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STUDENT GUIDE

Congress shall make no law respecting an establishment of religion, or prohibiting

the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble,

and to petition the Government for a redress of grievances.

“ “OUR FIRST AMENDMENT

FREEDOMS

The Anti-Defamation League (ADL) and Greenberg Traurig, LLP are proud to partner again with the Chicago Tribune on this important educational supplement devoted to the First Amendment to the United States Constitution. For over 200 years, the First Amendment has been a fundamental part of our society; it defineswho we are as Americans. This curriculum empowers teachers and their students to reflect on the significance and fortitude of the Constitution. While the original drafters could never have anticipated the astonishing advancements and challenges in our world, the principles they articulated are timeless.

ADL has been a strong defender of First Amendment rights since its founding in Chicago in 1913 more than 100 years ago. As Americans, we are proud to have the liberty to exercise these inalienable rights, which are not guaranteed in many other countries. These freedoms enhance the distinctly American concept of a pluralistic society in which diversity is not only accepted, but highly encouraged and celebrated.

The Chicago office of Greenberg Traurig strives to be as dynamic and diverse as the city it calls home. At ourlaw firm, diversity is also about taking action. We played a pivotal role in the landmark Supreme Court decisionreaffirming the constitutionality of affirmative action programs and have partnered with ADL to protect the religious freedom of all Americans.

As the Preamble of the U.S. Constitution states, we sincerely hope that our efforts will help secure, “Liberty for ourselves and our Posterity.”

The educational curriculum and activities for this program were developed by Sue Sobek, SLS Learning Solutions, LLC in partnership with Beth Yohe, Associate Director, Training & Curriculum, ADL Education Division, and Jessica Gall, Education Project Director. Additional input provided by ADL staff member Sally Arnold and David Barkey, National Religious Freedom Counsel, ADL Civil Rights Division. Layout and Design by Chicago Tribune Media Group Creative Services. ©2013 Chicago Tribune. A special thanks to our leading corporate sponsors who helped make Our First Amendment Freedoms program possible:

Contest scholarships provided by a generous anonymous donor, The Harold R. Burnstein Future Leaders Merit Award Endowment Fund, and the Kathleen Hart Solovy Scholarship Endowment Fund.

A letter from ADL & Greenberg Traurig

N EW SINE DU CA TIONNEWS IN EDUCATION

Keith J. ShapiroCo-Managing ShareholderGreenberg Traurig, LLP

Lonnie J. NasatirGreater Chicago/Upper Midwest Region DirectorAnti-Defamation League


Lonnie J. NasatirGreater Chicago/Upper Midwest Regional DirectorAnti-Defamation League

OUR FIRST AMENDMENT FREEDOMS – STUDENT SUPPLEMENT 1

A letter from ADL & Greenberg Trauig

NEWS IN EDUCATION

The Anti-Defamation League (ADL) and Greenberg Traurig, LLP are proud to partner again with the Chicago Tribune on this important educational supplement devoted to the First Amendment to the United StatesConstitution. For over 200 years, the First Amendment has been a fundamental part of our society; it de�neswho we are as Americans. We believe that this curriculum is vitally important because it empowers teachers and their students to re�ect on the signi�gance and fortitude of the Constitution. While the original drafters could never have anticipated the astonishing advancements and challenges in our world, the principles they articulated are timeless.


The Chicago of�ce of Greenberg Traurig strives to be as dynamic and diverse as the city it calls home. At ourlaw �rm, diversity is also about taking action. We played a pivotal role in the landmark Supreme Court decisionreaf�rming the constitutionality of af�rmative action programs and have partnered with ADL to protect thereligious freedom of all Americans.


The educational curriculum and activities for this program were developed by Sue Sobek, SLS Learning Solutions, LLCin partnership with Beth Yohe, Associate Director, Training & Curriculum, ADL Education Division, Jessica Gall, Education Project Director, and Miriam Zeidman, Midwest Counsel, ADL Civil Rights Division. Additional input provided by ADL staff member Sally Arnold and David Barkey, National Religious Freedom Counsel, ADL Civil Rights Division. Layout and Design by Chicago Tribune Media Group Creative Services. ©2013 Chicago Tribune.

A special thanks to our leading corporate sponsors who helped make Our First Amendment Freedoms program possible:

Contest scholorships provided by a generous anonymous donor andThe Harold R. Burnstein Future Leaders Merit Award Endowment Fund.

studentguide_010515.indd 2 1/14/15 12:59 PM





NEWS IN EDUCATION













NEWS IN EDUCATION









What is Freedom? These 45 words make up the First Amendment and haven’t been changed since they were adopted as part of the Bill of Rights on December 15, 1791 –

Congress shall make no law respecting an establishmentof religion, or prohibiting the free exercise thereof;or abridging the freedom of speech, or of the press;

or the right of the people peaceably to assemble,and to petition the Government for a redress of grievances.

- First Amendment to the Constitution of the United States of America

Student Overview

Welcome to Our First Amendment Freedoms program. If you were asked right now what the First Amendment of the Constitution is, would you have the right answer? As you read through these pages and complete the activities, you will learn that the First Amendment to the Constitution of the United States guarantees that you have certain freedoms. These freedoms include: religion, speech, press, and the right to assemble and petition. While you may not think about these freedoms every-

day as you go to school, listen to music or text your friends, they are important and should not be taken for granted. You will learn about these freedoms in more detail as you read through each of the five lessons and complete the activities. As you are reading, you may be asked questions. You should take the time to answer them, but don’t worry, you won’t have to share what you write. Let’s begin to find out what the First Amendment is all about.

