ED

431, Teaching Social Studies in the Elementary School

Winter 2013, Monte-Sano & Stull

Instructional Planning Template for the Document-Based Lesson Sequence Revised 4.5.13
Your names:
Grade level and school:
Title of lessons:
Teaching date(s) and time(s):
Estimated time for lessons: Over how
many days will you teach this lesson? How
much time each day?
Overview of lessons: Provide a short
description of the lesson (3-4 sentences).
Include the central question you are
addressing in the lesson.

Context of lesson: Briefly explain how the

lessons align with what would come before
and after it.

Background research: Include all sources

you referenced in creating this lesson. In 1-2
paragraphs, describe what background
knowledge you learned that will help students
to get a more complete understanding of the
primary sources and topic.

OVERVIEW & CONTEXT

Carl Baird
Bach Elementary, 5th Grade
DBL: First Amendment Rights in School
N/A
2 Days, 45-50 Minutes/Day

In this lesson students will study three primary historical documents to

learn about the First Amendment to the Constitution. Students will explore
the central question, should students have the right to free speech in
school? To do this, students will participate in a discussion about their
background knowledge of these topics, and will then transition into a
reading inquiry in which they will practice the strategy of contextualizing.
The two documents students will read during the inquiry portion of this
lesson are two excerpts from the majority and dissenting opinion statements
from the 1969 Tinker v. Des Moines court case. On the second day of this
lesson, students will practice writing an opinion statement that gives their
response to the central question.
This lesson is somewhat out of context for this group of students because
they have just completed a unit on the early colonization of North America.
However, this group of students studied the Constitution and the Bill of
Rights in fourth grade. Students will soon be transitioning into a unit on
how the colonies were governed, and eventually, how and why the United
States government is set up. This lesson will therefore provide me with a
baseline assessment about what my students know about the Constitution
and the Bill of Rights before moving on to these other lessons.
Source 1: First Amendment to the Constitution
Source 2: Majority Opinion Statement from Tinker v. Des Moines Court Case
Source 3: Dissenting Opinion Statement from Tinker v. Des Moines Court
Case
In preparing for this lesson, I learned a lot about the Tinker v. Des Moines
case, particularly about the auspices under which each side of the case made
their arguments. This case, undertaken in 1969, concerned the wearing of
armbands by students hoping to protest the Vietnam War. The principle of
the Des Moines high school suspended these students for not following the
schools dress code. Those students argued that this action went against
their first amendment right of the freedom of speech and to petition the
government and took their case to court. The majority ruled that the actions
of the school and its administrators was in fact unconstitutional, whereas the
dissenting side argued that schools should have more leeway in terms of
how to discipline their students to maintain order in schools.

ED 431, Teaching Social Studies in the Elementary School

Winter 2013, Monte-Sano & Stull

Central question:
Specific learning goals: 3 goals
which relate to the content, reading
practices, and writing practices in the
lesson.
1. Students will be able to
participate in a discussion about
why the Bill of Rights was needed
and how it affects our daily lives.

2. Students will be able to state the

main topics addressed in the First
Amendment.

LEARNING GOALS
Should students have the right to free speech in school?
Connection to state social studies
standards & the Common Core
*Note: These learning goals align well
with CCSS requirements for reading and
writing. These are also included below.
5 U3.3.7 Describe the concern that
some people had about individual rights
and why the inclusion of a Bill of Rights
was needed for ratification. (C)

5 U3.3.8 Describe the rights found in

the First, Second, Third, and Fourth
Amendments to the United States
Constitution.
CCSS.ELA-Literacy.RI.5.1 Quote
accurately from a text when explaining
what the text says explicitly and when
drawing inferences from the text.

Connection to activities (specify

whether this learning goal pertains to
Part I, II, and/or III of the lesson
sequence)
Part I. Students will engage in a
discussion to review why the
Constitution and Bill of Rights were
ratified. This will help students to
transition into a discussion about the
first amendment.
Part of this standard will be addressed
in parts I, II, and III of this lesson. That
is, students will engage in discussions
about the first amendment and how it
related to the Tinker v. Des Moines
court case, as well as how this
amendment affects our daily lives.

3. Students will be able to work

with a partner to relate the first
amendment a historical issue using
the reading strategy of
contextualizing.

5 P3.1.1 Identify contemporary public

issues related to the United States
Constitution and their related factual,
definitional, and ethical questions.
CCSS.ELA-Literacy.RI.5.2 Determine
two or more main ideas of a text and
explain how they are supported by key
details; summarize the text.

