Angelo J. Pompano
This section will allow the students:
1. To gain a general understanding of the technology involved in closed circuit television.
2. To debate the benefits of closed circuit television as opposed to the invasion of personal privacy.
3. To understand the technology of video surveillance.
5. To understand that video technology has benefits but at the same time can have an effect on the privacy of individuals.
Field Trips
It is suggested that the class take a field trip to the Department of Traffic and Parking at 200 Orange Street to see the video monitors that watch traffic at several intersections in the city.
Another possible field trip is to visit one of the city schools such as Wilbur Cross High School or Career High School to see the video security systems employed at those schools.
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Assignment
Update the 4th Amendment to include video surveillance. (or write a new Amendment to the Constitution which protects the invasion of privacy by video surveillance equipment.)
Description:
This lesson is a culminating activity to be used after the students have read, discussed, and analyzed the 4th Amendment, Supreme Court cases and articles relating to the video surveillance and the 4th Amendment. It allows the students to become aware of the main ideas and importance of the 4th Amendment as it relates to video surveillance.
Grade Level: Appropriate for 8th grade
Goal: The purpose of the activity is to ask students to look critically at the 4th Amendment. Do they think it applies to video surveillance?
Objectives: By the end of the activity, the students will:
A: Be able to identify the main points of the 4th Amendment
B: Compare and contrast the language of the 4th Amendment to the rulings and determine if they apply to video surveillance
C: Evaluate the 4th Amendment in terms of importance to their daily lives.
Materials: Copy of the 4th Amendment, magazine articles on video surveillance
Procedure:
Step 1: Read the 4th Amendment. Read and Katz v. United States, and articles from the bibliography. Then using the Internet find related articles.
Grade 8 Content Standard 1.0
Reading
Before:
Establish a purpose for reading (in this case reading for information)
Skim and scan text for information.
Design questions to focus on the selection.
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Preview and predict what will be included
During:
Use graphic organizers, and note-taking techniques to organize information
Predict, reread, sequence, infer, paraphrase and ask questions
Construct meaning through initial understanding and interpretation
Compare and contrast selected texts
Expand general and specialized vocabulary through reading and writing
After:
Construct meaning by analyzing elaborating and responding critically.
Respond to materials read by demonstrating a critical stance.
Distinguish fact and opinion in non-fiction text
Step 2:
Inform the students that they will be role-playing a present day Constitutional Convention that must update the 4th Amendment to include video surveillance. (or to write a new Amendment to the Constitution which protects the invasion of privacy by video surveillance equipment.) Break the class into groups of 3 or 4 students and tell them that each group must write a version of the amendment. (For a variation, they might be assigned to write a law that adheres to the 4th Amendment and the doctrine of reasonableness but take into consideration modern day technology of video surveillance.)
Grade 8 Content Standard 2.0
Writing
Students will demonstrate strategic writing behaviors:
Apply writing strategies developed in previous grade levels.
Use standard English grammar, vocabulary, punctuation and sentence structures in writing
Select text forms to suit purpose and audience
Write to define, clarify and develop ideas and express selves creatively.
Expand vocabulary through word choices
Write in a manner that reflects focus, organization and coherence, using a variety of supporting evidence and elaborative details.
Write neatly and legibly an/or use technology for writing
Before:
Establish a purpose for writing.
Determine and plan for a specific audience.
Establish tone, theme, point of view, and type of writing.
Design questions that focus on selection to be written.
During:
Write first draft.
Use a wide range of words that convey meaning to expand vocabulary.
Plan and write revision
Elaborate on ideas, give examples and add originality to writing.
Check for logic, sequence, content, coherence, style, verb tense and format.
Use analytic rubric to assess and edit revised work for spelling, grammar, capitalization and punctuation.
Edit and write final draft
After:
Reread work to selves and others.
Exhibit and/or publish writing
Step 3: After the small groups have competed their task, bring the class back together. Each group then presents their proposed law.
Step 4: Give time for informal debate and discussion over the various proposed laws.
Step 5: The large group must formally debate and vote on the amendments they proposed.
Step 6: After the debate and vote hold a class discussion where the students are allowed to express their feeling as to how they felt about the activity.
Grade 8 Content Standard 3.0
Speaking
Students will demonstrate strategic speaking skills before, during and after speaking.
Before:
Establish a purpose for speaking.
Identify and plan for a specific audience.
Design questions to prepare for speaking.
Use graphic organizers that will organize information for speech.
Select focus, organization and point of view in an oral presentation.
Write speech in logical, sequential order.
List of relevant questions that might be asked and prepare responses.
During:
Demonstrate confidence and poise as a speaker.
Look at the audience.
Speak in a clear, audible voice.
Speak with appropriate inflection, tone, rate and volume.
Present speech in logical, sequential order.
Participate in group discussions by answering questions, responding to comments and by sharing ideas and concerns.
Use appropriate and meaningful gestures, expressions, props, etc.
Respond to audience questions, comments, verbal and non-verbal clues.
Demonstrate appropriate language of social interaction skills.
Demonstrate appropriate langue and literacy skills.
Demonstrate appropriate language and thinking skills.
Use Standard English in daily discussions and to communicate orally.
After:
Respond to audience questions, comments, verbal and non-verbal clues.
Reflect, use assessments and confer with others and plan improvement.
View selves as effective speakers.