Lesson

1

New Vocabulary • Abridge to diminish or shorten• Censorship the act of censoring; to examine

books, films, etc., to keep things thought to be objectionable from being known

• Coerce to dominate or control• Constraint a keeping back of one’s natural

feelings • Grievance a cause of distress giving reason

for complaint• Liberate to set free

• Petition Any nonviolent, legal means of encouraging or disapproving government action and can include: lobbying, emailing, cam-paigning, filing lawsuits, sup-porting referenda or collecting signatures for ballot initiatives

• Prohibit to forbid by authority or law• Redress the setting right of what is wrong• Restrain to hold back from action

What you will do• Explain what freedom means to you• List the important parts of the First Amendment

An Overview of the First Amendment

New Vocabulary

What you will do• Explain what freedom means to you•

Congress shall make now law respecting an establishment

of religion, or prohibiting the free exercise thereof;

or abridging the freedom of speech, or the press;

or the right of the people peaceably to assemble,


What is Freedom?

– First Amendment to the Constitution of the United States of America

Welcome to Our First Amendment Freedoms program. If youwere asked right now what the First Amendment of the Constitution is,would you have the right answer?

As you read through these pages and complete the activities, you willlearn that the First Amendment to the Constitution of the United Statesguarantees that you have certain freedoms. These freedoms include: religion,speech, press, and the right to assemble and petition. While you may not think

about these freedoms everyday as you go to school, listen to music or textyour friends, they are important and should not be taken for granted.

You will learn about these freedoms in more detail as you read througheach of the five lessons and complete the activities. As you are reading,you may be asked questions. You should take the time to answer them,but don’t worry, you won’t have to share what you write.

Let’s begin to find out what the First Amendment is all about.

2 OUR FIRST AMENDMENT FREEDOMS – STUDENT SUPPLEMENT

An Overview of the First AmendmentLesson

1

Student Overview

• Abridge to diminish or shorten• Censorship the act of censoring; to examine books, films, etc., to keep things thought to be objectionable from being known• Coerce to dominate or control• Constraint a keeping back of one's natural feelings• Grievance a cause of distress giving reason for complaint• Liberate to set free

• Petition Any nonviolent, legal means of encouraging or disapproving government action and can include: lobbying, emailing, campaigning, filing lawsuits, supporting referenda or collecting signatures for ballot initiatives• Prohibit to forbid by authority or law• Redress the setting right of what is wrong• Restrain to hold back from action

These 45 words make up the First Amendment and haven’t been changed since they were adopted as part of the Bill of Rights on December 15, 1791 –

List the important parts of the First Amendment


New Vocabulary

What you will do• Explain what freedom means to you•

Congress shall make now law respecting an establishment

of religion, or prohibiting the free exercise thereof;

or abridging the freedom of speech, or the press;

or the right of the people peaceably to assemble,


What is Freedom?

– First Amendment to the Constitution of the United States of America

Welcome to Our First Amendment Freedoms program. If youwere asked right now what the First Amendment of the Constitution is,would you have the right answer?

As you read through these pages and complete the activities, you willlearn that the First Amendment to the Constitution of the United Statesguarantees that you have certain freedoms. These freedoms include: religion,speech, press, and the right to assemble and petition. While you may not think

about these freedoms everyday as you go to school, listen to music or textyour friends, they are important and should not be taken for granted.

You will learn about these freedoms in more detail as you read througheach of the five lessons and complete the activities. As you are reading,you may be asked questions. You should take the time to answer them,but don’t worry, you won’t have to share what you write.

Let’s begin to find out what the First Amendment is all about.


An Overview of the First AmendmentLesson

1

Student Overview

• Abridge to diminish or shorten• Censorship the act of censoring; to examine books, films, etc., to keep things thought to be objectionable from being known• Coerce to dominate or control• Constraint a keeping back of one's natural feelings• Grievance a cause of distress giving reason for complaint• Liberate to set free

• Petition Any nonviolent, legal means of encouraging or disapproving government action and can include: lobbying, emailing, campaigning, filing lawsuits, supporting referenda or collecting signatures for ballot initiatives• Prohibit to forbid by authority or law• Redress the setting right of what is wrong• Restrain to hold back from action

These 45 words make up the First Amendment and haven’t been changed since they were adopted as part of the Bill of Rights on December 15, 1791 –

List the important parts of the First Amendment


What is Freedom?Freedom is a word that you’ve heard and seen many times. Speeches have been made, books have been written and songs have been sung about freedom. The last time you went to a ballgame and sang the “Star Spangled Banner,” you even sang about the “land of the free and the home of the brave.”But freedom is not something new. Throughout history, famous people have spoken out about our freedoms. First Lady “Lady Bird” Johnson said, “The clash of ideas is the sound of freedom.” Talk show host Oprah Winfrey said, “Free speech not only lives, it rocks,” and Nobel Prize winner Albert Einstein said, “Everything that is really great and inspiring is created by the individual who can labor in freedom.” Right now, if you had to define freedom or explain what freedom means to you, what would you say? Think about it for a minute, and then write your response.

According to the Merriam-Webster Dictionary, freedom (fre-d m) is defined as the quality or state of being free as: a) the absence of necessity, coercion or constraint in choice or action; b) liberation from slavery or restraint or from the power of another.As a student living in the United States, you experience freedoms everyday: freedom to go to the school you choose, freedom to attend a place of worship if you choose, or freedom to write a letter to your congressperson and express your opinion. These freedoms should not be taken for granted because as you will soon read about in other lessons, there are students living in other countries who do not have the right to these same freedoms. These freedoms are yours to experience because you live in the United States, and these freedoms are guaranteed by the First Amendment.

The First AmendmentWhat Is It, and Why Was It Written? What’s all the fuss about the First Amendment? Where did it come from? The First Amendment to the United States Constitution is a part of the United States Bill of Rights.

“ Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the govern-ment for a redress of grievances.”

These 45 words make up the First Amendment and haven’t been changed since they were adopted as part of the Bill of Rights on December 15, 1791 –over 200 years ago. The First Amendment guarantees you the following freedoms:

1. Religion – You can practice or not practice your religion without government interference.

2. Speech – You can voice your opinions and exchange ideas freely.

3. Press – You can write newspaper articles and report news on television without government censorship.

4. Assembly – You can gather peacefully in a public setting and encourage support on a matter important to you without the government stepping in.

5. Petition – You can write a letter to the mayor, your congressperson, senator, president or other elected official, and ask for changes in the system, knowing the letter will be delivered as written.

When the Constitution was signed on September 17, 1787, it did not contain these freedoms, but the people demanded a guarantee for their basic freedoms. After much discussion and debate, James Madison (who became President in 1808) wrote these first 45 words that have become known as the First Amendment, and the Bill of Rights was adopted on December 15, 1791. It is important to note that when people say, “I can say and do whatever I want because this is a free country, and it’s my First Amendment right,” they are exaggerating the freedom provided by the First Amendment. The First Amendment does not give us the right to say or do everything we like in every environment. For example, it does not give us the right to falsely yell, “fire,” in a crowded theater or to make serious threats of violence, and it does not prevent your parents from punishing you for teasing your brother or sister. The First Amendment, like the rest of the Constitution, shapes the relationship between the government and its citizens. It does not regulate the rules made by your parents, social networking sites like Facebook and Twitter, restaurants run by private owners, or others who are not representing the government.

Why Is the First Amendment Important to Me Today? Since the First Amendment was written over 200 years ago, why is it important to you today? The First Amendment is important to you today because these rights still apply, they can be challenged and our courts still interpret them when they are presented in court cases.For example, let’s say that each day after the morning announcements, your school’s principal required everyone to recite the same prayer. You don’t feel that you should have to recite the prayer. What could you do about it? Would the First Amendment support your decision not to pray?Before you start Lesson Two and read about your freedom of religion, complete the following activity.

What is Freedom?

The First Amendment

Freedom is a word that you’ve heard and seen many times. Speeches havebeen made, books have been written and songs have been sung aboutfreedom. The last time you went to a ballgame and sang the “Star SpangledBanner,” you even sang about the “land of the free and home of the brave.”

But freedom is not something new. Throughout history, famous people havespoken out about our freedoms. First Lady “Lady Bird” Johnson said, “Theclash of ideas is the sound of freedom.” Talk show host Oprah Winfrey said,“Free speech not only lives, it rocks,” and Nobel Prize winner Albert Einsteinsaid, "Everything that is really great and inspiring is created by the individualwho can labor in freedom."

Right now, if you had to define freedom or explain what freedom meansto you, what would you say? Think about it for a minute, and then writeyour response.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––

According to the Merriam-Webster Dictionary, freedom (frē-dəm) is definedas the quality or state of being free as: a) the absence of necessity, coercion orconstraint in choice or action; b) liberation from slavery or restraint or from thepower of another.

As a student living in the United States, you experience freedoms everyday:freedom to go to the school you choose, freedom to attend a place of worship if youchoose, or freedom to write a letter to your congressperson and express youropinion.These freedoms should not be taken for granted because as you will soonread about in other lessons, there are students living in other countries who do nothave the right to these same freedoms.These freedoms are yours to experiencebecause you live in the United States, and these freedoms are guaranteed bythe First Amendment.

What Is It, and Why Was It Written?What’s all the fuss about the First Amendment? Where did it come from?

The First Amendment to the United States Constitution is a part of the UnitedStates Bill of Rights.

“Congress shall make no law respecting an establishmentof religion, or prohibiting the free exercise thereof; or abridging thefreedom of speech, or of the press; or the right of the people peaceably toassemble, and to petition the government for a redress of grievances.”

These 45 words make up the First Amendment and haven’t been changedsince they were adopted as part of the Bill of Rights on December 15, 1791 –over 200 years ago. The First Amendment is commonly referred to as the fivefreedoms because it guarantees you the following freedoms:

1. Religion – You can practice or not practice your religion withoutgovernment interference.


3. Press – You can write newspaper articles and report news on televisionwithout government censorship.

4. Assembly – You can gather peacefully in a public setting and encouragesupport on a matter important to you without the government stepping in.

5. Petition – You can write a letter to the mayor, your congressperson,senator, president or other elected official, and ask forchanges in the system, knowing the letter will be delivered as written.

When the Constitution was signed on September 17, 1787, it did not containthese freedoms, but the U.S. people demanded a guarantee for their basicfreedoms. After much discussion and debate, James Madison (who becamePresident seventeen years later ) wrote these first 45 words that have becomeknown as the First Amendment, and the Bill of Rights was adopted onDecember 15, 1791.

It is important to note that when people say, “I can say and do whatever Iwant because this is a free country, and it’s my First Amendment right,"they are exaggerating the freedom provided by the First Amendment. The FirstAmendment does not give us the right to say or do everything we like in everyenvironment. For example, it does not give us the right to falsely yell,“fire,” ina crowded theater or to make serious threats of violence, and it does not preventyour parents from punishing you for teasing your brother or sister. The FirstAmendment, like the rest of the Constitution, shapes the relationship betweenthe government and its citizens. It does not regulate the rules made by yourparents, social networking sites like Facebook and Twitter, restaurants runby private owners, or others who are not representing the government.

Why Is the First Amendment Important to Me Today?Since the First Amendment was written over 200 years ago, why is it

important to you today? The First Amendment is important to you today becausethese rights still apply , they can be challenged and our courts still interpretthem when they are presented in court cases.