This standard will be addressed in parts

II and III of this lesson. Students will
analyze the two sides of the Tinker v.
Des Moines case, and will share their
opinions about how the first
amendment is related to contemporary
issues.

CCSS.ELA-Literacy.RI.5.3 Explain the

relationships or interactions between
two or more individuals, events, ideas,
or concepts in a historical, scientific, or
technical text based on specific
information in the text.
4. Students will be able to apply
what they have learned from a
reading inquiry to a written
opinion statement and will be able
to use evidence from those
readings to support their
argument.

5 P3.1.3 Give examples of how conflicts

over core democratic values lead people
to differ on contemporary constitutional
issues in the United States.
CCSS.ELA-Literacy.W.5.1 Write opinion
pieces on topics or texts, supporting a
point of view with reasons and
information.
CCSS.ELA-Literacy.W.5.8 Recall relevant

This standard, like the one listed above

it, will be addressed in parts II and III of
this lesson. Students will be asked to
share their thoughts about other
contemporary issues that are debated
with regards to the first amendment.
Ex) Modern hate groups are still able to
protest in public places.

ED 431, Teaching Social Studies in the Elementary School

Winter 2013, Monte-Sano & Stull

information from experiences or gather

relevant information from print and
digital sources; summarize or
paraphrase information in notes and
finished work, and provide a list of
sources.

Type of assessment

Informal reading assessment

focused on the reading practice
in your lesson
Exit Slip (given at the end of
the first days lesson).

More formal, summative

assessment focused on the
central question and the
writing practice in your lesson
Final draft of a written
opinion statement (conducted
on second day of this lesson).

ASSESSMENTS
Connection to learning goals: 2-3 sentences explaining how this assessment addresses the
learning goal(s) you identify above. Be sure to have an assessment for each learning goal (it is
possible to address multiple learning goals with one assessment).
During Part II of this lesson, students will be assessed on their ability to interpret an
excerpt from the majority and dissenting opinion statements from the Tinker v. Des
Moines court case. I will circulate the room and ask questions to each pair of students as
they read and analyze these documents using the contextualizing strategy. My students
answers to these questions will help me to evaluate the progress being made towards the
learning goals 2&3 (listed above). Additionally, students will be asked to fill out an exit
slip at the end of the Reading and Inquiry portion of this lesson. This exit slip will ask
students to respond to the following three questions:
1) By reading these two documents about the Tinker v. Des Moines court case, what
have you learned about what was happening in the late 60s?
2) The Tinker v. Des Moines case was taken all the way to the Supreme Court. Why
do you think this happened? In other words, why was this case not debated only
in a local or state court?
3) Which argument do you think is better: the Majority Opinion Statement or the
Dissenting Opinion Statement? Why do you think so?
At the end of this lesson, students will be asked to respond to the central question in a
written opinion statement. They will be required to use evidence from the sources
analyzed in class as well as from their prior knowledge about the Constitution and the Bill
of Rights. This summative assessment will address the learning goals 2&4, listed above.
Goal #4 will be addressed more specifically because students will be asked to describe in
their opinion statements why the first amendment can be interpreted differently by two
parties that debate a common issue and will be required to describe why their side of this
debate has stronger evidence supporting it.

Anticipating student ideas, literacy

practices, strengths, and challenges:
Describe at least 3 ideas, strengths, and
challenges you anticipate students - as a group
or individual students - might have related to
the learning goal(s). Address what you learned
about students reading, writing, and content
understanding in your student interviews.

ATTENDING TO THE LEARNERS

The students in the classroom where this lesson (would) will be
administered are mostly strong writers. This group of students has
participated in social studies lessons that incorporate a lot of writing, but
have not had much experience writing opinion statements supported with
evidence. I anticipate that this group of students may struggle with some of
the political jargon in the three primary documents they will be reading,
thus learning goal 3 may be difficult. I realized this after conducting student
interviews with these documents, and have revised these documents to
shorten and simplify them. I also learned during my student interviews that
this class had learned about the Constitution and the Bill of Rights the
previous year. However, the students I talked to both expressed the concern
that they did not remember much about either of these topics. For this
reason, the Introduction and Background Knowledge portion of this lesson
may need to be extended.

