Questions of the Day:  

1. How can knowing your rights protect you in the adult world?
2. What does the 4th Amendment Protect?  What are the limits of that protection?

Starter 3- Police Stops
Imagine…you are walking down Main Street and a law enforcement officer crosses your path.  She smiles, and seems nice.  She stops.  “How’s it going today,” she asks.

1. Is she allowed to stop you on the street?  Do you have to stay?
2. If she asks you questions, do you have to answer them?
3. What info do you “have” to provide for her about yourself?
4. Under what circumstances could she pat you down?
5. Under what circumstances could she search your pockets?  Your backpack/purse?
6. Under what circumstances could she arrest you?
7. Bonus:  What is the Miranda Warning?  Can you write it verbatim?

Fourth Amendment  (45 min)
Read it closely- what does it mean?  (Handout is on the docs page)

1. Summarize each of these in your own words.  Feel free to simplify the sentence structure!  Try it on your own first, then check with your partner.
2. On the reverse side, I have highlighted the difficult and important aspects of the text.  For each of the 7 phrases circled, use the blank areas to put these into your own words, and expand on what you think they refer to.  Try not to look it up right away – discuss with a partner or neighbor who might know the answer or have a different perspective (look it up then to verify your answers).  
3. Review 7 concepts as class, get key things on board.

KEY QUESTIONS for notes: 

1. WHAT does the 4th amendment protect?
2. WHO does the 4th amendment protect?                
3. The right of the people (citizens, under 18, undocumented immigrants)
4. WHAT does it protect people from?
5. WHAT does it mean to be seized?
6. WHAT is required for a legal search/seizure?

This amendment protects you from unlawful intrusion and/or violations of your privacy.

Reasonable Suspicion vs. Probable Cause  (60 min)
What’s the difference?  Brainstorm together. 
Read article here:  Probable Cause and Reasonable Suspiscion

1. Annotate
2. Define both RS and PC
3. Write:  Most important thing you didn’t know
4. Write:  One question you have
5.  Review as class

DEMONSTRATION:  Cop video of poor policing and analysis.  Watch, and we'll check our definitions.

EXCEPTION:  The Terry Stop

1. A brief detention of a person by police on reasonable suspicion of involvement in criminal activity but short of probable cause to arrest.
2. Without a warrant, probable cause, or the driver’s consent, police may not search the vehicle, but under the “plain view” doctrine may seize and use as evidence weapons or contraband that are visible from outside the vehicle. 

HOMEWORK:

1. Read:  When Can the Police Stop and Frisk You on the Street?  DUE:  Tuesday, 9/1/15.

Starter 2- Syllabus

1. What are you most excited about for Humanities this year?
2. What are you apprehensive/nervous about?  What can I do to help alleviate those fears?
3. What questions do you have?  List them!

Pair/share, try to answer each other’s questions.  Then come back as a whole class, I will answer any remaining questions.

Finish Class Constitution
Yesterday we talked about what we value as a class.  Today, we’ll be trying to make it a little more concrete.  Values mean nothing until the rubber hits the road.  Unless you show it in action, can you really say that you truly value it?

1. Values listed on boards
2. Students in pairs
3. We value __________, so we____________
4. Brainstorm together for a few minutes.  Then hit at LEAST 3 of the values on the board and finish the sentences!

Come back together, gallery walk.  Put a star next to the sentences that really stand out to you.  Lori will compile the top choices!

Guiding Questions:

1. Do we have a reasonable expectation of privacy?  If so, what's “reasonable?”
2. Is what Lori is doing even legal?
3. What questions do I need to ask around the legal issues of police search and seizure?
4.  What are the guidelines for our first mini-project?

Reasonable Expectation of Privacy: (5 min)

1. Now, some unlucky person's possessions are going to be seized and searched.  
2.  Is this even legal?  
3. While I rummage through an unsuspecting student backpack, we'll have a record keeper noting all things seized and searched. 

Privacy Rankings, Definition, Discussion (45 min)
On a scratch piece of paper, rate all searched/seized items in order from “least private” to “most private.”   
For added challenge, sprinkle in the following things also:

1. Your pockets
2. Photos on your ipod
3. Your backpack left open in the hallway
4. Your blood or urine
5. The pockets of your jacket left all day in your advisor's room
6. Your shoes
7. Your unlocked car in the parking lot

Done?  Work with the person sitting next to you.  Compare lists.  Where they generally different or the same? 

When you are done, use your partner to craft together a definition of “reasonable expectation of privacy.”  Make sure that you agree. 

Now, use your definition above to draw a line through your lists.  Above the line should represent things that do not have the reasonable expectation of privacy.  The items below the line should have this expectation. 

We'll compare lists together.  Be prepared to present your reasoning with your partner. 

Discussion (15 min)

1. Was that seizure and search justified in your perspective?  Why or why not?  
2. What do you think was “legal?”  Why?  
3. Illegal?  

Project Rollout: (5-10 min)

1. I'll hand out the miniproject and we'll do the same annotation exercise as with the syllabus.  
2. We will have the opportunity to table any questions before we move on.  
3. See the Documents page for the mini-project guidelines!

HOMEWORK:

1. Get syllabus signed, show it to me on MONDAY for 5 easy points!
2. Share a Google doc with me for Starters, unless you are one of my delightful Luddites who is handcrafting their starters.  :)
3. Peer Mentor Survey:  If you're interested in being a peer mentor to a freshperson, take the survey at the link here!

Set Up- Accept invite to Google Classroom, walk them through how to do the Starters. (5-10 min)

Starter 1.1- Choose one to respond to  (10 minutes)
Option 1:  Describe the last time you learned something of value.

• Where were you?  
• How did you learn it?  
• Where did the information come from, and what did you do with it?  

Option 2:  What is the most important thing in the world?  

•  Justify!  Why this, above other things?
• How do you connect to this—describe/explain.  
•  How can/do you use your role here as a student to pursue this? 

Pair/Share  (5 min)
Find a partner, share what you wrote, general thoughts.

Seminar (60 min)
We seminar for two reasons:  To get to know you and discuss big issues that underlie many of our daily decisions and behaviors, and to make our thinking visible.  In this seminar, we have two themes:  Integrity and Education, and Control.  The seminar is ungraded.

Class Values (40 min)
Group activity to determine our class values, and develop a shared agreement around those values.

HOMEWORK:
None!  Enjoy your first schooly night!