Introduction
Task
Process
Evaluation
Conclusion
Task
Process
Evaluation
Conclusion
Welcome! Congress has
approved my nomination and you
are now a United States Supreme
Court Justice! Your first job is to
decide on the case of Snyder v.
Phelps Applied to Student Loan
Flash Mobs. Best of luck!
Need help? Email me at cbrown05@bellarmine.edu.
Introduction
Process
Evaluation
Conclusion
As members of the United States Supreme Court,
you and your fellow Justices will make a decision on
the case of Snyder v. Phelps Applied to Student Loan
Flash Mobs, a case regarding the rights afforded to
citizens by the First Amendment. You will use the
internet to research precedent cases as well as the
meaning, interpretation and enforcement of the
First Amendment. Finally, you will create a
presentation of your decision to be delivered by
your group: the Supreme Court.
Introduction
Task
Evaluation
Conclusion
Click on the gavels
to go through each
step. Each student
must complete
Steps 1-3. Step Four
will be done with
your group.
Introduction
Task
Process
Note: Each student must participate in
the presentation! You will turn in your
Journal activities from this WebQuest.
They will count towards your Overall
Participation Grade in this class.
Conclusion
Introduction
Task
Process
Conclusion
Introduction
Task
Process
Conclusion
Introduction
Task
Process
Evaluation
Congratulations! You have
made your first official
Supreme Court ruling. You
have successfully
interpreted the First
Amendment. What you
have decided will now
become a precedent for
laws in the future.
Can’t get enough of the Supreme
Court? Click here to visit the US
Courts website! Learn more about
the US Court System and get
prepared for our next lesson!
Introduction
Task
Evaluation
Conclusion
Watch the video. In your Journal, answer
the following:
1. What (in your own words) does the
First Amendment mean?
2. Who does it protect?
3. What does it protect?
Introduction
Task
Evaluation
Review each of the case files to your left.
Click on the microphone to find out what free
speech really means. In your Journal, create a
3x3 table that answers each of the following:
1. How might it appear that the First
Amendment was violated?
2. How might it appear that the First
Amendment was not violated?
3. What did the Supreme Court rule?
Conclusion
Introduction
Task
After you have read the case of Snyder v. Phelps
Applied to Student Loan Flash Mobs, complete
the following in your Journal:
1. Was Ms. Anderson’s speech protected under
the First Amendment?
2. Support your decision with two key points
from the case.
3. Support your decision by citing a precedent
case or using the “What Does Free Speech
Mean” website.
Evaluation
Conclusion
Click here to read the case!
Introduction
Task
Evaluation
Conclusion
• Take five minutes to argue your ruling with your fellow Justices.
• Use your notes from the previous activities in your Journal.
Deliberate • Take additional notes if necessary.
Vote
Create
• Each Justice casts one vote.
• Was Ms. Anderson’s speech protected by the First Amendment?
• Majority rules!
• Create a presentation that explains your Supreme Court ruling and why the Justices (your group) voted that way.
• Options: PowerPoint; Prezi; Digital Story; Oral Speech; Poster
Introduction
Task
Process
Evaluation
Conclusion
Core Content
12th Grade
Government
Objectives
1.
2.
Accommodations
1.
2.
3.
Printed versions of the
WebQuest are available.
Student buddies are available
for reading/writing help.
Alternative goals and
assessments can be made.
3.
4.
Students can list the rights
under the First Amendment.
Students can interpret
why/why not an example of
speech is protected under
the First Amendment.
Students can argue the
interpretation of the First
Amendment through group
collaboration.
Students can create and
deliver a presentation to the
class that demonstrates their
interpretation of the First
Amendment in a court case.
Chelsey Brown
cbrown05@bellarmine.edu
1. SS-HS-1.2.1: Students will analyze
how powers of government are
distributed and shared among
levels and branches and evaluate
how this distribution of powers
protects the "common good" (e.g.,
Congress legislates on behalf of
the people; the President
represents the people as a nation;
the Supreme Court acts on behalf
of the people as a whole when it
interprets the Constitution).
2. SS-HS-1.2.2: Students will
interpret the principles of limited
government (e.g., rule of law,
federalism, checks and balances,
majority rule, protection of
minority rights, separation of
powers) and evaluate how these
principles protect individual rights
and promote the "common good.”