ED 431, Teaching Social Studies in the Elementary School

Winter 2013, Monte-Sano & Stull

Making the content accessible to all

students: Describe how you will help ALL
students engage productively in the lesson.
This includes identifying assumptions made
during the lesson about students prior
experiences, knowledge, and capabilities;
making the representations, explanations,
and/or vocabulary accessible and meaningful
to all students; and making connections to
students personal, cultural, and social
experiences during the lesson, if appropriate.

Materials: List the materials you will need

and the materials the students will need.
Indicate which are attached. Also, include
primary source citation (title, author, the date
or time period in which it was created, and the
place where you found the image).

This classroom has two ESL students in it who may struggle with the
complexity of the political language being used in the primary documents in
this lesson. These students may also not have as much background
knowledge concerning the American political system, and should therefore
be encouraged to ask questions during the Introduction and Background
Knowledge portion of this lesson.
To ensure that all students have equal access to knowledge during this
lesson, the discussion portion and document analyses should be treated as
an explorative exercise. In other words, the instructor should avoid going
into too much detail about right and wrong answers involving the first
amendment. Likewise, students should be free to respond in their own
personal way during the writing portion of this lesson. To do this, students
should be instructed to include an example of how the first amendment
affects their daily lives.

INSTRUCTIONAL SEQUENCE
Primary Documents (Attached Below Lesson Plan)
Overhead:
First Amendment to the Constitution of the United States (Ratified
December 15, 1791)
www.archives.gov
Paper Copies, one for each student pair:
(Excerpt from) Majority Opinion Statement of Tinker v. Des Moines Court
Case. Presented by Mr. Justice Fortas February 24, 1969
law.umkc.edu
(Excerpt from) Dissenting Opinion Statement of Tinker v. Des Moines Court
Case. Presented by Mr. Justice Harlan February 24, 1969
law.umkc.edu
Other Materials
Overhead Projector
Overhead Markers
Exit Slips (one for each student)
Constitution and Bill of Rights T-charts (one for each student-used in
Part 1 of this lesson for students to take notes)
Constitution Bill of Rights Overhead
Laptops (for students to write their final drafts of opinion statements)
List any materials needed for students with special needs here:
________________________________________________________

Time frame:
For each step,
indicate how
many minutes
you think it will
take and which
day the step will
take place on, if
the lesson is
spread over

Steps describing what the teacher and students will do/say:

Include steps of the lesson, as well as any assessments you will conduct.

Notes and reminders: Include

management considerations.

ED 431, Teaching Social Studies in the Elementary School

Winter 2013, Monte-Sano & Stull

several days (e.g.,

Day 1, 5 min.).
Part I, Introduction and Background Knowledge
List specific learning goal(s) for this part of the lesson:
Students will participate in a discussion about why the Bill of Rights was needed and how it affects our daily lives, and
will be able to state the main topics addressed in the First Amendment.
Describe in detail
the content you
will teach (or
describe it in the
background
research section.

In this part of the lesson, I will have my students engage in an open

discussion about the topics we have already covered with regards
to the Constitution and the Bill of Rights. I will ask students to tell
me what they know about the concept of freedom of speech.
Finally, I will tell them about the background to the Tinker v. Des
Moines court case.

Day 1
10 min

In the rows below, write how you will teach the background knowledge,
what you will do, what students will do, etc. Indicate how much time each
step will take.
Greet students & Elicit Student Background Knowledge about
the Constitution and the Bill of Rights.
Good morning ladies and gentlemen. I have just given you all two
sheets of paper. These are for you to use to take notes on the
discussion we are about to have about the Constitution and the Bill
of Rights. We will practice using these T-charts together.
Raise your hand if you have learned about the Constitution and
the Bill of Rights before. Now, keep your hand up if you think you
have a good understanding of what those two documents say.
Cold call on students with raised hands and ask them to share what
they know. Start with the Constitution, and then move on to the
Bill of Rights. After each student gives a response, ask the class to
describe if that persons point belongs in the left or right-hand
column of the T-chart handout.
Take a look at the (Constitution/Bill of Rights) T-chart. The left
column is for facts about what this document says or does. The
right column is for thoughts about how this document affects our
daily lives. Do you think the point _______just made should go on
the left or on the right?
Record student responses on T-Chart overhead
Questions to ask to improve the quality of this background
knowledge discussion:
1.
2.
3.
4.
5.

