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TheBillofRightsOverviewStudentswillgainanunderstandingoftherightsguaranteedtocitizensintheBillofRights,themoderncontroversiesthatcanarisefromsuchrights,aswellastheimportanceandrelevanceoftheBillofRightstoeveryindividualbyexamininganddiscussingscenariosthatinvolverightsviolationsinsmallgroups.Studentswillthenstagetheirassignedscenariointoadramaticscenethattheyperformfortheremainderofclass.StudentswillalsoexplorehowcourtcasessuchasTinkerv.DesMoinesSchoolDistrictandTexasv.JohnsonillustratetheprotectionstheBillofRightsguarantees.Grades10-11NCEssentialStandardsforAmericanHistory:theFoundingPrinciples,Civics&Economics• FP.C&G.1.3-EvaluatehowdebatesonpowerandauthoritybetweenFederalistsandAnti-Federalistshave

helpedshapegovernmentintheUnitedStatesovertime(e.g.,Hamilton,Jefferson,Madison,FederalistPapers,strongcentralgovernment,protectionofindividualrights,ElasticClause,BillofRights,etc.)

• FP.C&G.1.4-AnalyzetheprinciplesandidealsunderlyingAmericandemocracyintermsofhowtheypromotefreedom(i.e.separationofpowers,ruleoflaw,limitedgovernment,democracy,consentofthegoverned/individualrights–life,liberty,pursuitofhappiness,self-government,representativedemocracy,equalopportunity,equalprotectionunderthelaw,diversity,patriotism,etc.

• FP.C&G.2.3-EvaluatetheU.S.Constitutionasa“livingConstitution”intermsofhowthewordsintheConstitutionandBillofRightshavebeeninterpretedandappliedthroughouttheirexistence(e.g.,precedents,ruleoflaw,Staredecisis,judicialreview,supremacy,equalprotections,“establishmentclause”,symbolicspeech,dueprocess,righttoprivacy,etc.)

• FP.C&G.2.6-Evaluatetheauthorityfederal,stateandlocalgovernmentshaveoverindividuals’rightsandprivileges(e.g.,BillofRights,DelegatedPowers,ReservedPowers,ConcurrentPowers,Pardons,Writofhabeascorpus,JudicialProcess,states’rights,PatriotAct,etc.)

• FP.C&G.3.8-EvaluatetherightsofindividualsintermsofhowwellthoserightshavebeenupheldbydemocraticgovernmentintheUnitedStates.

NorthCarolinaEssentialStandardsforAmericanHistoryI• AH1.H.2.2-EvaluatekeyturningpointsfromcolonizationthroughReconstructionintermsoftheirlasting

impact(e.g.,conflicts,legislation,elections,innovations,leadership,movements,SupremeCourtdecisions,etc.).

• AH1.H.4.1-AnalyzethepoliticalissuesandconflictsthatimpactedtheUnitedStatesthroughReconstructionandthecompromisesthatresulted(e.g.,AmericanRevolution,ConstitutionalConvention,BillofRights,developmentofpoliticalparties,nullification,slavery,states’rights,CivilWar)

• AH1.H.5.1-Summarizehowthephilosophical,ideologicaland/orreligiousviewsonfreedomandequalitycontributedtothedevelopmentofAmericanpoliticalandeconomicsystemsthroughReconstruction(e.g.,naturalrights,FirstGreatAwakening,DeclarationofIndependence,transcendentalism,suffrage,abolition,“slaveryasapeculiarinstitution”,etc

EssentialQuestions• WhatistheprimarypurposeoftheUnitedStatesConstitutionandtheBillofRights?• WhydidseveralstatesrefusetoratifytheconstitutionwithouttheadditionoftheBillofRights?• HowdidNorthCarolinaFederalistsandAnti-FederalistsviewtheUnitedStatesConstitutionin1788?• WhatconsequencesmightwefaceifweareunawareoftheBillofRights?

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• Aseffectivecitizens,whatresponsibilitiesdowehave(individuallyandasacommunity)toensureourrights?

• HowdidUSSupremeCourtcasessuchasTinkerv.DesMoinesandTexasv.JohnsondemonstratetheprotectionsgrantedundertheBillofRights?

Materials• Rightsbrainstormworksheet,attached• TheBillofRightsworksheet,attached• CopyoftheBillofRights,attached• BillofRightsScenarios,attached• BillofRightsPoliticalCartoon,attached• ImageofMaryBethandJohnTinker,attached• PictureofaBurningFlag,attached

OptionalMaterials• Resourceperson,suchasalawyerorpoliceofficer

§ Aresourcepersonwithlegalknowledgecannotonlyprovidesvaluedassistanceandexpertiseinexplainingthematerialtostudentsandansweringtheirquestions,butthisalsogivesyourstudentsachancetointeractwithandlearnfromalawofficial.Ifchoosingtoinvitearesourceperson,itisrecommendedthatteacherscontactthepersonafewweeksinadvanceofthislessontoexplaintheactivityandtoaskforassistanceinguidingthestudentsregardingvariouslegalityissuesbasedontheBillofRights.(Itisimportantthispersondoesnotcometogivea“speech,”butratherispreparedtoengagewiththestudentsastheyworkonandpresenttheroleplays).Aftermakinganinitialcontact,followupwithane-mailincludingthedate,time,location,parkingarrangements,schoolproceduresforguests,andacompletesetofmaterialsfortheactivity.

• BillofRightsJeopardyPowerPointgame,availableintheDatabaseofK-12Resources:o http://civics.sites.unc.edu/files/2012/10/BillofRightsPPT.ppto Someschooldistrict’ssettingswillnotallowPowerPointfilestoopen;ifyouareunabletoaccessthe

PPTfile,sendarequestviae-mailtoCarolinaK12@unc.edu• BillofRightsHypothetical’s,worksheetandanswerkeyattached• BillofRightsSocraticSeminar,attached• SampleTestQuestions&AnswerKey,attached

Duration60-90minutes(timevariesdependingonhowindepthstudentdiscussionis)Procedures

Rights?1. Asawarm-up,havestudentsbrainstormoftheword“rights”insmallgroups.Encouragestudentsto

exploreallaspectsofthewordthatcomestomind.Afterapproximately3-4minutesofbrainstorming,instructeachgrouptocreateadefinition,suchas“thatwhichisduetoanyonebyjustclaim,moralprinciples,etc.”Haveaspokespersonfromeachgroupsharetheirdefinitionanddiscuss:• Whatsimilaritiesdidourdefinitionshave?• WhatrightsaregrantedtoyouasacitizenoftheUnitedStates?• Whatisthedifferenceinarightandaresponsibility?Noteexamples.• Doyoufeelallpeoplehaveequalaccesstothesegivenrights?Explain.• Describeatimewhenyoufeltthatoneofyourrightswasviolated.Describeyourfeelingsand

responsetothesituation.Explainwaysyoucouldhavehandleditdifferently.• Whatcurrenteventsoreventsinrecenthistorycanyouthinkofthatrelatetorights,orthedenial

thereof?

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TheBillofRights2. Explaintostudentsthatinthislesson,theywillexplorethefirsttenamendmentstotheUnitedStates

Constitution,calledtheBillofRights.RemindstudentsthattheUnitedStatesConstitutionwasnotimmediatelyapproved,duetoagroupofpeoplecalledAnti-Federalists,whobelievedthatthecentralgovernmenthadtoomuchpowerinthenewconstitutionanditlackedabillofrightsprotectingthelibertyofindividualcitizens.While11stateshadapprovedthenewconstitutionbyJulyof1788,twostatesstillrejectedit:NorthCarolinaandRhodeIsland.Brieflydiscuss:• Consideringtheperspectivesduringcolonialtimes,whydoyouthinkAnti-Federalistsfeltthewaythey

did?• HowdidtheadditionoftheBillofRightsconvinceNorthCarolinatobecomethe12

thstatetoratifythe

constitutionin1789?

3. Informtheclassthattheywillresearchtheserights,andthenparticipateinanexperientialexerciseinwhichtheylearnhowthisdocumentappliestotheirownindividuallivestoday,eventhoughitwascreatedover200yearsago.

4. Eitherindividuallyorwithalearningpartner,studentsshouldreadacopyoftheBillofRights,notingeach

amendmentandwhatrightsitgrantstocitizens.Studentsmaycharttheiranswersusingtheattachedworksheet.Makesurestudentsareawarethataccuracyintheiranswersiscrucialtobeabletoparticipateinthenextactivity.Uponcompletion,brieflygooveranswersasaclasstoensureabasicfamiliaritywiththeinformation.

