Senior Humanities with Matt Hughes
1st Amendment Video Project
Free Speech Forum Mini-Project
Street Law Mini-Project
Project Reflection:
The purpose of this project was to educate my class on our rights under the fourth amendment of the Constitution. During this project, we developed our knowledge of our rights with search and seizure, focusing especially on how those rights change when we enter school or get into our cars. After learning some content, we were released to pursue further information on one specific topic about our rights under the fourth amendment and to produce a project presenting the information we learned. These projects ranged from student-produced videos to brochures to rap songs and are currently being exhibited in the hallway of our school.
I chose to investigate a school’s right to discipline students based on their social media activity. This topic was appealing to me because social media is a new medium for student expression and I wondered where lines had been drawn for student rights involving their activity on social media sites such as Instagram and Twitter. I discovered that schools can discipline their students for their activity on social media, even posts that occur outside of school, if the post disrupts the orderly operation or healthy learning environment of the school. In order to inform my peers about their rights, I created a flyer summarizing these points and hung it up in the hallway of my school.
In the future, I would like to study the origins of these laws. I wonder if there was a specific case that prompted the formation of the laws and guidelines surrounding social media intervention in school. If I could do this project again, I would be interested in studying religion in school and reading the case that halted the recitation of the Pledge of Allegiance in public schools across America.
The purpose of this project was to educate my class on our rights under the fourth amendment of the Constitution. During this project, we developed our knowledge of our rights with search and seizure, focusing especially on how those rights change when we enter school or get into our cars. After learning some content, we were released to pursue further information on one specific topic about our rights under the fourth amendment and to produce a project presenting the information we learned. These projects ranged from student-produced videos to brochures to rap songs and are currently being exhibited in the hallway of our school.
I chose to investigate a school’s right to discipline students based on their social media activity. This topic was appealing to me because social media is a new medium for student expression and I wondered where lines had been drawn for student rights involving their activity on social media sites such as Instagram and Twitter. I discovered that schools can discipline their students for their activity on social media, even posts that occur outside of school, if the post disrupts the orderly operation or healthy learning environment of the school. In order to inform my peers about their rights, I created a flyer summarizing these points and hung it up in the hallway of my school.
In the future, I would like to study the origins of these laws. I wonder if there was a specific case that prompted the formation of the laws and guidelines surrounding social media intervention in school. If I could do this project again, I would be interested in studying religion in school and reading the case that halted the recitation of the Pledge of Allegiance in public schools across America.