What does ____________say? What does it tell us about the

role(s) of government? What does ___________tell us about
what we can and cant do as citizens?
Does anyone have an idea of when ___________was written?
Why was ___________written?
Who wrote __________?
Did the same people write the Constitution and the Bill of
Rights?

Distribute Constitution and

Bill of Rights T-charts.
Note- Students may struggle
with answering these questions.
For this reason, be prepared for
this discussion to turn into an
instructional moment. Do this by
filling in the T-chart overhead
while students follow along.

ED 431, Teaching Social Studies in the Elementary School

Winter 2013, Monte-Sano & Stull

Day 1
10 min

Elicit Student Background Knowledge about the term, Freedom

of Speech.
Now that we have a better idea of what these documents say and
do, I would like to move on to a discussion about something that is
addressed in one of these documents. Who here has heard the term
Freedom of Speech?
Cold call students and ask the following questions:
1.
2.
3.
4.

1-2 min

What does having the freedom of speech mean to you?

How does this term relate to the two documents we just talked
about?
Do we still have the freedom to say what we want if what
were saying hurts other people?
Can you think of any places in the United States where you
might not have the freedom of speech? Where might you not be
allowed to say what you want?

Note- cold calling in this lesson

should be treated as a method of
facilitating an open discussion. If
students are resistant to
participating in this way, these
questions can be asked to the
group as a whole. However, this
can lead to a handful of students
dominating the conversation.
Anticipated student response:
freedom of speech means I can
say what I want
Ask students to expand on this
thought:
How?
Why?

Transition into Reading & Inquiry Portion of Lesson

Alright ladies and gentlemen. Im really impressed by the
conversations weve been having. I think were ready to dig a little
deeper into these topics.

Part II, Reading & Inquiry

List specific learning goal(s) for this part of the lesson: Students will be able to work with a partner to relate the first
amendment a historical issue using the reading strategy of contextualizing. Emphasis should be put on students being
able to correctly interpret the language being used in these documents, and to connect the arguments being made in these
two statements to the first amendment.

In the rows below, write how you will model the reading practice that is related to your learning goal. What will you do and say?
Provide a script below for the modeling, or, indicate on the adapted text what you will say. Then describe how you will coach students
as they work on this reading practice with the second document. Indicate how much time each step will take.
Day 1
10- min

Introduce First Document and Model Reading with

Contextualizing Strategy
Today were going to analyze three documents to help us gain a
better understanding of what the Freedom of Speech is and how it
relates to our lives. A strategy that readers use when analyzing
historical texts like this is to contextualize what they are reading.
Who can describe for me what this means to contextualize while
reading?
Thats right! It is very important for us to put into context what we
are reading. We are able to better understand what a historical
document is communicating if we try to understand what was
going on at the time it was written.
Put Contextualizing Questions on overhead projector.
1. What else was going on at the time this was written?
2. What was it like to be alive at this time?

Note-Students may not have

read with this strategy before
and may not know what the
term contextualizing means. If
this is the case, explain that it is
important to keep the time
period in mind when reading a
primary source.

ED 431, Teaching Social Studies in the Elementary School

Winter 2013, Monte-Sano & Stull

3.
4.

What things were different back then? What things were the
same?
What would it look like to see this event through the eyes of
someone who lived back then?

These are some of the questions we can ask ourselves when

reading historical documents. These questions help us to put the
document we are reading into context.
I am going to read for you now our first document. Watch
carefully how I read, and how I think out loud about these
contextualizing questions.
Put Document 1 on Overhead
Our first document is the First Amendment to the Constitution of
the United States. This amendment is a part of the Bill of Rights,
which was ratified in 1791.
Read: Congress shall make no law respecting an establishment of
religion, or prohibiting the free exercise thereof.
This makes me wonder, the people who wrote this amendment
must have had a reason to make sure the government couldnt
impose a religion or to keep people from practicing their own
religionmaybe this is because the original colonists had
experienced religious persecution in Europe
Read: or abridging the freedom of speech, or of the press; or the
right of the people peaceable to assemble.
Now I might think, I wonder what things were different during
the time this was written. What people didnt have these rights
originally? I wonder, what might have happened to those people if
they spoke their minds?
Read: and to petition the Government for a redress of grievances.
Wow, that sounds kind of complicated. This makes me wonder,
what would it have been like to be one of the people who drafted
or ratified this amendment? Those people probably had
experiences in which they could not petition the government. I
wonder what the consequences would have been for protesting
something that the government was doing before this amendment
was made?

