit student-generated newspapers unless the paper is viewed as a public forum.

Communications Decency Act (CDA)

1996 Policy passed to ensure vigorous enforcement of federal criminal laws and to deter and punish trafficking in obscenity, stalking, and harassment.

ACLU v. Reno 1997 Struck down the Communications Decency Act of 1996 as unconstitutional (except for Section 230); gave Internet the same free speech rights as print materials.

O’Brien v. Westlake 1998 School officials do not have the authority to regulate speech made by students off campus grounds.

Buessink v. Woodland 1998 School did not demonstrate that its actions were the result of anything more than the desire to avoid an uncomfortable situation.

J.S. v. Bethlehem 2002 Solicitations for money to hire a hit man to kill the algebra teacher created a disruption sufficient to create a substantial disruption of the educational environment.

K i r b y , E l i z a b e t h , a n d B r e n d a K a l l i o . " B l o g s : A N e w F r o n ti e r f o r S c h o o l D i s c i p l i n e I s s u e s . " L e g a l M e m o r a n d u m . 7 . 1 ( 2 0 0 6 ) : 5 . P r i n t .

Notes:

1. Based on the table above, and your prior knowledge, how have your rights to free speech in school evolved?

2. Which cases could you use to support your stance on the Joller case?

Document C: Document

Facts of the Case:

At a school-supervised event, Joseph Frederick held up a banner with the message "Bong Hits 4 Jesus," a slang reference to marijuana smoking. Principal Deborah Morse took away the banner and suspended Frederick for ten days. She justified her actions by citing the school's policy against the display of material that promotes the use of illegal drugs. Frederick sued under 42 U.S.C. 1983, the federal civil rights statute, alleging a violation of his First Amendment right to freedom of speech

Morse vs. Frederick, 2007

Majority and Concurring Opinion

Majority

The Court ruled 5-4 for Principal Morse, concluding that she did not violate the First Amendment by confiscating a pro-drug banner. To begin with, the Court quickly dismissed Frederick’s argument that this case did not involve school speech because Frederick was not at a school event. It emphasized that participation in the Torch Relay was approved by the school, monitored by teachers, occurred during school hours, and included performances by the school band and cheerleaders. Relying on its earlier decisions in the Fraser and Kuhlmeier cases, the Court explained that a public school student does not have the same rights that adults have in other settings and that the Tinker disruption analysis is not the only way to evaluate whether student speech can be limited. It said it was reasonable for the principal “to conclude that the banner promoted illegal drug use – in violation of established school policy – and that failing to act would send a powerful message to students in her charge, including Frederick, about how serious the school was about the dangers of illegal drug use.” In the end, it ruled that a principal may restrict student speech that is “reasonably” viewed as promoting illegal drug use.

Concurrence (Alito)In a brief concurrence, Justice Alito emphasized that the Court’s opinion only applies to speech advocating illegal drug use and that the opinion “does not endorse the broad argument . . . that the First Amendment permits public school officials to censor any student speech that interferes with a school’s ‘educational mission.’”

MORSE v. FREDERICK. The Oyez Project at IIT Chicago-Kent College of Law. 10 June 2012. <http://www.oyez.org/cases/2000-2009/2006/2006_06_278>.

Morse vs. Frederick, 2007

Dissenting OpinionThe dissenting justices stated that the Court’s ruling “does serious violence” to the First Amendment. Based in part on Tinker, they argued that a school should not be permitted to punish a student for expressing a view with which the school disagreed. They said Frederick’s banner was a “nonsense” message and that he simply wanted to get on television. Because most students “do not shed their brains at the schoolhouse gate,” the banner would not actually persuade students to use illegal drugs. In the end, the dissenting justices concluded that Frederick’s First Amendment rights were violated because his speech did not incite students to use drugs nor did it willfully interfere with the school’s educational programs.

1. Why does the court believe that speech outside of school disrupts the education setting and can be restricted by school personnel?

2. At what point does a school’s authority stop and your personal rights begin?

3. What is meant by the quote “students do not shed their rights at the schoolhouse gate?”

4. What can people assume about the message represented in this picture?

Document Based Question: Research Chart Research /General topici.e., contributions of classical Rome and Greece, design and architecture…

Site found or bibliographic infoi.e., URL, author, title of book and date of publication, …

How did you use this site:Resource gave no new information that I could use.As a guide for former research.As a direct source of information

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Suggested Siteshttp://www.oyez.org/ - US Supreme Court Multimedia archivehttp://www.aclu.org/free-speech/student-speech - ACLU page on Student's Rightshttp://www.splc.org/ - Student Press Law Centerhttp://www.firstamendmentschools.org/ - First Amendment Schools http://thefire.org/ - Foundation for Individual Rights in Education

Major Resources Used ChartResource used Information Gained : Show the quote, facts, ideas, or paraphrase that you will you in your

responseInclude the number of the resource or the URL from above

quote, facts, or paraphrased ideas.

PROMPT:

On the lines provided below, list vocabulary words that you will use to answer the above prompt. Look back on the documents to trigger your thoughts. These are words that you will potentially use in your essay.