For example, let’s say that each day after the morning announcements,your school’s principal required everyone to recite the same prayer. You don’tfeel that you should have to recite the prayer. What could you do about it? Wouldthe First Amendment support your decision not to pray?

Before you start Lesson Two and read about your freedom of religion,complete the following activity.



What is Freedom?

The First Amendment

Freedom is a word that you’ve heard and seen many times. Speeches havebeen made, books have been written and songs have been sung aboutfreedom. The last time you went to a ballgame and sang the “Star SpangledBanner,” you even sang about the “land of the free and home of the brave.”

But freedom is not something new. Throughout history, famous people havespoken out about our freedoms. First Lady “Lady Bird” Johnson said, “Theclash of ideas is the sound of freedom.” Talk show host Oprah Winfrey said,“Free speech not only lives, it rocks,” and Nobel Prize winner Albert Einsteinsaid, "Everything that is really great and inspiring is created by the individualwho can labor in freedom."

Right now, if you had to define freedom or explain what freedom meansto you, what would you say? Think about it for a minute, and then writeyour response.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––

–––––––––––––––––––––––––––––––––––––––––––––––––––––––

According to the Merriam-Webster Dictionary, freedom (frē-dəm) is definedas the quality or state of being free as: a) the absence of necessity, coercion orconstraint in choice or action; b) liberation from slavery or restraint or from thepower of another.

As a student living in the United States, you experience freedoms everyday:freedom to go to the school you choose, freedom to attend a place of worship if youchoose, or freedom to write a letter to your congressperson and express youropinion.These freedoms should not be taken for granted because as you will soonread about in other lessons, there are students living in other countries who do nothave the right to these same freedoms.These freedoms are yours to experiencebecause you live in the United States, and these freedoms are guaranteed bythe First Amendment.

What Is It, and Why Was It Written?What’s all the fuss about the First Amendment? Where did it come from?

The First Amendment to the United States Constitution is a part of the UnitedStates Bill of Rights.

“Congress shall make no law respecting an establishmentof religion, or prohibiting the free exercise thereof; or abridging thefreedom of speech, or of the press; or the right of the people peaceably toassemble, and to petition the government for a redress of grievances.”

These 45 words make up the First Amendment and haven’t been changedsince they were adopted as part of the Bill of Rights on December 15, 1791 –over 200 years ago. The First Amendment is commonly referred to as the fivefreedoms because it guarantees you the following freedoms:

1. Religion – You can practice or not practice your religion withoutgovernment interference.


3. Press – You can write newspaper articles and report news on televisionwithout government censorship.

4. Assembly – You can gather peacefully in a public setting and encouragesupport on a matter important to you without the government stepping in.

5. Petition – You can write a letter to the mayor, your congressperson,senator, president or other elected official, and ask forchanges in the system, knowing the letter will be delivered as written.

When the Constitution was signed on September 17, 1787, it did not containthese freedoms, but the U.S. people demanded a guarantee for their basicfreedoms. After much discussion and debate, James Madison (who becamePresident seventeen years later ) wrote these first 45 words that have becomeknown as the First Amendment, and the Bill of Rights was adopted onDecember 15, 1791.

It is important to note that when people say, “I can say and do whatever Iwant because this is a free country, and it’s my First Amendment right,"they are exaggerating the freedom provided by the First Amendment. The FirstAmendment does not give us the right to say or do everything we like in everyenvironment. For example, it does not give us the right to falsely yell,“fire,” ina crowded theater or to make serious threats of violence, and it does not preventyour parents from punishing you for teasing your brother or sister. The FirstAmendment, like the rest of the Constitution, shapes the relationship betweenthe government and its citizens. It does not regulate the rules made by yourparents, social networking sites like Facebook and Twitter, restaurants runby private owners, or others who are not representing the government.

Why Is the First Amendment Important to Me Today?Since the First Amendment was written over 200 years ago, why is it

important to you today? The First Amendment is important to you today becausethese rights still apply , they can be challenged and our courts still interpretthem when they are presented in court cases.

For example, let’s say that each day after the morning announcements,your school’s principal required everyone to recite the same prayer. You don’tfeel that you should have to recite the prayer. What could you do about it? Wouldthe First Amendment support your decision not to pray?

Before you start Lesson Two and read about your freedom of religion,complete the following activity.



e

Activity 1: Extra, Extra, Read All About it!Objectives:• Review the articles on the front page of the Chicago Tribune

• Write a front page article announcing the First Amendment

Directions:• Read the front page of the Chicago Tribune and notice the type

of articles included on the front page (major stories which ofteninclude a photograph).

• Pretend that you are a newspaper reporter and have been assignedto write the main story of the front page for tomorrow’s edition.Imagine the date tomorrow is December 16, 1791, and the Bill ofRights, which includes the First Amendment, was just adopted.

• Write your story about the First Amendment. Rememberto include key facts that you learned in this lesson.

• Make sure to include a headline for your story.

• As an option, sketch a picture to go with the story.

Headline: ______________________________________________________________________________________________

Article: ________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________


Activity 1: Extra, Extra, Read All About it!Objectives:• Review the articles on the front page of the Chicago Tribune

• Write a front page article announcing the First Amendment

Directions:• Read the front page of the Chicago Tribune and notice the type

of articles included on the front page (major stories which ofteninclude a photograph).

• Pretend that you are a newspaper reporter and have been assignedto write the main story of the front page for tomorrow’s edition.Imagine the date tomorrow is December 16, 1791, and the Bill ofRights, which includes the First Amendment, was just adopted.

• Write your story about the First Amendment. Rememberto include key facts that you learned in this lesson.