5. Inreview,projectthe“BillofRightspoliticalcartoon”(attached)askingstudentstodiscuss:

• Whatdoyousee?(Studentsshouldsimplypointoutallsymbols,characters,objects,text,etc.thattheynotice.Trytokeepthemfromjumpingtointerpretationuntilallpiecesofthecartoonarepointedout.)

• Whatdoyouthink?Whatmessageistheartisttryingtoconvey?Whatdothesymbolsrepresent?• Whattechniqueshastheartistusedandwhy?(exaggeration,caricatures,humor,sarcasm,etc.)• Whichofthetenamendmentsdoesthispoliticalcartoonaddress?

DiscussingandRolePlayingScenariosInvolvingtheBillofRights

6. ExplainthatstudentswillbeparticipatinginanexperientialexerciseinwhichtheywilllearnhowtheBillofRightsisrelevanttotheirlives.Theteachershould:• Reviewyourexpectationsforgroupworkandplacestudentsintosmallgroupsofaround5.Provide

studentswithoneoftheattachedscenariosthatinvolvestheBillofRights.(NinescenariosareattachedthataddresstheFirst,Second,Fourth,Fifth,andSixthAmendments.Teachersshouldfeelfreetocreateadditionalscenariosastheyseefit.)

• AssignastudentineachgrouptobetheFacilitatorandanothertobeDirector.• Afterstudentsreadthescenariotogether,theFacilitatorshouldleadthegroupthroughdiscussing

eachofthequestionsprovidedattheendofthescenario.• Next,theDirectorshouldleadthegroupindevelopingthescenariointoashort(3-4min.)theatrical

scenewhichtheywillpresenttotheclass.Finalscenesshouldconveytheimportantfacts/detailsofthescenarioinaclearandrealisticway.(Makesurethatstudentsunderstandthegoalistoberealisticandfocused,nottobehumorous.)Also,explicitlyexplaintostudentsthattheyshouldnotstatewhichamendmenttheirscenarioaddresses.Rather,itwillbeuptotheaudiencetoguessaftertheperformance.

• IfaResourcePersonisjoiningyourclassforassistance,introducethatpersontotheclassandexplainthathe/shewillbeavailableforlegaladviceasstudentscreateandpresenttheirscenes.

• Teachersshouldcirculatethroughoutthetimeallocatedfordiscussionandscenepreparationtoensurestudentsareontherighttrack.Givetimewarningssothatstudentscanworkaccordingly.

7. Onceallpartners/groupsarereadytopresent,theteachershould:

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• Reviewexpectationsforbeingarespectfulaudiencemember.• Explainthateachscenewillbepresented,andtheclassroom’sjobastheaudienceistopayclose

attentionandfigureoutwhichrighttheybelievehasbeenviolated.Aftereachsceneispresented,stopanddiscussthescene,allowingstudentstostatetheirideas,notingthenumberoftheamendmentthattheybelievewasviolatedanditsdescription.

• Ifaresourcepersonisvisiting,allowhim/hertodiscusstherealityofthesceneandlegalityissueswiththeclass.Studentsshouldbepermittedtoaskrelatedquestionsalso.

• UsethevariousscenesasconversationstartersthatlinktocurrenteventsorSupremeCourtcases.• Oncestudentshavediscoveredtherightanswer,youcanalsoaskthemtothinkabouteffectiveways

toadvocatefortheviolatedrightinthescene.Oneoptionistoinstructtheoriginalactorstoreplaythescene.Astheydo,classmemberscanyell“FREEZE”atthepointtheythinktheprotagonistcoulddosomethingtoadvocatebetterfortheirrights,atwhichpointtheactorsshouldstopexactlywheretheyare.Theaudiencemembercanthentaketheplaceofthevictiminthesceneandplayoutoptionsfordealingwiththesituationandadvocatingfortheirrights.(ThisworksparticularlywellwiththeFourthAmendmentscenario.)Whiletheteachershouldallowforexperimentationwithvarioustactics,itisimportanttodiscussthereplaychoicesstudentsmakeandwhethertheyaresound,civicallymindedchoices,orchoicesthatmayleadtofurtherconsequences.Ifaresourcepersonisavailablehe/shewillbegoodtoweighinonthisaswell.

8. Afterthepresentationanddiscussionofscenes,studentsshouldreflect(thesequestionscanbediscussed

asaclassorcompletedasawrittenresponse):• WhyistheBillofRightsimportanttoyouasanindividualandasasociety?• WhatconsequencesmightwefaceifweareunawareoftheBillofRights?• Whatresponsibilitiesdowehave(individuallyandasacommunity)toensureourrightsarenot

violated?• WhywastheBillofRightsaddedtotheConstitution?Whydidseveralstatesrefusetoratifythe

Constitutionwithoutitsaddition?Doyouagreewiththeirrefusal?Explain.

TheUSSupremeCourtandtheBillofRights9. Askstudentstobrainstormanycurrenteventsand/orcourtcases,locallyandnationally,whichinvolvea

person’srightsortheviolationthereof.UsethisopportunitytodiscusslandmarkSupremeCourtcasesthathaveinvolvedtheBillofRights,suchasTinkerv.DesMoinesIndependentCommunitySchoolDistrict,Texasv.Johnson.Forexample:• Tinkerv.DesMoinesIndependentCommunitySchoolDistrict:Enticestudentinterestbytellingthem

somethingsimilartothefollowingscenario,asifitistrueforyourschool.(Reallyworktomakethescenariobelievable!):o Noonehasmentionedwhathappenedhereinourschoolyet.Doesanyoneknowwhatjust

happenedlastmonth?(Likely,youwillbemetbyblankstares.)Nooneheardabouttheseniorsandthearmbands?Therewere10seniorswhowantedtoshowthattheydon’tagreewiththewarinIraqandtheyallcametoschoolinblackarmbandsasaformofsilentprotest,tomournthedeathofthe3,000+AmericansoldierskilledinIraq.Noneofyouknowaboutthis?I’mprobablynotsupposedtotellyou…Ionlyknowaboutitbecauseweheardaboutitinourfacultymeeting.Alltenseniorsweresuspended!(Allowstudentstoaskquestions,answeringthemwithwhateverrealisticresponsesyoumakeup.)TheyweresuspendedbecausetheprincipalwasafraidthatotherstudentswouldjoininandhethinksweshouldbesupportingPresidentBush.Ican’tbelievenoneofyouheardaboutthis!Weweretoldinourfacultymeetingtosendanyonetotheofficethatcametoschoolwearingablackarmband...

o Discusstheschool’sdecisionwithstudents,lettingthemexpresstheirhonestopinionsaboutwhattheythinkofthesituation.HopefullyastudentwillrefertotheFirstAmendmentandthatthestudent’ssuspensionsviolatetheirrighttofreedomofspeech.Askstudentswhattheybelievethestudentswhoweresuspendedshoulddoandhowtheyfeelabouttheprincipalwhomadethisdecision.

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o Finally,projectthatattachedimageofMaryBethandJohnTinkerandletstudentsknowthatthescenarioyouhaveexplainedtothemdidnotactuallyhappenattheirschool,butthatitdidhappenin1965ataDesMoinesschool.Assignareading(forhomeworkifneeded)aboutTinkerv.DesMoinesIndependentCommunitySchoolDistrict,suchaspage108ofGlencoe’sCivicsTodayorfromhttp://www.landmarkcases.org/.Eitherindiscussionorinwriting,askstudentstorespondto:§ HowwouldyoucharacterizeMaryBethTinker,ChristopherEckhardt,andJohnTinker?Whatis

youropinionoftheirchoicetoweararmbandstoschool?Howdoyoufeelabouttheprincipalandschoolboard’sdecisiontosuspendthem?

§ WhydidtheSupremeCourtdeclarethatthesuspensionswereunconstitutional?§ DoyouagreeordisagreewiththeSupremeCourt’srulinginTinkerv.DesMoinesandwhy?§ Doyouthinksomethinglikethiscouldhappentoday?Explain.