1 Min

Emphasize analysis of text for Key Ideas

Now that Ive dissected this Amendment, I need to look back and
identify the key ideas that it is conveying. Sothis document tells
me that the government cant stop me from practicing a
religionor speaking freelyor to gather as a groupor to
protest.
Does anyone have any questions so far?

Note: Students will likely relate

strongly to this point, seeing as
they have just finished a unit on
the early settlers. This unit
included discussions about why
some Europeans chose to leave
for the Americas (e.g. Desire for
Religious Freedom)
Note: Students may struggle
with vocabulary. It may help to
mention that abridging is like
going over something.

ED 431, Teaching Social Studies in the Elementary School

Winter 2013, Monte-Sano & Stull

15 Min

Introduce Tinker v. Des Moines Court Case & Release Students

to Read Documents 2 & 3
Before we look at the next two documents, I would like to give
you all a little bit of background information. Raise your hand if
you know some of the things that were going on in the world in the
late 1960s that involved the United States?
Cold call students, making sure to bring the conversation to the
Vietnam War.
In 1969, a group of students at Des Moines High School decided
that they wanted to protest the Vietnam War by wearing black
armbands to school. The principal at their school said that this was
against the schools dress code, and asked the students to remove
the armbands. The students however felt that it was their right to
protest the war, and refused to take them off. The principal had
these students suspended, which led to a court case that went all
the way to the Supreme Court.

Note: Introduce concept of

Majority and Dissenting
Opinion Statements

Distribute Documents 2 & 3 (Majority and Dissenting Opinion

Statements)
Put Contextualizing Questions on Overhead
With your table partner, read these texts and use the
contextualizing questions that you saw me use to analyze and
interpret these documents. Remember, these are not the only
questions you can ask to contextualize. I will walk around the
room, so please feel free to ask me any questions you have!
I will circulate the room and ask questions about the key ideas that
students are finding with their partners.

Describe the
informal
assessment of
reading you will
ask students to
do.

Now that you have had a chance to analyze and interpret these
two documents, I have an exit slip here for each of you. Please
respond to these questions as best you can and in cursive. Each
answer should be at least two complete sentences.
Distribute Exit Slips

Part III, Writing & Interpretation

List specific learning goal(s) for this part of the lesson: Students
will be able to apply what they have learned from a reading
inquiry to a written opinion statement and will be able to use
evidence from those readings to support their argument.
In the rows below, write how you will model the writing practice that is related to your learning goal. What will you do and say?
Provide a script below for the modeling, or, indicate on a graphic organizer what you will say. Then describe how you will coach
students as they work on this writing practice as they address the central question. Indicate how much time each step will take.

Day 2
5 min

Introduce Assignment: Opinion Statement

ED 431, Teaching Social Studies in the Elementary School

Winter 2013, Monte-Sano & Stull

Yesterday we had a chance to look at two excerpts from the

majority and dissenting opinion statements from the Tinker v. Des
Moines court case. This court case is a famous one because of how
strongly it related to how we interpret the first amendment. Today
we are going to practice writing an opinion statement about this
central question:
(Write central question on board)
Should students have the right to free speech in school?
Now, before you decide which side of this argument you are
going to take, I want you to ask yourself: Yesterday when we read
those two excerpts from the court speecheswhich argument was
stronger? In other words, what side of this argument has more
evidence supporting it?
Before I begin writing, I need to do two things. First, I need to find
pieces of evidence that support my argument.
Lets say I want to take the side of this argument that says that
students should not have full rights to free speech in school. Im
going to take a look at the dissenting opinion document to find
some evidence.

Day 2
10-15 Min

15-20 Min
for Drafting

Put document 2 on overhead and underline pieces of evidence to

include in my opinion statement.
Model how to outline an opinion statement
Now I need to outline my argument. What do you think I should
start with?
Write on whiteboard:
-Opening Statement
-My stance on the topic
-Evidence (x2 or x3)
-Acknowledgement of opposing view
-Conclusion

Explain why it is helpful to

include a description and
rebuttal of the opposing side.

Release Students to Outline Opinion Statements

Some students may finish their

outlines earlier than others.
Allow these students to begin
writing their drafts.

Now its your turn. Do you think students should have the right
to free speech in school? Keep an open mind when thinking about
which side of the argument to take. What if a person abuses
his/her freedom of speech and hurts other people with his/her
words?
Today I want you to outline your arguments. Then we will write
the first draft of our opinion statements.

