Analyzing Tinker v. Des Moines Dissenting Opinion

How does Justice Black use the structure of his dissenting opinion to enhance his argument in Tinker v. Des Moines?

• Starting with critique and shifting to precedents highlights inconsistency.

• Starting with analysis and shifting to disruptions emphasizes overreach.

• Starting with facts and ending with implications shows real-world impact.

• Starting with hypotheticals and ending with discipline warns of consequences.

Answer explanation

Justice Black uses a structure that begins with factual details, transitions to legal analysis, and concludes with broader implications. This progression reinforces his argument by connecting abstract principles to specific examples and their real-world consequences.

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ELA.10.R.2.1

How does Justice Black develop the central idea that the Court’s decision undermines school authority?

• By citing precedents that limit free speech in certain contexts.

• By describing the power shift from school officials to the judiciary.

• By emphasizing the disruption caused by student protests.

• By discussing the Tinker family’s motivations for protesting.

Answer explanation

Justice Black develops the central idea by arguing that the Supreme Court’s decision undermines the authority of elected school officials, transferring control to the judiciary. He reinforces this point through his critique of the decision and examples of how it affects school governance. Other options address related points but do not directly develop this central idea.

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ELA.10.R.2.2

What overall purpose is developed by Justice Black’s choice to include examples of classroom disruptions in his dissent?

• To show the Court’s decision harms educational authority.

• To argue that the protests violated students’ free speech rights.

• To prove that the armband protest was politically motivated.

• To demonstrate that the decision had no significant impact.

Answer explanation

Justice Black includes examples of classroom disruptions to illustrate how the Court’s ruling undermines the ability of schools to maintain order and authority. This supports his overall purpose of arguing against the decision by emphasizing its negative practical consequences. Other options misinterpret the intent or context of the examples.

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ELA.10.R.2.3

Why is Justice Black’s claim that the Court’s decision disrupts school discipline effective and valid?

• It uses examples of students ignoring school rules.

• It emphasizes the authority of elected officials.

• It cites the First Amendment’s free speech limits.

• It shows how protests harmed classroom learning.

Answer explanation

Justice Black supports his claim by providing examples of classroom disruptions caused by the armband protests. These real-world impacts make his argument about the decision’s effect on school discipline both effective and valid. Other options address different claims or supporting points that are not central to this argument.

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ELA.10.R.2.4

Which example of figurative language in Justice Black’s dissent contributes to a tone of concern?

• "Ushering in an entirely new era."

• "Wrecked the math lesson."

• "Transferring control to the Supreme Court."

• "Demonstrating mourning for U.S. soldiers."

Answer explanation

The phrase "ushering in an entirely new era" conveys Justice Black's concern about the far-reaching implications of the Court's decision. This figurative language creates a tone of apprehension, emphasizing his view that the ruling represents a significant and problematic shift in authority. Other options describe specific actions or consequences but do not contribute as strongly to the mood of concern.

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ELA.10.R.3.1

How does Justice Black use rhetoric to develop the idea that the Court’s decision undermines school authority?

• By using emotional appeals about classroom disruptions.

• By citing legal precedents to limit student expression.

• By contrasting the power of schools with that of the judiciary.

• By questioning the maturity of the protesting students.

Answer explanation

Justice Black uses rhetorical contrast by emphasizing the shift in authority from school officials to the Supreme Court, framing it as a problematic imbalance. This contrast highlights his concern about undermining local governance. Other options refer to elements of his argument but do not directly address how rhetoric develops the specific idea of diminished school authority.

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ELA.10.R.3.4

In paragraph 1, the text says, "Ordered to refrain from wearing the armbands in school by the elected school officials." Based on the root frain meaning "to hold back," in this sentence, refrain means:

• protest

• avoid

• permit

• remove

Answer explanation

The root frain, meaning "to hold back," indicates that the students were ordered to avoid wearing the armbands. The context supports this interpretation, as it refers to a directive to abstain from a particular action. The other options do not align with the meaning of "hold back" or the sentence’s context.

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ELA.10.V.1.2

In paragraph 1, the text says, "The Court’s holding in this case ushers in what I deem to be an entirely new era." In this sentence, what does ushers in most closely mean?

• prevents

• ends

• explains

• introduces

Answer explanation

The phrase ushers in means "to introduce or begin something new." In the context of the sentence, Justice Black is describing the Court’s decision as starting a new period in how school authority is handled. The other options do not fit the context of starting or initiating something.

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ELA.10.V.1.3