• Texasv.Johnson:Projectanimageofaburningflag.Asstudentsexaminetheprojectedimage,ask:o Whatdoyouseehere?Isalawbeingbroken?o Whichofthefirsttenamendmentsmightthispictureconnectto?(Inthecaseoftheflagphoto,

Amendment1protectsthisasfreedomofspeech.)o Whymightsomeonechoosetomakeastatementsuchasthis?Howmightsomeoneofthe

oppositeopinioncivicallyrespond?o Whatareourresponsibilitiesintermsofourrights?o ExplaintostudentsthatwhetherornotburningaflagshouldbeprotectedunderourFirst

AmendmentrightsisatopicthathasbeendebatedwithinCongressandruleduponbytheU.S.SupremeCourtmanytimes.In1989,theU.S.SupremeCourtdecidedinfavoroftherightsofGregoryJohnson(Texasv.Johnson),whohadbeenarrestedforburningaU.S.flag.TheSupremeCourtruledthatburningaflagisanactprotectedbyourFirstAmendmentrighttofreespeech.However,inresponsetothistheU.S.CongressattemptedtopassanamendmenttotheU.S.Constitution,grantingthestatestherighttopasslawsagainstflagburning.TheFlagProtectionActof1989wastheGOP'sfirstattempttooverturnTexasv.Johnson.

10. Asahomeworkassignment,assigntheattachedBillofRightsHypothetical’sworksheetortestquestions.

AdditionalActivities• PlayBillofRightsJeopardy;thePPTcanbeaccessedintheDatabaseofK-12Resources,orcontact

CarolianK12@unc.edutohavethefilee-mailed• Havestudentsrankthetopfiveamendmentstheyfeelaremostimportant.Askstudentstowritereasons

foreachdecisionandtosupporttheirchoicebycitingcurrentrelevantexamples.Havestudentspresenttheirideastotheclass,keepingatallyonhowmanytimeseachamendmentischosen.

• PlacestudentsintosmallgroupsandtellthemtheyareanewdemocraticcountyandthattheymustcreateaBillofRightsfortheircountry.Instructstudentstocreateatleast10rightsfortheircitizens.

• LeadtheattachedSocraticseminarontheBillofRights.Resources• BillofRightsInstitute:http://www.billofrightsinstitute.org• ConstitutionCenter:http://www.constitutioncenter.org• LandmarkSupremeCourtCases:http://www.landmarkcases.org/

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TheBillofRights

AmendmentICongressshallmakenolawrespectinganestablishmentofreligion,orprohibitingthefreeexercisethereof;orabridgingthefreedomofspeech,orofthepress;ortherightofthepeoplepeaceablytoassemble,andtopetitionthegovernmentforaredressofgrievances.AmendmentIIAwellregulatedmilitia,beingnecessarytothesecurityofafreestate,therightofthepeopletokeepandbeararms,shallnotbeinfringed.AmendmentIIINosoldiershall,intimeofpeacebequarteredinanyhouse,withouttheconsentoftheowner,norintimeofwar,butinamannertobeprescribedbylaw.AmendmentIVTherightofthepeopletobesecureintheirpersons,houses,papers,andeffects,againstunreasonablesearchesandseizures,shallnotbeviolated,andnowarrantsshallissue,butuponprobablecause,supportedbyoathoraffirmation,andparticularlydescribingtheplacetobesearched,andthepersonsorthingstobeseized.AmendmentVNopersonshallbeheldtoanswerforacapital,orotherwiseinfamouscrime,unlessonapresentmentorindictmentofagrandjury,exceptincasesarisinginthelandornavalforces,orinthemilitia,wheninactualserviceintimeofwarorpublicdanger;norshallanypersonbesubjectforthesameoffensetobetwiceputinjeopardyoflifeorlimb;norshallbecompelledinanycriminalcasetobeawitnessagainsthimself,norbedeprivedoflife,liberty,orproperty,withoutdueprocessoflaw;norshallprivatepropertybetakenforpublicuse,withoutjustcompensation.AmendmentVIInallcriminalprosecutions,theaccusedshallenjoytherighttoaspeedyandpublictrial,byanimpartialjuryofthestateanddistrictwhereinthecrimeshallhavebeencommitted,whichdistrictshallhavebeenpreviouslyascertainedbylaw,andtobeinformedofthenatureandcauseoftheaccusation;tobeconfrontedwiththewitnessesagainsthim;tohavecompulsoryprocessforobtainingwitnessesinhisfavor,andtohavetheassistanceofcounselforhisdefense.AmendmentVIIInsuitsatcommonlaw,wherethevalueincontroversyshallexceedtwentydollars,therightoftrialbyjuryshallbepreserved,andnofacttriedbyajury,shallbeotherwisereexaminedinanycourtoftheUnitedStates,thanaccordingtotherulesofthecommonlaw.AmendmentVIIIExcessivebailshallnotberequired,norexcessivefinesimposed,norcruelandunusualpunishmentsinflicted.AmendmentIXTheenumerationintheConstitution,ofcertainrights,shallnotbeconstruedtodenyordisparageothersretainedbythepeople.AmendmentXThepowersnotdelegatedtotheUnitedStatesbytheConstitution,norprohibitedbyittothestates,arereservedtothestatesrespectively,ortothepeople.

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Name:___________________________TheBillofRights

Amendment Summaryofrightsprotectedbythisamendment

FirstAmendment

SecondAmendment

ThirdAmendment

FourthAmendment

FifthAmendment

SixthAmendment

SeventhAmendment

EighthAmendment

NinthAmendment

TenthAmendment

Aftercompletingthisworksheetandlearningaboutthefirst10Amendments,whichdoyouthinkismostimportantandwhy?

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BillofRightsScenariosFIRSTAMENDMENT(FreedomofReligion)

SteveSteinisajunioratRutherfordHighSchool.HewasborninIsraelandlatelyhe’sdecidedtoidentifymorewithhisroots.Lastweek,Stevedecidedtostartwearingayarmulke(aJewishheadcovering)thathismotherknittedforhim.WhenPrincipalPetersonsawStevewearingtheyarmulkeinclass,hetoldStevetoimmediatelyremovehis“hat.”Stevetoldtheprincipalthathewaswearingayarmulkemadebyhismotherandthattheprincipalshouldcallher.

PrincipalPetersoncalledSteve’sparents,threateningStevewithsuspensionfornotremovingthehatsincetheschool’spolicyclearlystatedhatscouldnotbeworninthebuilding.Steve’smotherexplainedthathewaswearingtheyarmulkeduetohisfaithandculture,buttheprincipalrefusedtobudge.HeexplainedthatallowinganexceptionforStevewouldresultinproblems.Notonlywouldotherstudentsseethisasunfair,theywouldstartmakingupexcusestowearhatsalso.Steve’smotherpushedback,explainingthattheywerenotaskingforan“exception.”Theywereaskingthattheirsonbeabletowearhisyarmulke,whichwasnota“hat.”Finally,theprincipalsaidhemightconsidernotsuspendingSteveifhisparentswouldprovidealetterofverificationbyMondayfromtheirRabbi.Steve’smothersawnootherchoicebuttoagree,eventhoughshefeltthiswasanunfairrequest.

TheSteinshadtheirRabbiwritealettertotheprincipal.InthelettertheRabbisaid:“ThisletteristoverifythattheSteinsareapracticingJewishfamilywhoattendservicesandwearingtheyarmulkeisanimportantpartofourtradition.Iaskyou,inthespiritofreligiousacceptance,toallowStevetowearhisyarmulkeintheschool.Theyarmulkedemonstratesasenseofprideinwhoweareandamodestyinhumblingone’sselfbeforeGod.Idonotunderstandwhythisisanissue.Ihavenothadproblemswiththisatotherschools.”

Afterreceivingtheletter,theprincipalcalledSteve’smotherandexplainedtheverificationrequirementbysayingthat“becauseourstudentsarenotallowedtowearhatsandotherheadgearatschool,studentsareaskedforverificationwhentheirreligiousheadwearisnottraditionalheadwearthatweareaccustomedtoseeing.”Hetoldherheneedafewdaystomakeadecisionandthathewouldbeintouch.

DISCUSSIONQUESTIONS• Whatamendmentdoesthisscenarioaddressandwhatmakesyouthinkthis?• ExplainyourunderstandingoftheFirstAmendment.InwhatwaywasSteve’sFirstAmendmentright

violated?• WasitunconstitutionalforPrincipalPetersontotellStevetoremovehishat?Whyorwhynot?• WasitunconstitutionalforPrincipalPetersontorequireverification?Whyorwhynot?• ArethereanycircumstancesunderwhichPrincipalPeterson’sactionswouldbeconsideredlegal?• WhatsystemsdoesourcountryhaveinplacetoensurethatscenarioslikewhathappenedtoStevedon’t

happenorareaddressediftheydohappen?Doyoufeelthesesystemsareeffective?Explain.• WhatwouldyourecommendSteveandhisparentsdonext?• Whyisitimportantforyoutounderstandtheruleoflawandtherightsaffordedtoyou?• WhatconsequencesmightwefaceifweareunawareoftheBillofRights?