Describe the
summative
writing
assessment &
how you will
introduce it, how

The summative assessment for this lesson is the final draft of the
opinion statement. This process may take 20+ minutes.
I have seen some fantastic outlines today. In fact, I have seen that
a few of you have started drafting your opinion statements. It is
time to put our efforts to fruition. You may quietly get up to get a

Assign computers for final drafts of

opinion papers

ED 431, Teaching Social Studies in the Elementary School

Winter 2013, Monte-Sano & Stull

much time you

will give, etc.

laptop from the cart. I will be circulating, so please ask me if you

need any help when writing your final drafts. When you are
finished, come see me and I will give you the OK to print your
work. I will be grading these opinion statements for three things:
1. Clarity
2. Evidence
3. Structure
4. Quality of Argument

Describe your
final wrap-up for
this sequence of
lessons.

Ladies and Gentlemen, congratulations on a fantastic job on these

opinion statements. I think we all learned a lot about the First
Amendment, and I certainly thought the Tinker v. Des Moines case
was interesting. I think we are ready to move on to a unit on the
early United States and how our government was formed!

Learning goal for self: State at least one

learning goal that you have for yourself, with
regard to your teaching. In other words, what
are you working on to improve your teaching
practice? If someone will be observing your
lesson, also think about what aspect of your
teaching you would like the observer to focus
on. This may or may not be the same thing as
the learning goals you have for yourself.
Preparing to teach this lesson: Describe the
things you did in preparation to teach this
lesson. For example: practiced the activity with
the actual materials, answered the worksheet
questions myself, thought through timing,
researched materials, etc. Also explain any
revisions you made as a result of practice
teaching with your peers.

Ask, what did you know about the

freedom of speech before? What do
you know now that you didnt
before? Did this discussion make
you think of any other modern
issues that relate to the freedom of
speech?

REFLECTION ON PLANNING
I would like to learn more about how to modify primary historical
documents. If I were being observed during this lesson, I would want the
observer to pay special attention to how I treat student questions and ideas.
So far my teaching persona has been largely based on exploring ideas and
subjects with my students. I think that this kind of inquiry will make this
lesson even more effective. In other words, some of the best teaching
moments in this lesson might not be those written in this lesson plan
instead, they might develop in the moment.
I practiced the modeling portion of this lesson with a group of my peers. I
practiced using the overhead to demonstrate how I would read the primary
documents and explained to them how I planned on administrating the
writing portion of this lesson. They helped me to see the strengths and
weaknesses of my modeling and of my plan for the writing part of this
lesson. As a result of their advice, I shortened one of my primary sources.
(Excerpt from Majority opinion from Tinker v. Des Moines)

** Attach the primary sources (adapted and original) and any handouts/worksheets you plan to use with the students.

ED 431, Teaching Social Studies in the Elementary School

Winter 2013, Monte-Sano & Stull

1st Amendment to the Constitution of the United States

(Part of the Bill of Rights)
Ratified December 15, 1791

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.

ED 431, Teaching Social Studies in the Elementary School

Winter 2013, Monte-Sano & Stull

Excerpt From the Majority Opinion Statement

From Tinker v. Des Moines Court Case
Given by Mr. Justice Fortas
February 24, 1969

As we shall discuss, the wearing of armbands in the

circumstances of this case was entirely divorced from
actually or potentially disruptive conduct by those
participating in it. It was closely akin to "pure
speech" which, we have repeatedly held, is entitled
to comprehensive protection under the First
Amendment.

ED 431, Teaching Social Studies in the Elementary School

Winter 2013, Monte-Sano & Stull

Excerpt From the Dissenting Opinion

From Tinker v. Des Moines Court Case
Given by Mr. Justice Harlan
February 24, 1969
I certainly agree that state public school authorities in the
discharge of their responsibilities are not wholly exempt
from the requirements of the Fourteenth Amendment
respecting the freedoms of expression and association. At
the same time I am reluctant to believe that there is any
disagreement between the majority and myself on the
proposition that school officials should be accorded the
widest authority in maintaining discipline and good order in
their institutions.

ED 431, Teaching Social Studies in the Elementary School

Winter 2013, Monte-Sano & Stull

Constitution T-Chart
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ED 431, Teaching Social Studies in the Elementary School

Winter 2013, Monte-Sano & Stull

Bill of Rights T-Chart

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