Inquiry Project
Nate Slack, Kaleigh Woolsey, Thomas Reusche
Inquiry Project
Driving Question: Should schools have the right to look through students’ electronic devices?
Persistent Issue: Privacy rights of students in school
Grabber and Introduction
Teacher will bring in an administrator/resource officer into class where they will then instruct students to get out their cell phones in order for them to search through. The administrator will then call students out into the hallway where they will search through their phone. In the hallway, the administrator, along with the teacher, will then inform the student that this was an experiment for a future project. This will allow the students inside the classroom to have time to talk to each other - assuming that they will discuss the situation. Then the student, teacher and administrator will then enter back into the room and explain the situation, ask questions and begin discussion.
Situation and Question: The administrator/teacher/school resource officer has requested students to hand over their phone so that they may search through it - making sure that students are not doing anything inappropriate on their phones. This includes, but not limited to, “sexting,” looking at inappropriate material, buying/selling drugs, bullying, on social media, etc. Students will be asked how they feel about that - whether they think that is fair or not. They will then be introduced to the driving question that will set up their future project: Should schools have the right to look through students’ electronic devices?
Culminating Activity
The project will take form in a debate between two sides - one side being for “Yes, schools should have the right to search students’ electronic devices” and the other side being “No, they should not have that right.” The teacher will assign opinions to each student thus splitting the class into two different sides. The teacher will then explain the project:
This debate will argue both sides to the driving question. Each group will be responsible for creating their own argument and defense of their opinion. To ensure everyone in each group participates, each student must do their own research, record it, and turn it into the teacher for participation points. The students will then use their research to collaborate and develop their argument. This can be done a number of ways - if available, the teacher can use a computer lab where the students can do research for the period. If not possible, the teacher can lecture on the Bill of Rights, as this will be important information that will, and should, come up in each argument. Their should be at least one day of lecture of the BoR and another day to research or develop. Should there be no way to research in class, then students must do their own research outside of class and come prepared to share and develop arguments with their team.
Criteria and Examples:
In the debate, each team should have:
Opening Statement: This should be brief and include the position of the group and a quick preview of the points that will back up the position.
Arguments and Research: This will be the largest portion of the debate. This should include specific reasons that support your claim/position. (This can include points like - safety concerns, individual liberty concerns, private property concerns, and other points that will support the claims) One group will present their findings WITHOUT INTERRUPTION (if there are interruptions from the opposing group, points will be taken off) and then the next group will present their findings.
Rebuttal/Questions: This will be the time where each group can respond to claims made by the other group, as well as time to ask clarifying questions. This is an important part of the debate as it will determine which group is more prepared and able to debate effectively.
Closing Statements: A quick statement that reiterates the group’s position and last attempt to persuade opponents to agree.
A quick example of a group’s content and argument could look like this:
OS: “We believe that in the educational environment, schools should have the right to search through students phones and devices. In school, these electronics can pose a threat to our ability to learn, as well as they also can be a safety concern to other students and faculty. Schools should be able to search phones as it can ensure safety of the student and others around him/her.
A&R: “According to _______, schools have the right to search property like lockers and cars on their property and electronic devices are an extension of property. By being able to access phone and other devices, schools can create safety measures that apply appropriately to the dangerous situation. In the case of bullying specifically, schools should be able to access our phones to get down to the issue at hand and limit anymore wrongdoing at the source and make decisions accordingly.” (This is an example of a single point that could be used in the argument).
R/Q: This section will be hard to grade outside of the actual presentation. It will be difficult for students to devise questions and defense beforehand. (The teacher may still ask to try to think of questions and defense beforehand and if they can come up with something, then they should write it down here)
CS: “As we have stated earlier, schools having this right is not merely for their enjoyment but for OUR safety. This right for schools is for students and their protection. We believe it is imperative that schools have this right as it can create a safer, more inclusive and conducive environment for learning.”
Rubric:
Individual Research: 1-10 points (All or nothing)
Written Group Research: 1-20
Must have all debate components: Opening/Closing Statements, Research and Arguments, Rebuttal/Questions
Must be typed up and cited, MLA format
Debate: 1-20
Must have all debate components:Opening/Closing Statements, Research and Arguments, Rebuttal/Questions
Speaker must be clear and concise, making good eye contact, loud voice
Arguments must be respectful but impassioned
More than two people must speak from each group
Audience: 1-5
Quiet and listening when others are speaking, no phones/laptops out
BE RESPECTFUL
Anonymous Peer Grades: 1-5
Rank each member of group - 1 being “little to no help” and 5 being “leading and helpful” (will only affect individual grades)
Total: /60
Additional Optional Activity: Another addition to the debate content: the students must draft their own law that allows/does not allow for the right to search through students phones. This law could highlight when/if schools can execute the electronic search, what grounds, and the subsequent punishments. (Also can be used after the debate due to the influx of information that could shape laws)