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You have been hired by either the school district or the student in this case to present oral arguments in front of the Arizona State Supreme Court. A good oral argument presents the strengths of your case, the strengths of

your opposition, and how (based on the facts) the court should rule in this case?

Pre-Writing - BrainstormingList the pros and cons of your argument

Pros Cons

Pre-Writing - Graphic Organizer

Introduction:Describes the situation; defines the issue and basic terms that the essay will discuss

Thesis StatementYou can follow this pattern:(Noun) should (action)

Argument 1:Why is my claim (the one you make in the Thesis Statement) a good one?What reasons can you give to support my idea?You may have so many details to talk about that just one argument takes a very long paragraph or more than one paragraph. The argument ends with a strong claim.

Argument 2:A totally different reason for my thesis statement. The paragraph(s) end again with a strong claim.

Counterargument/Rebuttal: A direct statement of what the imaginary “enemy” might say. What challenges the argument?This is countered with facts, definitions and justifications.

Conclusion:Again, this may be more than one paragraph. It comes back to the arguments; Aristotle, in The Rhetoric, says a good writer should do this in the conclusion: "make the audience well-disposed towards ourselves and ill-disposed to our opponent."  One way to achieve this is to explain the benefits for the audience if they accept your view.  It's a good opportunity to make inferences or predictions. This writing can really challenge people's views.

Holistic Rubric – Grades 3-12SCORE POINT 6

Response is sophisticated and skillful in written communication, demonstrated by exceptional clarity, focus, and control in

development and organization that often shows insight.

in-depth and/or creative exploration of the topic using rich, relevant, and credible details.

a strong, perhaps creative, beginning, and a satisfying conclusion.

specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning.

intentional and committed interaction between the writer and the reader.

effective and/or creative use of a wide range of conventions with few errors.

o insightful with no historical errors.o makes original and specific connections

using resources.o uses background knowledge for all support

content.o thesis is prompt-driven and fits seamlessly

in opening paragraph.o relies on a variety of the documents and

includes outside resources, all of which are cited correctly

SCORE POINT 5

Response is excellent and skillful in written communication, demonstrated by clarity, focus, and control in topic

development and organization a balanced and thorough explanation

of the topic using relevant details. an inviting beginning and a satisfying

sense of closure. a broad range of carefully chosen

words crafted into phrases and varied sentences that sound natural.

awareness of the reader and commitment to the audience and topic.

effective use of a wide range of conventions with few errors.

o accurate, may contain only minor historical errors.

o makes obvious connections using relevant resources.

o uses background knowledge consistently.

o includes clear thesis statement in the opening paragraph.

o appropriately relies on a variety of the documents and may use outside sources, all of which are cited correctly

SCORE POINT 4

Response is appropriate and acceptable in written communication, demonstrated by ideas adequately developed with a

clear and coherent presentation of ideas with order and structure that can be formulaic.

relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable.

a recognizable beginning and ending, although one or both may be somewhat weak.

effective word choice that is functional and, at times, shows interaction between writer and audience.

somewhat varied sentence structure with good control of simple constructions a natural sound.

control of standard conventions although a wide range is not used; errors that do not impede readability.

o accurate, may contain only minor historical errors.

o makes connections using some resources.

o uses background knowledgeo thesis statement is clear.o cites multiple documents correctly

SCORE POINT 3Response is inadequate in written communication, demonstrated by broad or simplistic ideas that are

understood but often ineffective. attempts at organizing that are

inconsistent or ineffective; beginnings and endings that are underdeveloped; repetitive transitional devices.

developmental details that are uneven, somewhat predictable, or leave information gaps; details not always placed effectively in the writing.

reliance on clichés and overused words that do not connect with the reader; limited audience awareness.

monotonous and sometime misused words; sentences may sound mechanical, although simple constructive are usually correct.

limited control of standard conventions with significant errors.

o Historically accurate but overly generalo loosely makes connections to some

resources.o uses background knowledge/facts with

some connections.o includes a thesis, though it is not very

clear.o cites multiple documents correctly

SCORE POINT 2Response is poor in written communication, demonstrated by overly simplistic and sometimes

unclear ideas that have insufficiently developed details.

sequencing of ideas that is often just a list; missing or ineffective details that require reader and inference to comprehend and follow.

missing beginning and/or ending. repetitive, monotonous, and often

misused words awkwardly strung into sentences that are difficult to read because they are either choppy or rambling; many sentences that begin with repetitive noun + verb pattern.

lack of audience awareness. little control of basic conventions

resulting in errors impeding readability.

o Contains multiple historical errorso loosely uses background

knowledge/facts with no connections.o includes a general topic statement, but

not a thesiso uses more than one document

correctly but relies on one document OR cites only one document

SCORE POINT 1Response is inferior in written communication, demonstrated by lack of purpose or ideas and

sequencing. organization that obscures the main

point. an attempt that is too short to offer

coherent development of an idea, if it is stated.

extremely limited vocabulary that shows no commitment to communicating a message.

sentences with confusing word order that may not permit oral reading.

severe and frequent errors in conventions.

o has significant historical misinterpretation.

o no apparent thesis or topic statement.CITATIONS are a pre-requisite for scoring.