• Make sure to include a headline for your story.

• As an option, sketch a picture to go with the story.

Headline: ______________________________________________________________________________________________

Article: ________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________



Lesson

2Freedom of Religion

New Vocabulary • Coerce to cause someone to do something by force

or threat• Doctrine a particular principle or position taught or supported

as a religion, government, etc.• Endorse to support actively• Mandate to order

• Neutral not taking the part of either side in a dispute or war

• Proselytize to talk someone into changing religious faith or joining one’s cause or group

• Render to furnish or give to another• Separatists people who practice or advocate separation,

especially from a religious or political body

What you will do• Review the two freedom of religion clauses of the First Amendment• Review the outcome of court case Engel v. Vitale (1962) as it pertains to freedom of religion• Explain what freedom of religion means to you

Overview “ Congress shall make no law respecting an establishment

of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.”

Freedom of religion is the first freedom mentioned in the First Amendment. As you read in Lesson One, freedom of religion means that you can practice the religion of your choice, or you can choose not to practice any religion at all. The key point to remember is that government cannot mandate what religion you can or cannot practice.But centuries ago, this was not true. The Pilgrims, when they were in England, were called Separatists because they wanted to be independent from the established Church of England. In order to find that religious freedom, they came to a country that is now known as the United States.

Two ClausesThere are two clauses in the First Amendment that support your religious freedom. The first clause is the Establishment Clause, and the second is the Free Exercise Clause.The Establishment Clause (Congress shall make no law respecting an establishment of religion) means that government:

• Must remain neutral when it comes to religion. • Cannot give the impression that it endorses religious belief

over non-belief or any particular belief over another belief. • Cannot coerce religious participation.

The Free Exercise Clause (Congress shall make no law ... prohibiting the free exercise thereof) provides each individual with the right to practice freely the religion of his or her choosing, or not practice any religion at all. The government cannot regulate how to practice your religion or punish the expression of religious doctrine.There is, however, an exception to this Free Exercise Clause. Although you have an absolute right to believe whatever you choose, your right to act based on those beliefs is not absolute. If a law or policy is passed that applies to everyone but interferes with the practices of a

religion, it may still be allowed under the Constitution. For example, some people’s religious beliefs mandate use of a hallucinogenic drug called peyote for ceremonies. But in 1990, the U.S. Supreme Court said that a state law that prohibited the use of peyote was a general law that applied to everyone and did not violate the Free Exercise Clause of the First Amendment. So, what all this means to you is you can practice any religion you want or practice no religion at all, free from government interference, with a few exceptions.

Religion Around the WorldAs you read in Lesson One, you experience these freedoms of the First Amendment because you live in the United States. While many countries have included in their constitutions the freedom of religion, which governments generally respect in practice, there are still countries that do not have these same freedoms. Here are two examples taken from the 2012 U.S. Department of State Report on International Religious Freedom:

• Saudi Arabia –The official religion of this country is Sunni Islam. Freedom of religion in Saudi Arabia is not recognized or protected under law. For example, mosques are the only public places of worship in Saudi Arabia, and the construction of churches, synagogues or other non-Muslim places of worship is not allowed. The government does permit people to practice their religions privately; however, this right to worship in private is not always respected. In addition, the public practice of Islam that is different from the government’s version of Islam and non-Muslim religions are prohibited.

New Vocabulary• Coerce to cause someone to do something by force or threat

• Doctrine a particular principle or position taught orsupported as a religion, government, etc.

• Endorse to support actively

• Mandate to order


• Proselytize to talk someone into changing religious faithor joining one’s cause or group

• Render to furnish or give to another

• Separatists people who practice or advocate separation,especially from a religious or political body

Overview“Congress shall make no law respecting an establishment of religion,or prohibiting the free exercise thereof; or abridging the freedom ofspeech, or of the press; or the right of the people peaceably to assemble,and to petition the government for a redress of grievances.”

Freedom of religion is the first freedom mentioned in the First Amendment.As you read in Lesson One, freedom of religion means that you can practice thereligion of your choice, or you can choose not to practice any religion at all. Thekey point to remember is that government cannot mandate what religion youcan or cannot practice.

But centuries ago, this was not true. The Pilgrims, when they werein England, were called Separatists because they wanted to be independentfthey came to a country that is now known as the United States.rom the established Church of England. In order to find that religious freedom,

Two ClausesThere are two clauses in the First Amendment that support your religious

freedom. The first clause is the Establishment Clause, and the second is theFree Exercise Clause.

The Establishment Clause (Congress shall make no law respecting anestablishment of religion) means that government:

• Must remain neutral when it comes to religion.

• Cannot give the impression that it endorses religious beliefover non-belief or any particular belief over another belief.

• Cannot coerce religious participation.


F r e e d o m o f R e l i g i o nLesson

2 What you will do• Review the two freedom of religion clauses of the First Amendment

• Review the outcome of court case Engel v. Vitale (1962) as it pertains to freedom of religion

• Explain what freedom of religion means to you

The Free Exercise Clause (Congress shall make no law ... prohibiting the free exercise thereof) provides each individual with the right to practice freely the religion of his or her choosing, or not practice any religion at all. The government cannot regulate how to practice your religion or punish the expression of religious doctrine.

There is, however, an exception to this free Exercise Clause. Although you have an absolute right to believe whatever you choose, your right to act based on those beliefs is not absolute. If a law or policy is passed that applies to everyone but interferes with the practices of a religion, it may still be allowed under the Constitution. For example, some people’s religious beliefs mandate use of a hallucinogenic drug called peyote for ceremonies. But in 1990, the U.S. Supreme Court said that a state law that prohibited the use of peyote was a general law that applied to everyone and did not violate the Free Exercise Clause of the First Amendment.