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BillofRightsScenariosFIRSTAMENDMENT

(FreedomofSpeech&Assembly)Andrewisahighschoolseniorwhohasstrongpoliticalopinions.Heidentifieshimselfwiththe“OccupyWallStreet”movement.HereallywantstospendaweekendtravelingtoNewYorkCitytojointheOccupyWallStreetprotestors,buthisparentswillnotlethimbecausetheyareconcernedtheproteststherecouldturnviolent.Andrewlooksforawaythathecangetinvolvedinthe“Occupy”movementinhislocalcommunity.AndrewdecidesthatholdingalocalprotestisthebestwaytosupporttheOccupymovement.Hecontactsthecity,fillsoutanapplicationforapermittoholdaprotest,andreceivespermissiontohosthiseventinCityParkonFridayeveningat5PM.Next,AndrewsendsoutaFacebookinvitetosomelike-mindedfriendsinvitingthemto“OccupyMainStreet,”a“non-violentprotest”onFridayat5PM.Theinvitationisclearthattheprotestwillbeapeacefulgatheringthatwillinvolvepublicdiscussionabout“whatiswrongwiththesystem.”Heencouragesstudentstomakeprotestsigns,but“withnoprofanity.”TheFacebookinviteaddsthat“anyonewhoisgoingtogetoutofcontrolneedstostayhome.”ByTuesdaymorning,itseemsliketheentireschoolistalkingaboutAndrew’sOccupyMainStreetmovement.Theschool’sprincipal,Ms.Hall,overhearsstudentstalkingaboutitinthehallways.ShefeelsstronglythattheOccupyWallStreetmovementis“nothingbutabunchofhippieswhoneedtospendlesstimeprotestingandmoretimegettingajob,”andisverymuchagainstAndrew’sconceptofanOccupyMainStreetmovement.FrustratedwithAndrew’splan,PrincipalHallpullsAndrewoutofclassandintoheroffice.ShetellsAndrewthatiftheOccupyMainStreetprotesttakesplaceonFridayevening,shewillsuspendAndrewforaweekfor“disruptingtheschoolenvironment”sincestudentshavebeentalkingaboutit.Onceagain,Andrewisdeflated.Fearingtheconsequences,hetellsPrincipalHallthathewillnotgothroughwiththeprotest.AndrewgoeshomethatnightandtellseveryoneonFacebookthattheOccupyMainStreetprotestiscancelled.

• DISCUSSIONQUESTIONS• WhatAmendmentdoyouthinkthisscenarioaddressesandwhy?• ExplainyourunderstandingoftheFirstAmendment.WasAndrew’sFirstAmendmentrightviolated?

Explain.• WhywasitunconstitutionalforPrincipalHalltothreatenAndrew?• UnderwhatcircumstancesmightPrincipalHall’swarningofsuspensionhavebeenlegal?• WhatcouldAndrewhavedonedifferentlytotryandadvocateforhisrights?• WhatsystemsdoesourcountryhaveinplacetoensurethatscenarioslikewhathappenedtoAndrew

don’thappenorareaddressediftheydohappen?Doyoufeelthesesystemsareeffective?Explain.• Whyisitimportantforyoutounderstandtheruleoflawandtherightsaffordedtoyou?• WhatconsequencesmightwefaceifweareunawareoftheBillofRights?

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BillofRightsScenariosFIRSTAMENDMENT

(FreedomofthePress)

LaTonyaisabrightstudentwhowritesamonthlyopinioncolumnfortheDailyAgitator,thestudentpaperatCityofOaksHighSchool.Becausesheissuchabusystudentandjournalist,shetypicallypurchasesasodaandacandybarfromtheschool’svendingmachinesattheendofthedaytohelpherkeepherenergyup.Recently,theschoolannouncedplanstoremoveallsugarydrinksandjunkfoodsfromtheschool’svendingmachinesaspartofaninitiativetoreducethenumberofoverweightstudents.LaTonyacan’tbelievethis,andimmediatelygoestoworkonanopinionarticlefortheAgitatordenouncingtheplans.HerfinalarticlepointedoutthattherewerenomoreoverweightstudentsatOaksHighthananywhereelse,andnoonewasforcingstudentstopurchasesoftdrinksorcandybarsiftheydidnotwanttodoso.Thearticleaccuratelycitedarecentstudyofteensthathadfoundnostatisticalconnectionbetweenthenumberofoverweightstudentsandtheavailabilityofjunkfoodattheschool.ThelastsentenceofthearticlestatedthatiftheschoolreallywantedtomakeadentinasupposedweightproblematCityofOaksHigh,thefirststepshouldbetotakeawaytherefrigeratorfromthefacultylounge.Thehighschoolpolicystatesthattheschoolbelievesintherightofstudentstofreelyexpresstheiropinionsintheschoolnewspaper,butthattheschoolreservestherighttorejectorrequirechangestoarticlesifthereisareasonableeducationalreasonfordoingsoandthecontentwouldcauseasubstantialdisruptiontotheeducationalprocess.Mrs.Hinkman,thefacultyadvisorforthepaper,reviewsthearticleandinitiallytellsLaTonyathatwhileshedisagreeswithheropinion,thearticleisalegitimatesubjectfordebateandcanbepublished.Shedoeshowevertellhertoremovethefinalsentenceongroundsthatitisunreasonablyprovocative.LaTonyaisnothappywiththischange,butsheacceptsitandremovesthesentence.However,whenadraftofthenewspaperthatincludedLaTonya’sarticleisgiventoPrincipalTucker,hebecomesveryangry.PrincipalTuckerbelievesthatsoftdrinksandjunkfoodsdegradetheeducationalenvironmentattheschoolandmakesthestudents“hyper.”Heimmediatelycallsthefacultyadvisorandurgeshertoremovethearticlefromthenewspaper.Mrs.Hinkman,whowasbeenhiredjustonemonthbeforeandisafraidtochallengetheprincipal,relents.Thearticleisneverpublished.DISCUSSIONQUESTIONS• WhatAmendmentdoyouthinkthisscenarioaddressesandwhy?• ExplainyourunderstandingoftheFirstAmendment.• WereLaTonya’srightsviolatedbythedecisionoftheschooltorefusetopublishherarticle?Explain.• InwhattypeofscenariowouldPrincipalTucker’srefusaltoprintthearticlebeconstitutional?(Whatif

LaTonya’sarticlehadcalleduponstudentstoskipschoolasaprotestuntilthejunkfoodandsoftdrinkvendingmachineswerereturned–woulditbealrightforPrincipalTuckertopullthearticleinthiscase?Explain.)

• PrincipalTucker’spointofviewwasthatstudentsarefreetoeatanddrinkjunkfoodwhiletheyareathomebutwhileatschooltheyshouldbeofferedmorehealthyoptions.WhatmeansmighthehaveusedtoadvancethispositionotherthancensoringLaTonya’sarticle?

• WasitappropriateforMrs.HinkmantorequireLaTonyatoremovethesentencesuggestingthatrefrigeratorsshouldberemovedfromthefacultylounge?Whyorwhynot?

• Whyisitimportantforyoutounderstandtheruleoflawandtherightsaffordedtoyou?• WhatconsequencesmightwefaceifweareunawareoftheBillofRights?

