...Gateway (Second Draft) Most of all of Supreme Court case from the time of Tinker V. Des Monies case have restricted the student rights of expression, student must be free to express themselves without unfair limits and the Tinker vs. Des Moines cases affirmed the rights of students to express themselves and the 1st Amendment prohibits laws that limit free expression. The case of Tinker v. Des Monies was rather a simple one. The case of whether the first amendment applied to students or just adults. The students argued that they should be allowed to wear armbands to display their praise for the people of the dead during the war. The staff thought this shouldn’t be allowed, mostly because of their influence of their actions might disrupt the learning environment of the class and (possibly) the school. This is understandable. They only wanted was best for the students. Although they are doing this for the best for the students, isn’t this a little restricting? Yeah sure, they don’t want the students to form a riot, but not allowing them to express their feelings from the war by not letting them wear arm bands, worse case not allowing them to return until they didn’t wear it? That’s the reason why the case was started in the first place. This could be avoided if they were allowed to wear the armbands in school…to a certain extent that is. Besides, this could be the exact reason why a riot might form, the restrictions is causing a stressful strain to the students and couldn’t...
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...Running head: Hazelwood vs. Kuhlmeier Hazelwood School District V. Kuhlmeier in APA style Wilkes University Abstract In 1982, the principal of Hazelwood High School deemed two articles submitted by students to be unsuitable for circulation in the school newspaper, and had the pages removed. Principal Renalds felt the content of the articles, which referenced teenage pregnancy and divorce, would disrupt the learning environment at the school and endanger the wellbeing of students. The students felt that their first amendment rights were violated, and filed a suit against the school district. The case eventually reached the United States Supreme Court, which ruled that as long as the school had “a substantial and reasonable basis (Brandsberg-Engleman et al., 2002).” in removing the pages from the newspaper, it did not offend the first amendment rights of the students. The students of Hazelwood High School have the opportunity to add journalism to their curriculum. Journalism I is an introduction to the profession, and completing the requirements of the class allows students to advance to Journalism II. One requirement and privilege for Journalism II students is the responsibility of producing and publishing the school newspaper, titled “SPECTRUM.” The main goal of this project is to familiarize students with the “legal, moral, and ethical restrictions imposed upon journalist within the school...
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...The issue of banning the Confederate flag in public schools is one that is intertwined with one of the most core issues of American politics: the delicate balance between liberty and equality. No matter your personal interpretations, there is no doubt that the Confederate flag has been used to symbolize some of the darkest race-driven ideologies in the history of the United States. Not only do public schools have the legal right to ban such a symbol, they have the moral duty to restrict it to protect all of their students. This flag represents a type of hateful speech that cannot be allowed in schools. One of the core issues of the banning of the Confederate flag in schools is that it can be seen as a restriction of the freedom of speech. However, this concern is a simple issue of context vs. content. A student cannot be stopped from displaying the flag in their own home, but to protect other students from discrimination, they can and must be reasonably limited in the context of a public...
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...that my lesson plans and curriculum are designed to fit the requirements of the New York State Standards and the Common Core, which also reflects my contribution as a teacher to the classroom. I have a strong understanding of student development and have been consistently recognized by my cooperating teacher and her administrators for the relationships I create with my students in conjunction to the functionality of the classroom. My purpose in the classroom is to create a free space where students can engage in critical thinking, making inferences and supporting their ideas and opinions with primary and secondary sources. I believe it is important to utilize up to date pieces of information to engross the student’s attention and participation in the classroom. Being that our students are technologically savvy I also believe it is important to incorporate technology into lesson planning. I am also fluent in Greek and am to communicate with students and parents from Greek-speaking households in hopes to promote their parents in the student’s education. In conjunction I make sure that I accommodate the ELL students by providing them the sources in both English and in their native language to ensure that all the students not only understand and comprehend the content but also be capable to draw their own ideas and thoughts from the sources. I believe that culture is a major factor in the classroom as well and it...
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...Federal system of government (i.e. how is it structured/how power is shared) • Layers of gov • Equal power • Distinct powers Powers of the federal government: delegated powers, implied powers (necessary and proper clause), and concurrent powers. • Delegated Powers: (expressed/enumerated powers) powers given to the federal government directly by the constitution. Some most important delegated powers are: the authority to tax, regulated interstate commerce, authority to declare war, and grants the president role of commander and chief of the military • Implied Powers: Powers not expressed in the constitution, but that can be inferred. “Necessary and proper clause” • Concurrent powers: powers shared by both levels of government. Ex: Taxes, roads, elections, commerce, establishing courts and a judicial system • Reserved powers: powers not assigned by the constitution to the national government but left to the states or the people. Guaranteed by the 10th amendment. Include “police power”-health and public welfare, intra-state commerce. Example of police powers: Gonzales vs Raich (2005) and California Medical Marijuana. The parts and relevance of the "Triad of Powers" • Interstate commerce clause • General welfare • 10th amendment – non-delegated powers go to the states Federalism between states (i.e. full faith and credit and privileges and immunities clause, original...
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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