So, what all this means to you is you can practice any religion you want or practice no religion at all, free from government interference, with a few exceptions.

Religion Around the WorldAs you read in Lesson One, you experience these freedomes of the Frist Amendment because you live in the United States. While many countries have included in their constitutions the freedom of religion, with governments generally respecting this right in practice, there are still countries that do not have these same freedoms. Here are two examples taken from the 2012 U.S. Department of State Report on International Religious Freedom:

• Saudi Arabia – The official religion of this country is Sunni Islam. Freedom of religion in Saudi Arabia is not recognized or protected under law. For example, mosques are the only public places of worship in Saudi Arabia, and the construction of churches, synagogues or other non-Muslim places of worship is not allowed. The government does permit people to practice their religions privately; however, this right to worship in private is not always respected. In addition, the public practice of Islam that is different from the government’s version of Islam and non-Muslim religions are prohibited.


New Vocabulary• Legal permitted by law or established rules

• Lobbying trying to influence public officials,especially members of a legislative body

• Mandatory containing or constituting a command

• Nonviolent not using violence; peaceful

• Peaceful not involving violence or force

• Petition to make a formal written request

Overview“Congress shall make no law respecting an establishment of religion, orprohibiting the free exercise thereof; or abridging the freedom of speech, orof the press; or the right of the people peaceably to assemble, and topetition the government for a redress of grievances.”

There once was a time in our history when you could be arrested forgathering or assembling on a public street. Or, if you thought the decisionsmade by the king or queen were not right, you could not speak out for fear ofbeing beaten or thrown in jail. Since the signing of the Bill of Rights, this isno longer true. The First Amendment protects your freedom to assemble orpetition the government.

What is the Freedom to Assemble?“Down with Segregation,” "Undocumented and Unafraid," “Support our

Troops” and "Equal Rights for All" are examples of chants and picket signs

that have been part of peaceful demonstrations throughout our country overthe course of history. Civil rights advocates, demonstrators on both sides of thewar debate, striking workers, immigrant rights activists and other concernedcommunity members have taken to the streets, chanting, marching and raisingpicket signs in an effort to gain public support for their particular cause. Theseactions represent the fourth freedom of the First Amendment – the right to apeaceful, nonviolent assembly. You can gather peacefully in a public setting andencourage support from others on a matter important to you without thegovernment stepping in.

Does this mean that you can demonstrate whenever and wherever youwant? Actually, it does not. The government may limit the time, place andmanner, but the limits must be reasonable and fair. The key idea is that thegovernment cannot forbid you and others from assembling to discuss orprotest issues, especially if the assembly is peaceful and does not presentdanger to others.


Fre edom to Assemble and Pet i t ionLesson

4 What you will do• Review the freedom to assemble and petition clauses of the First Amendment

• Review the outcome of the court case Snyder v. Phelps (2011)• Explain their opinions regarding the freedom of assembly and petition


New Vocabulary• Coerce to cause someone to do something by force or threat

• Doctrine a particular principle or position taught orsupported as a religion, government, etc.

• Endorse to support actively

• Mandate to order


• Proselytize to talk someone into changing religious faithor joining one’s cause or group

• Render to furnish or give to another

• Separatists people who practice or advocate separation,especially from a religious or political body

Overview“Congress shall make no law respecting an establishment of religion,or prohibiting the free exercise thereof; or abridging the freedom ofspeech, or of the press; or the right of the people peaceably to assemble,and to petition the government for a redress of grievances.”

Freedom of religion is the first freedom mentioned in the First Amendment.As you read in Lesson One, freedom of religion means that you can practice thereligion of your choice, or you can choose not to practice any religion at all. Thekey point to remember is that government cannot mandate what religion youcan or cannot practice.

But centuries ago, this was not true. The Pilgrims, when they werein England, were called Separatists because they wanted to be independentfthey came to a country that is now known as the United States.rom the established Church of England. In order to find that religious freedom,

Two ClausesThere are two clauses in the First Amendment that support your religious

freedom. The first clause is the Establishment Clause, and the second is theFree Exercise Clause.

The Establishment Clause (Congress shall make no law respecting anestablishment of religion) means that government:

• Must remain neutral when it comes to religion.

• Cannot give the impression that it endorses religious beliefover non-belief or any particular belief over another belief.

• Cannot coerce religious participation.


F r e e d o m o f R e l i g i o nLesson

2 What you will do• Review the two freedom of religion clauses of the First Amendment

• Review the outcome of court case Engel v. Vitale (1962) as it pertains to freedom of religion

• Explain what freedom of religion means to you

The Free Exercise Clause (Congress shall make no law ... prohibiting the free exercise thereof) provides each individual with the right to practice freely the religion of his or her choosing, or not practice any religion at all. The government cannot regulate how to practice your religion or punish the expression of religious doctrine.

There is, however, an exception to this free Exercise Clause. Although you have an absolute right to believe whatever you choose, your right to act based on those beliefs is not absolute. If a law or policy is passed that applies to everyone but interferes with the practices of a religion, it may still be allowed under the Constitution. For example, some people’s religious beliefs mandate use of a hallucinogenic drug called peyote for ceremonies. But in 1990, the U.S. Supreme Court said that a state law that prohibited the use of peyote was a general law that applied to everyone and did not violate the Free Exercise Clause of the First Amendment.

So, what all this means to you is you can practice any religion you want or practice no religion at all, free from government interference, with a few exceptions.