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BillofRightsScenariosSECONDAMENDMENT

Jasmine’sfamilyrecentlymovedtoRaleigh,NorthCarolinafromIdahoafterherfatherwaspromoted.Knowingthathisnewjobwouldrequirehimtotravelextensivelyandbeawayfromhomeforweeksatatime,Jasmine’sfatherpurchaseda.45caliberpistolfromagunshopinIdaho,wherepurchasinghandgunsislegal.AtthetimehepurchasedthehandguninIdaho,Jasmine’sfatherwasnotawareofRaleighlaws.Infact,rightbeforeJasmine’sfamilymoved,theCityofRaleighhadadoptedaCityOrdinancethatprovided“nopersonshallpossessanyfirearmunlesssuchpersonistheholderofavalidregistrationcertificateforsuchfirearm”.TheCityOrdinance also specifically prohibited registration of most handguns. The City Ordinance provided, “it isunlawfulforanypersontopossessanyfirearmthatcanbecharacterizedasapistol,revolver,smallarmoranyother weapon commonly known as a handgun.” In essence, the Raleigh City Ordinance banned handgunpossessionbyallprivatecitizensinRaleigh.ShortlyafterarrivinginRaleigh,Jasmine’sfatherwascalledoutofstateforatwo-daybusinessmeeting,andJasmineandhermotherwerealoneinthefamily’snewhome.OnthesecondnightofJasmine’sfather’strip,hermotherwasawakenedbythesoundofbreakingglass.Sheimmediatelylocatedthe.45caliberpistolkeptinthenightstandbesideofherbed.Sheproceededdownthestairsinforminganypotentialintruderthatshewas“readytousethishandgunindefenseofherchildrenandhome.”Aburglarranoutthebackdoorhavingtakennothingfromthehome.Jasmine’smotherplacedthepistolonthekitchentable,called911,andthenranupstairstoverifythatJasminewasokay.Minuteslater,twoofficersfromtheRaleighPoliceDepartmentarrivedatJasmine’shome.Duringthecourseoftheinvestigationofthecrimescene,oneoftheofficersnoticedthehandgunonthetable.HeaskedJasmine’smotheraboutthegun,andsheindicatedthatherhusbandpurchasedthegunforprotectionofthehome.WhenaskedaboutherknowledgeoftheRaleighCityOrdinanceessentiallybanningallhandguns,shetoldtheofficerofthefamily’srecentmovetoRaleighandthattheywereunfamiliarwiththelaw.TheRaleighPoliceOfficerthenchargedJasmine’smotherwiththeunlawfulpossessionofahandgun.DISCUSSIONQUESTIONS• Whichamendmentdoesthisscenarioaddressandwhatmakesyouthinkthis?• TheSecondAmendmenttotheUnitedStatesConstitutionreads:“Awell-regulatedMilitia,being

necessarytothesecurityofafreeState,therightofthepeopletokeepandbearArms,shallnotbeinfringed.”ExplainyourunderstandingoftheSecondAmendment.

• WasthearrestofJasmine’smotherunconstitutional?Whyorwhynot?• WhydoyouthinktherighttobeararmswasincludedintheBillofRights?Whatentityweretheframersof

theU.S.Constitutionconcernedaboutpossiblyinfringingonthecitizens’righttobeararms?• IstheSecondAmendmentrighttobeararmsabsolute?Doyouthinkfederalandstategovernmentshave

theabilitytoregulategunpossession?Whyorwhynot?• Whatsystemsdoesourcountryhaveinplacetoensurethatanindividual’srightsarenotviolated?Doyou

feelthesesystemsareeffective?Explain.• Whyisitimportantforyoutounderstandtheruleoflawandtherightsaffordedtoyou?• WhatconsequencesmightwefaceifweareunawareoftheBillofRights?

12

BillofRightsScenariosFOURTHAMENDMENT

JeffisathomewatchingTVwhenthereisaknockathisapartmentdoor.Hecracksthedoorjustenoughtoseetwopoliceofficersstandingoutside.Theystepforwardandexplainthatthey“haveafeeling”thatJeff’ssister,MariaSimpson,robbedalocalbankandhidthemoneyinJeff’sapartment.ThepolicetellJeffthattheyneedtosearchhishome.Jeffexplainsthroughthecrackinthedoorthathedoesn’thaveasisterandthatthereisnostolenmoneyanywhereonthepremises.Heexplainsthatheisbusyanddoesn’treallyhavetimeforthis.Besides,hefeelsthatsincehe’sdonenothingwrongheshouldn’thavetowastehistimewiththis.Hetellstheofficersthathe’dwantstogetbacktohisfavoritetelevisionshowbeforehemissestheendofit.AsJeffgoestoshutthedoor,oneoftheofficersputsherfootinthedoortokeepitfromclosing.ShetellsJeffthattheycancomeinregardlessofwhathesays–theyare“thelaw,”afterall.ThismakesJeffnervous,sohestepsbackabitandwhilethinkingaboutwhattodo,theofficerspushthedooropenalittlefurtherandtellJeffthatthingswillbemuchbetterforhimifhegoesaheadandmovesaside.Jeffisconfusedandcontinuestohesitateatthedoor.Finally,thepoliceofficerspushpasthimandintotheapartment.Theybegintogothroughallofhisthings,dumpingdrawersonthefloor,overturningcushionsandfurniture,etc.“Justletuslookaroundforabit–it’sbetterforyouthisway,”theytellhim.“You’redoingtherightthing.”Jeffdoesn’tknowwhattodosohejustplopsdownonthesofafrustrated,missingthefinalminutesofhisshow.Afteraround30minutes,theyleavewithafewboxesfromhiscloset.DISCUSSIONQUESTIONS• WhatAmendmentdoyouthinkthisscenarioaddressesandwhy?• ExplainyourunderstandingoftheFourthAmendment.WasJeff’sFourthAmendmentrightviolated?How

so?• WhywasitunconstitutionalfortheofficerstoenterJeff’shome?• Arethereanycircumstancesunderwhichthissearchwouldhavebeenlegal?• WhatcouldJeffhavedonedifferentlytotryandadvocateforhisrights?• Whyisitimportantforyoutounderstandtheruleoflawandtherightsaffordedtoyou?• WhatconsequencesmightwefaceifweareunawareoftheBillofRights?

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BillofRightsScenariosFIFTHAMENDMENT(EminentDomain)

Amaraisan18-yearoldhighschoolseniorwholiveswithherparents.HerparentsemigratedtoNorthCarolinafromthecountryofAngolawhenAmarawasayoungchild.AmarahasthusgrownupspeakingEnglish,butherparentsdonotspeakEnglishverywell.Afewyearsago,Amara’sfamilywasfortunatetohavemadethelastmortgagepaymentontheirfamilyhome,abeautifulplaceinthemountainsofwesternNorthCarolina. OneSaturdayafternoon,Amaraseesanofficial-lookinggovernmentnoticeonthefamily’sbreakfasttable.Amaraasksherfatherwhatthenoticeisabout,andherfatherrepliesthathedoesnotknow.Whilehewasabletounderstandmostofthewordsonthenotice,hecouldnotunderstandenoughofthelegaljargontocomprehendwhatthenoticewasabout.Amara’sfatherexplainsthathehadgottenthenoticeafewmonthsagoandhadbeenmeaningtoaskheraboutit,buthadforgottenbecausehehadbeenverybusyatwork.Amarareadsthenotice,whichexplained–intermsverydifficultforeventhebestEnglishspeakertounderstand–thattheStateofNorthCarolinawasplanningtobuildanewsetofroadsinthearea.Accordingtothenotice,theplanfortheroadswouldrequirecondemningAmara’sfamily’shouse–inotherwords,bulldozingtheirhousesothattheroadscouldbebuiltontheirland.ThenoticedidnotmentionanythingabouttheStategivingAmara’sfamilyanymoneyinreturnforcondemningtheirproperty.Amaraexplainsallofthistoherparents,whonaturallybecomedistraught.Amaradoessomeresearchonline,andcomestotheconclusionthattheStatecouldprobablytaketheirhome,butattheveryleast,theStatewillhavetopaythemforit.Amaratellsherparentswhatshefinds,andAmara’smothercallstheNorthCarolinaDepartmentofTransportationtoaskaboutbeingcompensatedfortheirproperty.Amara’smotheristoldbyaStateofficialthattheStatewouldbecondemningtheirhouse,wouldnotpaythemforit,andthatitwas“toobad”thattheydidnotunderstandtheEnglish“legalese”onthenotice.

DISCUSSIONQUESTIONS• Whatamendmentdoesthisscenarioaddressandwhatmakesyouthinkthis?• ExplainyourunderstandingoftheFifthAmendment.• Whenmost people think of the Fifth Amendment, they think about “pleading the Fifth.” What other

importantrightsaresetoutintheFifthAmendmentconcerningproperty?• WhywasitunconstitutionalfortheStatetotakeAmara’sfamily’spropertywithoutjustcompensation?• UnderwhatcircumstancesmighttheState’sactionhavebeenlegal?• Do you think languagebarriers played a role in the violationof FifthAmendment rights in the scenario

above?Explain.• WhatshouldAmaraandherfamilydonexttoadvocatefortheirrights?• WhatsystemsdoesourcountryhaveinplacetoensurethatscenarioslikewhathappenedtoAmaradon’t

happenorareaddressediftheydohappen?Doyoufeelthesesystemsareeffective?Explain.• Whyisitimportantforyoutounderstandtheruleoflawandtherightsaffordedtoyou?• WhatconsequencesmightwefaceifweareunawareoftheBillofRights?