Score: FFB 1-2 APR 3 Meets 4 EX 5-6

Final Response

The following prerequisites must be present in order for DBQ to be completed, turned in, and/or graded.

1. Blue or black ink pen2. Legible3. In essay Format 4. Documents and sources must be internally cited using MLA or APA format

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Work Cited/Bibliography Page You must use MLA or APA citation for all sources used in your essay. Use the following websites for information on how to cite sources using MLA or APA format: http://www.easybib.com/,

http://www.citelighter.com/, or http://owl.english.purdue.edu/owl/resource/747/01/ . Work cited pages include only those sources that have been cited. Bibliography pages include all sources used to gather information, even those that may not have been cited.

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Holistic Rubric – Grades 3-12SCORE POINT 6

Response is sophisticated and skillful in written communication, demonstrated by exceptional clarity, focus, and control in

development and organization that often shows insight.

in-depth and/or creative exploration of the topic using rich, relevant, and credible details.

a strong, perhaps creative, beginning, and a satisfying conclusion.

specifically and carefully chosen words that are skillfully crafted into phrases and sentences that enhance meaning.

intentional and committed interaction between the writer and the reader.

effective and/or creative use of a wide range of conventions with few errors.

o insightful with no historical errors.o makes original and specific connections

using resources.o uses background knowledge for all support

content.o thesis is prompt-driven and fits seamlessly

in opening paragraph.o relies on a variety of the documents and

includes outside resources, all of which are cited correctly

SCORE POINT 5

Response is excellent and skillful in written communication, demonstrated by clarity, focus, and control in topic

development and organization a balanced and thorough explanation

of the topic using relevant details. an inviting beginning and a satisfying

sense of closure. a broad range of carefully chosen

words crafted into phrases and varied sentences that sound natural.

awareness of the reader and commitment to the audience and topic.

effective use of a wide range of conventions with few errors.

o accurate, may contain only minor historical errors.

o makes obvious connections using relevant resources.

o uses background knowledge consistently.

o includes clear thesis statement in the opening paragraph.

o appropriately relies on a variety of the documents and may use outside sources, all of which are cited correctly

SCORE POINT 4

Response is appropriate and acceptable in written communication, demonstrated by ideas adequately developed with a

clear and coherent presentation of ideas with order and structure that can be formulaic.

relevant details that are sometimes general or limited; organization that is clear, but sometimes predictable.

a recognizable beginning and ending, although one or both may be somewhat weak.

effective word choice that is functional and, at times, shows interaction between writer and audience.

somewhat varied sentence structure with good control of simple constructions a natural sound.

control of standard conventions although a wide range is not used; errors that do not impede readability.

o accurate, may contain only minor historical errors.

o makes connections using some resources.

o uses background knowledgeo thesis statement is clear.o cites multiple documents correctly

SCORE POINT 3Response is inadequate in written communication, demonstrated by broad or simplistic ideas that are

understood but often ineffective. attempts at organizing that are

inconsistent or ineffective; beginnings and endings that are underdeveloped; repetitive transitional devices.

developmental details that are uneven, somewhat predictable, or leave information gaps; details not always placed effectively in the writing.

reliance on clichés and overused words that do not connect with the reader; limited audience awareness.

monotonous and sometime misused words; sentences may sound mechanical, although simple constructive are usually correct.

limited control of standard conventions with significant errors.

o Historically accurate but overly generalo loosely makes connections to some

resources.o uses background knowledge/facts with

some connections.o includes a thesis, though it is not very

clear.o cites multiple documents correctly

SCORE POINT 2Response is poor in written communication, demonstrated by overly simplistic and sometimes

unclear ideas that have insufficiently developed details.

sequencing of ideas that is often just a list; missing or ineffective details that require reader and inference to comprehend and follow.

missing beginning and/or ending. repetitive, monotonous, and often

misused words awkwardly strung into sentences that are difficult to read because they are either choppy or rambling; many sentences that begin with repetitive noun + verb pattern.

lack of audience awareness. little control of basic conventions

resulting in errors impeding readability.

o Contains multiple historical errorso loosely uses background

knowledge/facts with no connections.o includes a general topic statement, but

not a thesiso uses more than one document

correctly but relies on one document OR cites only one document

SCORE POINT 1Response is inferior in written communication, demonstrated by lack of purpose or ideas and

sequencing. organization that obscures the main

point. an attempt that is too short to offer

coherent development of an idea, if it is stated.

extremely limited vocabulary that shows no commitment to communicating a message.

sentences with confusing word order that may not permit oral reading.

severe and frequent errors in conventions.

o has significant historical misinterpretation.

o no apparent thesis or topic statement.CITATIONS are a pre-requisite for scoring.

Score: FFB 1-2 APR 3 Meets 4 EX 5-6