Religion Around the WorldAs you read in Lesson One, you experience these freedomes of the Frist Amendment because you live in the United States. While many countries have included in their constitutions the freedom of religion, with governments generally respecting this right in practice, there are still countries that do not have these same freedoms. Here are two examples taken from the 2012 U.S. Department of State Report on International Religious Freedom:

• Saudi Arabia – The official religion of this country is Sunni Islam. Freedom of religion in Saudi Arabia is not recognized or protected under law. For example, mosques are the only public places of worship in Saudi Arabia, and the construction of churches, synagogues or other non-Muslim places of worship is not allowed. The government does permit people to practice their religions privately; however, this right to worship in private is not always respected. In addition, the public practice of Islam that is different from the government’s version of Islam and non-Muslim religions are prohibited.


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Court Case ExamplesEven though the First Amendment seems clear regarding freedom of religion, youstill have the right to go to court if you feel your rights are being violated. Thecourt may hear your case and render a decision based on its interpretation of theFirst Amendment.

In Lesson One you were asked how you would feel if you had to recite a certainprayer in school? Here is one example of a court case, Engel v. Vitale (1962), that raised this very issue under the First Amendment Establishment Clause.

In New York, a local school board required a prayer to be recited daily byeach class. The prayer began with the phrase, “Almighty God, we acknowledgeour dependence upon Thee…” This practice was challenged by the parents ofthe school’s students who claimed that it was “contrary to the beliefs, religions,or religious practices of both themselves and their children.”

In 1962, the Supreme Court decided that the school board’s requirement torecite this prayer was unconstitutional because it forced some students to pray.This important decision, plus many court cases that followed, helped clarify theconcept of separation of church and state (here, the state includes public schools).

Because of the Court’s decisions, public schools CANNOT do the following:• Offer prayers (but must allow students to pray individually, privately

and voluntarily without disrupting others)

• Teach creationism or theology (though they may teach about religionin a neutral, objective way)

• Display the Ten Commandments or Bible verses

Even though the First Amendment was written back in the late 1700s, itswas challenged in this court case in 1962 and continues to be

challenged today.Now that you’ve read about the first freedom, freedom of religion, complete

the following activities before continuing on to Lesson Three to learn aboutyour freedom of speech and press.


• Greece – This European country’s constitution establishes the Eastern Orthodox Church of Christ (Greek Orthodox Church) as the primary religion. The government financially supports the Orthodox Church, such as financing the maintenance of Orthodox Church buildings and providing tax benefits for the Orthodox Church. However, Greece’s Constitution also provides for the right of all citizens to practice the religion of their choice. The government generally respects this right, though non-Orthodox groups sometimes face administrative obstacles or encounter legal restrictions on religious practices.

As you can see in these two examples, the government of each country supports or “dictates” one specific religion. They also allow other religions to be practiced, but impose different restrictions. As you’ve already read, the practice or non-practice of religion in the United States does not have these restrictions nor does our constitution dicate a specific religion.

Freedom of Religion TodayIf there was a change in the First Amendment, and the government was

allowed to favor a religion different from your own, how do you think it would affect you at home, at school or in your neighborhood?

Take a minute, think about it and then record your thoughts in the space provided. Remember, you will not be asked to share your thoughts.

meaning


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meaning




Freedom of Religion Today If there was a change in the First Amendment, and the government was allowed to favor a religion different from your own, how do you think it would affect you at home, at school or in your neighborhood? Take a minute, think about it and then record your thoughts in the space provided. Remember, you will not be asked to share your thoughts.

Court Case Examples Even though the First Amendment seems clear regarding freedom of religion, you still have the right to go to court if you feel your rights are being violated. The court may hear your case and render a decision based on its interpretation of the First Amendment. In Lesson One you were asked how you would feel if you had to recite a certain prayer in school. Here is one example of a court case, Engel v. Vitale (1962), that raised this very issue under the First Amendment Establishment Clause. In New York, a local school board required a prayer to be recited daily by each class. The prayer began with the phrase, “Almighty God, we acknowledge our dependence upon Thee…” This practice was challenged by the parents of the school’s students who claimed that it was “contrary to the beliefs, religions, or religious practices of both themselves and their children.” In 1962, the Supreme Court decided that the school board’s requirement to recite this prayer was unconstitutional because it forced some students to pray. This important decision, plus many court cases that followed, helped clarify the concept of separation of church and state (here, the state includes public schools).

Because of the Court’s decisions, public schools CANNOT do the following:

• Offer prayers (but must allow students to pray individually, privately and voluntarily without disrupting others)

• Teach creationism or theology (though they may teach about religion in a neutral, objective way)

• Display the Ten Commandments or Bible verses (except in the limited context of relevant, neutral, and objective curriculum)

Even though the First Amendment was written back in the late 1700s, its meaning was challenged in this court case in 1962 and continues to be challenged today. Now that you’ve read about the first freedom, freedom of religion, complete the following activities before continuing on to Lesson Three to learn about your freedom of speech and press.

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meaning


Activity 2: Voice of the PeopleObjectives:

• Review the “Voice of the People” section of the Chicago Tribune

• Write your own letter to the “Voice of the People”

Directions:

Read the letters in the “Voice of the People” portion of the

main section of the paper.

• Pay attention to the way the letters are written; they are theopinions of the people who wrote them.

• Think of a topic or school issue related to freedom of religion,such as sports events on religious days or praying during

school, on which you have an opinion, and write your own“Voice of the People” letter.

• Use facts from this lesson to support your opinion in the letter.

• Sign your name like the letters you read.

• Share your “Voice of the People” with another student.

Voices of the People:





Directions:











• Pay attention to the way the letters are written; they are the opinions of the people who wrote them.

• Think of a topic or school issue related to freedom of religion, such as sports events on religious days or praying during school, on which you have an opinion, and write your own “Voice of the People” letter.