14

BillofRightsScenariosFIFTHAMENDMENT(SelfIncrimination)

Joeisasixteen-yearoldhighschoolsophomorewhohasbeenhavingatoughyear.Hehasnotbeeninterestedinschool,hasfalleninwithadangerouscrowd,andhasrecentlybeengettingintroublebothathomeandatschool.Ononeweekend,Joe’sfriendsdecideitwouldbe“funny”togototherivalhighschool’sfootballfieldandvandalizeeverythinginsight.Joeisreluctanttogoalongwiththeplan,butaftergettingpressurednon-stopfromhisfriends,hefinallyagrees.Joe’sfriendsdrivethemtotherivalhighschool.There,theyspray-paintthegoalposts,digholesintheturf,andsmashthestandsandconcessionbarwithbaseballbats.Inlessthan30minutes,Joeandhisfriendsdothousandsofdollarsofdamagetopublicproperty.AsJoeandhisfriendsgetbackintheircar,Joeseesbluelightsbehindthem.It’sthepolice.Joeandhisfriendsarearrested,handcuffed,andlinedupbesidethepolicecarwhilethepolicetakedowntheiridentifyinginformation.Oncetheyhavebeenidentified,anofficerwalksJoeawayfromhisfriendstoquestionhim.Joe’sfriendsarereadtheirMirandarights:“Youhavetherighttoremainsilent.Anythingyousayordocanandwillbeheldagainstyouinacourtoflaw.Youhavetherighttospeaktoanattorney.Ifyoucannotaffordanattorney,onewillbeappointedforyou.Doyouunderstandtheserightsastheyhavebeenreadtoyou?”Havinghadtheirrightsexplainedtothem,Joe’sfriendsemphaticallysaythattheywishtoremainsilentandspeaktoanattorney.40yardsaway,however,thepoliceofficerassignedtoJoedoesnotreadhimhisMirandarights.Asasixteen-yearold,Joehasnoideathathedoesn’thavetotalktothepolice,thathisstatementscanbeusedagainsthim,andthathehasarighttoanattorney.TakingadvantageofJoe’sageandlackofknowledgeabouthisrights,thepoliceofficerassignedtoJoebeginsthreateninghim–eventhreateninghisfamily–sayingthathe“knows”Joewasthemastermindbehindthevandalism,andthatifJoedoesn’tconfesstothis,hewillsendJoetojailfor10-15years.HesaysthatJoe’sparentsmayevengotojailiftheycan’tpayforallofthedamage.Terrified,Joetakestheblameforallofthevandalism.Hegivesafalseconfession,claimingtohavebeenthemastermindbeingthevandalism,andclaimingthatnoneofhisfriendswereeveninvolved–thathediditallhimself.Asaresult,Joe’sfriendsareacquitted.Joe,ontheotherhand,isconvictedandgivenamuchharshersentencethanheotherwisewouldhavereceived.

DISCUSSIONQUESTIONS• Whatamendmentdoesthisscenarioaddressandwhatmakesyouthinkthis?• ExplainyourunderstandingoftheFifthAmendment.• Whatisyourunderstandingof“Mirandarights?”Obviously,whatJoedidwasnotright,buthowwerehis

FifthAmendmentrightsviolated?• Whywasthepoliceofficer’sconductunconstitutional?• UnderwhatcircumstancesmightthepolicebeenabletoaskJoequestions?• What systemsdoesourcountryhave inplace toensure that scenarios likewhathappened to Joedon’t

happenorareaddressediftheydohappen?Doyoufeelthesesystemsareeffective?Explain.• Whyisitimportantforyoutounderstandtheruleoflawandtherightsaffordedtoyou?• WhatconsequencesmightwefaceifweareunawareoftheBillofRights?

15

BillofRightsScenariosSixthAmendment

CardinalHighSchool’sbiggesthomebasketballgameoftheyearwascominguponSaturdayagainsttheirarchrivalteam,TarHeelHighSchool.Therewasalotofspeculationregardingwhichteamwouldwinthisyear.Cardinalhadsomegreatplayers,namelyWilliamSmith,Cardinal’s17-year-oldseniorpointguardandTyroneJohnson,a16-year-oldjuniorwithasweetoutsidelongshot.However,everyoneknewthatTarHeelhadanewheavyshooterasoneofitsforwards:AnthonyManley.ItwasalsowellknownthatAnthonywasbeingrecruitedbyallthreeofNorthCarolina’sNCAAcollegesandseveralscoutswouldbeatthegametowatchAnthonyplay.Thepressurewason.MatthewSquelcher,asenioratCardinalHigh,wasinchargeofrunningtheschool’sconcessionstand.WhileMatthewwasalonerandnotverypopularwithhisCardinalHighclassmates,hehadbeenfriendswithAnthonyfromTarHeelHighsincetheywerekids.OnThursday,twodaysbeforethebiggame,MatthewinformedtheprincipalofCardinalHighthattheconcessionstandhadbeenburglarized.Thedoorhadbeenjimmiedopenand$12.00worthofdrinks,chocolatecandybarsandchipswerestolen.Inaddition,therewasabout$35dollarsofdamagetothecountertopinsidethestand.MatthewalsotoldtheprincipalthathesawWilliamandTyroneontheirwaytopracticeonWednesday,thedaybeforetheburglary,andthattheyhadtriedtogethimtoletthemintotheconcessionstandforfreecandy.Matthewsaidhedeclined,butthatthismorninghesawTyronepassingoutcandytohisfriends.Matthewsaidthatiswhenhewenttochecktheconcessionstandanddiscoveredthebreakin.TyroneandWilliamdeniedtakingthecandy,buttheprincipalsuspendedthemanywayforthreedays.TheywerenotallowedtoplayinthegameagainstTarHeel,andCardinalHighlostbadly.Inaddition,thepolicewerecalledandbasedonMatthew’seyewitnessaccountofhimhandingoutcandy,theydecidedtochargeTyronewithmisdemeanorbreakingandentering,misdemeanorlarceny,anddamagetoproperty.Aboutaweekafterchargesweremade,LesleyWaring,anupperclassmanatCardinalHigh,finallyheardthenews.SheimmediatelyreportedtothepolicethatshehadoverheardMatthewtalkingonhiscellphoneattheschoolontheMondayafterthebiggame.Shecouldn’theartheotherendoftheconversation,butMatthewwassaying:“I’mhappyforyouAnthony.Iknewya’llcoulddoit,particularlywithTyroneandWilliamoutoftheway.Yeah,Itold‘em.I’llhavetogotocourtnow.It’scool.You’retheonlyfriendIhave.Heyman,youthinkyoucangetmefreeticketstoseeyouplaynextyear?”ShetoldthepolicethatMatthewandAnthonyManleywerefriendsandthatthecallsoundedsuspicious.Tyronewasgivenacourtappointedattorney.ThecriminalcasewascontinuedbytheStateseveraltimesdespiteTyrone’srequestforaspeedytrial.Ithasnowbeenayearandahalfsincechargeswerebrought.ThejurytrialhasfinallybeensetfornextweekandtheJudgehasindicatedthattherewillbenomorecontinuances.Unfortunately,giventheyearandahalfdelay,LesleyisnowunavailabletotestifyforTyroneregardingthephonecallsheheardMatthewmakesincesheisstudyingabroadandunreachable.Becauseofthependingcharges,TyronewasnotrecruitedbytheNCAAcollegesforscholarships.Withoutthefinancialmeans,heistakingclassesatthelocalcommunitycollege.DISCUSSIONQUESTIONS• Whatamendmentdoesthisscenarioaddressandwhatmakesyouthinkthis?• ExplainyourunderstandingoftheSixthAmendment.• The6thAmendmentguaranteestherighttoaspeedytrial.Whydoyouthinkthiswasdeemedimportant?• SpeedyTrialwasdesignedtopreventoppressiveincarceration;minimizeanxietyandconcernofthe

accusedandtolimitthepossibilitythatthedefensewillbeimpaired.WhyaretheseissuesofconcernfortheCourts?Whichoftheseshouldcarrythemostweight?

