THE FOURTH AMENDMENT TO THE UNITED STATES CONSTITUTION

INTRODUCTION

Due Monday, May 17, 2010

Name:  _____________________________

The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

1.         Carefully read the text of the Fourth Amendment, which is set out above.  We will be living with it for a while. In the space provided below, break down the Amendment into its component parts – what are the rights that are secured?

2.         Research the Fourth Amendment and come up with a list of five issues that you find of particular interest.  List them below and prepare a separate typed discussion of why those five issues are of particular interest to you.  You will turn this in, and we will discuss a broad overview of the Fourth Amendment and your specific areas of interest in class.

            1.

            2.        

            3.

            4.

            5.

The Atlanta School’s Junior High, High School, and alumni all were represented at the Atlanta Opera’s April 27, 2010, performance of The Magic Flute.  The performance was enjoyed enjoyed by all – really!  The Center for Puppetry Arts provided the dragon , Papageno’s birds, and other various and sundry animals; Masonic symbolism pervaded the hall, and the tongue-in-cheek approach to Mozart’s final and usually somber opera resonated with our sophisticated and cultured TAS audience!

The Atlanta School 9th Grade arrived in D.C. on Friday to a chili dinner provided by our most hospitable and gracious hosts – Bernie and Bill Schaeffler.  We are staying in their 9th-floor condo overlooking the Potomac, the Washington Monument, the Capital – need I go on:  it is an awesome vista!  We’ve only been here for two full days, but they’ve already been packed with activity.  On Saturday we walked the Mall from the Jefferson Memorial at the Tidal Basin to the Lincoln Memorial all the way to the Washington Monument and the Smithsonian, where they were having a huge Earth Day festival.

Yesterday (Sunday), we drove to Gettysburg and saw the stage for the battle that was the beginning of the end of the Civil War.  We were able to pull from our experience in U.S. History and the Ken Burns Civil War documentary as well our U.S. Literature reading of The Killer Angels.  Today it’s off the Museum of Natural History, armed with Bekah Ward’s scavenger hunt, then to the Holocaust Museum, and then for dinner on the Chesapeake Bay at the home of one of my childhood friends, the son of our current hosts, to watch the sunset and reflect on the day.

We discussed factoring. Bring notebooks Monday and the sheet from Friday. Be ready to answer questions about the process, I may choose to grade your understanding. This means — look over the sheet and understand how the answer you got is right. Or email me questions.

We will be using the distributive property too.  Someone please inquire in class how that is included in this exercises.