16

• Ifatrialisdelayed,ourcourtshaveappliedabalancingtestanalysisweighing4factors:(1)thelengthofthedelay,(2)thereasonforthedelay,(3)thedefendant'sassertionof[the]righttoaspeedytrial,and(4)prejudiceresultingfromthedelay.WhatkindofprejudicesshouldtheCourtconsider?

• Ifthereisaviolationoftherighttospeedytrial,whatkindofremedyshouldtheCourtgive?• Whatkindsofprotectionswouldyouexpecttoseeinthecriminalcourtsystemtoaddressandminimize

theseissues?• The6thAmendmentalsoguaranteestherighttoconfrontandcross-examinethewitnessesagainstyou.

DoesLesley’sunavailabilitybearonTyrone’sabilitytoconfrontandcross-examinethewitnessesagainsthim?Whyorwhynot?

• Whyisitimportantforyoutounderstandtheruleoflawandtherightsaffordedtoyou?• WhatconsequencesmightwefaceifweareunawareoftheBillofRights?

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BillofRightsScenariosEIGHTHAMENDMENT

Cruel&UnusualPunishmentJessicawasrunningforStudentBodyPresidentofCityofOaksHigh.HeropponentwasJamal,herswornenemywhohadbeatenherforStudentBodyTreasurertheyearbefore.TherivalrybetweenJessicaandJamalwaswellknown,andJessicawaswillingtodowhateverittooktobeathimintheelectionforpresident.Jessicadecidedthatsheneededanedgetowin.Thatyear,everyoneatschoolwasobsessedwithJoseMcGorrin,thesingerfromtheCityofOakswhohadrecentlywonthenationallytelevisedtalentcontestTheCrooner.JessicadecidedtoofferfreecopiesofJose’slatestrecordingtopeoplewhovisitedtheboothshehadsetuptosupporthercandidacy.JessicapurchasedacopyoftheCD,downloadedittohercomputer,andmade500copieswhichshehandedoutatherbooth.Jessica’smusicpromotionwasabigsuccess,andshewonthestudentbodyelectionbyalandslide.However,Jessica’svictorydidnotsitwellwithJamal,whopromptlymadeacomplaintaboutJessica’sactionstoarecordindustryofficialwhowasafriendofhisparents.Theofficialpromptlynotifiedthelocalauthorities,whoarrestedJessicaandchargedherwithacriminalviolationoftheU.S.copyrightstatute.Jessicawasshockedbyherarrest.Sinceshehadrecentlyattendedapartywithherparentsatwhichthehostsgaveout“mix”CD’saspartyfavors,shewasunderthemistakenimpressionthattherewasnothingwrongwithcopyingaCDsolongas(1)youpurchasedtheinitialcopyratherthandownloadingitfromtheinternetand(2)youdidnotsellthecopiesforaprofit. HerarrestenlightenedJessicatothefactthatitwaswrongtodistributehundredsofcopiesoftheCD,soshepledguiltytothechargewithoutconsultingalawyer.Shefiguredthecourtwouldunderstandthatshe’dmadeanignorantmistake.Shedidn’tknowthatinresponsetocomplaintsfromtherecordindustryaboutpiracy,thecopyrightstatutehadbeenrecentlyamendedtoprovidethatanyonewhoinfringedcopyrightbydistributingcopyrightedworksthathaveacommercialvalueofmorethan$1000wasguiltyofafelony,punishablebyupto50yearsinprison.Whenappearingbeforethejudge,Jessicaapologizedandexplainedthatshehadmadeamistakeinanefforttowinanelectionandthatshehadlearnedherlesson.Shepromisedtoneverdistributeunauthorizedcopiesofmusicagainnowthatsheunderstoodthelaw.Thejudge,whowassufferingfromahorribletoothache,statedthattheyouththesedaysneededtobetaughtalessonthatstealingisstealing,andmakingcopiesofCD’sisjustasbadasbreakingandenteringandstealingactualCD’s.HegaveJessicaalifesentence.DISCUSSIONQUESTIONS• WhatAmendmentdoesthisscenarioaddress?• WhatisyourunderstandingoftheEighthAmendment?• DoyoubelievethatJessicadidsomethingwrongforwhichshedeservedpunishment?Explain.• Whatisyouropinionoftheparticularpunishmentthatwashandeddown?Wasthedecisiontoimposea

lifesentence“cruelandunusual”?Why?Whatwouldbeamoreappropriatepunishmentforhermisconduct?

• Whatcriteriashouldbeusedtodeterminewhatpenaltiesareappropriateforparticularcrimes?• Jessicawas17yearsoldatthetimeofherarrest.Doyoubelievethatcertainpunishmentsviolatethe8th

Amendmentwhenappliedtominorsbutnotwhenappliedtoadults?Explain.• Whyisitimportantforyoutounderstandtheruleoflawandtherightsaffordedtoyou?• WhatconsequencesmightwefaceifweareunawareoftheBillofRights?

18

19

Name:_______________________

BillofRightsHypothetical’sDirections:ReadthefollowinghypotheticalsituationsanddecidewhethereachonecontainsaviolationoftheBillofRights.Foreach,circleviolationornoviolationandthenwritethenumberoftheamendmentandtheappropriatephrasesfromtheamendmentthatrelatetothesituation.1.A20-year-oldcollegestudentstartshisownnewspaper,whichoftenprintsarticlesmakingfunofthelocalmayor.Themayorisangryandgetshisaidestotakethepapersoffthestandbeforetheycanbedistributed.

Violation

No

violation

Amendmentsupport:

2.Awomanisbeingtriedformurder.Theprosecutingattorneyforceshertotakethestandandtestify.

Violation

No

violation

Amendmentsupport:

3.AstudentwearsabuttontoschoolurgingpeopletovoteforacertaincandidateforPresidentoftheUnitedStates.Someotherstudentsdon'tlikethecandidateandasktheprincipaltoforcethestudenttotakeoffthebutton.Theprinciplerefusestotellthestudenttoremovethebutton.

Violation

No

violation

Amendmentsupport:

4.Adentistisbeingsuedfor$500,000.Hewantsajurytohearthecasebutthejudgerefuseshisrequest.

Violation

No

violation

Amendmentsupport:

5.Ayoungwomanisbeingtriedfortreason.SheisaccusedofsellingplansforbuildinganuclearweapontoIran.Thejudgebelievesitwouldbedangeroustoletthepublichearherideas.Herefusestoallowanyonetoviewthetrial.

Violation

No

violation

Amendmentsupport:

6.Agroupofteenagersgatherquietlyonastreetcorner.Neighborscomplainandaskthepolicetoarrestthemforgettingtogetherasagroup.Thepolicerefuse.

Violation

No

violation

Amendmentsupport:

20

7.Atownneedsmorelandtobuildanewelementaryschool.Awoman'spropertyisneededbutshewantstokeepit.Thetownforceshertosellandgiveshertwicetheproperty'sactualvalue.Shesuestogetherlandback.

Violation

No

violation

Amendmentsupport:

8.Thegovernmenttriesamanformurderandlosesthecase.Ajurysaysheisinnocent.Thedistrictattorneywhoprosecutedthecaseismadandpromisestokeeptryinghimuntiltheygetajurytoconvicthim.Thedefendantthinksthisisunfair.

Violation

No

violation

Amendmentsupport:

9.ThePostmasterGeneraloftheUnitedStateshasacrossandanativitysceneinstalledatallPostOfficesthroughoutthecountryduringChristmastime.Governmentfundsarebeingusedtopurchasethecrossandnativityscene.ThemayorofapredominantlyJewishtowndemandsthatthecrossandnativitysceneberemovedfromhertown.

Violation

Noviolation

Amendmentsupport:

10.Amanlivingonaquietresidentialstreeterectsagiantbillboardonhisfrontlawn.Thebillboardhasneonlightsadvertisinganewbreakfastcerealthatthemaninvented.Thecityhaszoninglawsagainstthistypeofsigninaresidentialneighborhoodanddemandsthatitberemoved.

Violation

Noviolation

Amendmentsupport:

21

AnswerKey:BillofRightsHypothetical’s

1. ISaviolationofthestudent’sFirstAmendmentrighttofreepress.

2. ISaviolationofthewoman’sFifthAmendmentrightprotectingherselffromself-incrimination.

3. ISNOTaviolation.Theprincipalbehavedinaconstitutionalmannerbyrefusingtoviolatethestudent’sFirstAmendmentrightofspeech(wearingapoliticalbuttonisconsideredpoliticalspeechprotectedbytheFirstAmendment).Iftheprincipalbelievedthebuttoncouldcauseariotorseriouslydisrupttheschool,theprincipalcouldpreventthestudentfromwearingthebutton.

4. ISaviolation.TheseventhAmendmentguaranteestherighttoajurytrialifrequestedincivilcaseswherethevalueincontroversyexceeds$20.00.

5. ISaviolation.TheSixthAmendmentguaranteestherighttoapublictrial.

6. ISNOTaviolation.ThepolicewereupholdingtheteenagersFirstAmendmentrighttoassemblewhentheyrefusedtoarresttheteenagersforstandingonthestreetcorner.However,ifthegroupwasblockingaccesstoastoreorhouse,policehavetherighttoremovethem.

7. ISNOTaviolation.ThefifthAmendmentallowsthegovernmenttotakeprivatepropertyforpublicuse,aslongastheownerreceivesafairprice(calledcompensationofproperty).

8. ISaviolation.TheFifthAmendmentprohibitsapersonfrombeingtriedtwiceforthesamecrime.

9. ISaviolationoftheFirstAmendmentwhichforbidsthegovernmentfromestablishingareligion.

10. ISNOTaviolationoftheFirstAmendment.Thistypeofzoninglawisconstitutional.Localgovernmentshavetherighttoenactreasonablezoningordinances.

22

MaryBethandJohnTinker

23

SampleTestQuestions

1. WhichreasonbestexplainswhyAnti-FederalistsagreedtotheratificationoftheU.S.Constitution?A theywereconvincedbytheFederaliststhatastrongernationalgovernmentwasneededB theinclusionofaBillofRightsC theyfearedcivilwarwoulderuptifthenewgovernmentcouldnotquicklyagreeD Anti-FederalistsunderstoodthatappearingweaktoBritainwouldputthecountryindanger

2. Whichfactorhasmadethestrongestcontributiontothedevelopmentofreligiousfreedominthe

UnitedStates?A Mostcitizenshavesharedthesamereligiousbeliefs.B Religiousgroupshaveremainedpoliticallyunified.C SchoolprayerhasbeenruledconstitutionalbytheSupremeCourt.D GuaranteesintheConstitutionhaveencouragedreligiousexpressionandtoleration.

3. “Themoststringentprotectionoffreespeechwouldnotprotectamaninfalselyshoutingfireina

theaterandcausingapanic.”-JusticeOliverWendellHolmes

WhichinterpretationoftheBillofRightsdoesthisstatementillustrate?A Theneedsofthegovernmentaremoreimportantthancivilliberties.B Constitutionalprotectionsoflibertyarenotabsolute.C TheSupremeCourtcaneliminatefreedomslistedintheBillofRights.D TheBillofRightsdoesnotsafeguardindividualliberties.

4. AnexampleoftheunwrittenconstitutionintheUnitedStatesisthe

A rightofcitizenstovoteiftheyare18yearsoldorolderB righttofreedomofspeechC riseofthetwo-partypoliticalsystemD protectionagainstcruelandunusualpunishment

5. Whichactionwouldbenecessarybeforethegovernmentcoulddenyapersonapublictrialbyanimpartial

jury?

A anationalreferendumB passageofalawbyCongressC aunanimousrulingbytheSupremeCourtD ratificationofaconstitutionalamendment

6. AmendmentX:ThepowersnotdelegatedtotheUnitedStatesbytheConstitution,norprohibitedbyitto

thestates,arereservedtothestatesrespectively,ortothepeople.Accordingtothisamendment,whichofthefollowingstatementsiscorrect:

A Stateshavethepowertodeterminetheirownsupremelaws,regardlessoftheConstitution,fortheircitizenstofollow.

B TheConstitutiondeterminesalllegalissuesintheUnitedStates.C ThegovernmentalpowersnotnotedintheConstitutionarepowersthatthestates,orthe

peopleofthosestates,have.

24

D ThegovernmentalpowersnotnotedintheConstitutionoraddressedbythestatesareillegal.

7. DuringthedebatesovertheratificationoftheUnitedStatesConstitution,FederalistsandAnti-Federalistsdisagreedmoststronglyoverthe

A divisionofpowersbetweenthenationalandstategovernmentsB provisionforadmittingnewstatestotheUnionC amendmentstobeincludedintheBillofRightsD methodofamendingtheConstitution

8. WhichideaisillustratedbytheSupremeCourtcasesSchenckv.UnitedStatesandKorematsuv.United

States?

A ThefreespeechrightsofCommunistshaveoftenbeenviolated.B Duringwartime,limitationsoncivilrightshavebeenupheldbyjudicialaction.C Therightsofprotestorshavebeenpreservedevenintimesofnationalstress.D EconomicinterestsofforeignnationsarefrequentlyupheldinUnitedStatescourts.

9. ThedecisionsoftheUnitedStatesSupremeCourtinMirandav.Arizona,Gideonv.Wainwright,and

Escobedov.IllinoisalladvancedtheA votingrightsofminoritiesB guaranteesoffreespeechandpressC principleofseparationofchurchandstateD rightsofaccusedpersons

10. Thepoliceenteranindividual’shomewithoutinvitationorawarrantandseizeevidencetobeusedagainst

theindividual.WhichamendmentintheBillofRightshasbeenviolatedinthisscenario?A FirstAmendmentB FourthAmendmentC EighthAmendmentD FourteenthAmendment

11. TheSupremeCourtcasesofTinkerv.DesMoinesandNewJerseyv.TLOinvolvedtheissueof

A freedomofthepressB therightsofstudentsinschoolC freedomofreligionD therightsofprisoninmates

12. Asame-sexcouplegoestotheNorthCarolinamagistratetobemarriedbutthemagistrateturnsthem

awayandrefusestoperformamarriage,citingsame-sexmarriageasillegal.Hasthecouple’srightsbeenviolatedaccordingtotheBillofRights?A No:TheBillofRightsdoesnotaddresstherightsofhomosexuals,thussame-sexmarriageisastate

issue.B Yes:TheBillofRightsguaranteesfreedomofspeechandexpression,thusthemagistratewasbreaking

thelawbynotmarryingthecouple.C Yes:TheBillofRightsprotectsallcitizensfromharassmentandlegally,themagistrate’srefusalto

marrythecouplewarrantsharassment.D. No:TheBillofRightsonlyprotectsmarriagebetweenamanandawomananddoesnotprotect

marriagebetweensame-sexcouples.

25

AnswerKey

1. B2. D3. B4. C5. D6. C7. A8. B9. D10. B11. B12. A

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BillofRightsSocraticSeminarPossibleOpeningQuestions:• Thinkofatimewhenyoubelievethatoneofyourrightswasviolated.Howdidyoufeel?• Whatwordorphrasecomestomindwhenyouheartheword“rights”?

• Ifyoucouldwritea“BillofRights”forstudents,nameonerightthatyouwouldinclude.

PossibleCoreQuestions:• WhichoftheamendmentsintheBillofRightsdoyouconsiderthemostimportantandwhy?Which

amendmentdoyoufeelisleastimportantandwhy?• WhatchangesshouldbemadetotheBillofRights?Ifyoucouldaddanotheramendment,whatwouldit

beandwhy?

• WhydoyouthinkcertainFoundingFathersinsistedonaBillofRightswhenthefirstConstitutionwascreated?Inferwhytheseparticularamendmentswerechosenbythem.

• Let’sfocusontheFirstAmendment(haveastudentreadit).Aretheretimeswhenyoufeelyoudonot

havethesefreedomsgrantedbytheFirstAmendment?Explain.

• EvaluateourcurrentsocietyinupholdingtheBillofRights.Doyoufeelmostpeoplearetreatedfairlyandabletoexercisetheirrights?Inwhatwaysarepeople’srightssometimesviolatedandwhy?Whatpathsofrecoursedowehavewhenourrightsareviolated?

• (GathercurrenteventtopicsinvolvingtheviolationorupholdingoftheBillofRightsandcreaterelevant

questionstoconnect).*EvaluatethePatriotAct.Howdoesitviolateorprotectourrights?*ShouldtheBillofRightsapplytoprisonersofwar?Why/whynot?(connecttoeventsatAbuGhraibPrison)

PossibleClosingQuestions:• HowistheBillofRightsimportantorapplicabletoyouasanindividual?• Whatresponsibilitiesdowehaveascitizenstoensureourrightsareupheld?