Objectives: • Review the articles on the front page of the Chicago Tribune • Write a front page article announcing the First Amendment

Directions:Read the letters in the “Voice of the People” portion of the main section of the paper.


• Sign your name like the letters you read.• Share your “Voice of the People” with another student.




Directions:












Activity 3: The ComicsObjectives:

• Review the comic strips in the Arts & Entertainment section of the Chicago Tribune

• Re-write a comic strip to include what you learned in the Freedom of Religion lesson

Directions:

• Read the comics in Live! section.

• Pick one comic strip and write new dialogue based on what you learned in the Freedom of Religion lesson.

Comic Strip Name:


Activity 3: The ComicsObjectives:

• Review the comic strips in the Arts & Entertainment section of the Chicago Tribune

• Re-write a comic strip to include what you learned in the Freedom of Religion lesson

Directions:

• Read the comics in Live! section.

• Pick one comic strip and write new dialogue based on what you learned in the Freedom of Religion lesson.

Comic Strip Name:



Lesson

3Freedom of Speech and Press

New Vocabulary • Censor to delete things thought to be objectionable• Confidential private• Cyberbullying the willful and repeated harm inflicted through

electronic media (Internet, cell phones, PDAs, etc.)• Derogatory intended to lower the reputation of a person

or thing• Dissenting differing in opinion• Lewd overly concerned with sex

• Monologue a long uninterrupted speech delivered by one person in the presence of others

• Obscene very shocking to one’s sense of what is moral or decent

• Regime a ruling government• Repressive preventing the natural or normal expression, activity

or development; to put down by force• Revoke to put an end to a law, order, or privilege by taking

away or canceling• Upheld to give support to

What you will do• Review the two freedoms of speech and press clauses of the First Amendment• Review the outcome of the court cases, Tinker v. Des Moines (1969), Bethel v. Fraser (1986), Gillman v. School Board for

Holmes County (2008) and Zamecnik v. Indian Prairie School District #204 (2011)• Define cyberbullying• Explain what freedom of speech and press means to you

New Vocabulary• Censor to delete things thought to be objectionable

• Confidential private

• Cyberbullying the willful and repeated harm inflicted throughelectronic media (Internet, cell phones, PDAs, etc.)

• Derogatory intended to lower the reputation of a person or thing

• Dissenting differing in opinion

• Lewd overly concerned with sex

• Monologue a long uninterrupted speech delivered by one person inthe presence of others


• Regime a ruling government

• Repressive preventing the natural or normal expression, activityor development; to put down by force

• Revoke to put an end to a law, order, or privilege by takingaway or canceling

• Upheld to give support to

Overview“Congress shall make no law respecting an establishment of religion, orprohibiting the free exercise thereof; or abridging the freedom of speech,or of the press; or the right of the people peaceably to assemble, and topetition the government for a redress of grievances.”

Freedom of speech and press are the third and fourth freedoms mentionedin the First Amendment. As you learned in previous lessons, you experiencethese freedoms because you live in the United States. But these freedoms donot exist for students in some other countries. Here are two examples, takenfrom the U.S. Department of State 2 201 Human Rights Report:


Fre edo m o f Spe e c h and Pre s sLesson

3 What you will do• Review the two freedom of speech and press clauses of the First Amendment

• Review the outcome of the court cases, Tinker v. Des Moines (1969), Bethel v. Fraser (1986), Gillman School Board forv.Holmes County (2008) and Zamecnik v. Indian Prairie School District #204 (2011)

• Define cyberbullying

• Explain what freedom of speech and press means to you

• China – The law provides for freedom of speech and press, although authorities generally do not respect these rights in practice. Authorities control print, broadcast and electronic media tightly and use them to propagate government views and Chinese Communist Party (CCP) ideology. Authorities impose censorship and manipulate the press and the Internet. With significant exceptions, including speech that challenges the government or the CCP, political topics can be discussed privately and in small groups

without official punishment. Those who make politically sensitive comments in public speeches, academic discussions, and comments to the media remain subject to punitive measures. Individuals who express views critical of the government or the CCP, particularly

those who share such views with foreign audiences, risk punishments ranging from disciplinary action in the workplace to police

interrogation and detention.

• Eritrea – Eritrea is a small Northeast African nation. The government severely restricts the ability of individuals to criticize the government in public or in private. In addition, it also restricts the press. Journalists must have permits and are required to obtain government permission to take photographs. Many independent journalists are detained by the government indefinitely or forced to leave the country, which has effectively stopped domestic media criticism of the government. Journalists practice self-censorship due to fear of government reprisal.




Freedom of speech and press are the third and fourth freedoms mentioned in the First Amendment. As you learned in previous lessons, you experience these freedoms because you live in the United States. But these freedoms do not exist for students in some other countries. Here are two examples, taken from the U.S. Department of State 2012 Human Rights Report:

• China – The law provides for freedom of speech and press, although authorities generally do not respect these rights in practice. Authorities control print, broadcast and electronic media tightly and use them to propagate government views and Chinese Communist Party (CCP) ideology. Authorities impose censorship and manipulate the press and the Internet. With significant

exceptions, including speech that challenges the government or the CCP, political topics can be discussed privately and in small groups without official punishment. Those who make politically sensitive comments in public speeches, academic discussions, and comments to the media remain subject to punitive measures. Individuals who express views critical of the government or the CCP, particularly those who share such views with foreign audiences, risk punishments ranging from disciplinary action in the workplace to police interrogation and detention.





































































Fre edo m o f Spe e c h and Pre ssLesson











What is Freedom of Speech? Freedom of speech means that you can share your opinions and exchange ideas freely without the government controlling the content of what you say or punishing you for saying it. There was a time when freedom of speech was only for the rich and powerful. In the early days of the colonies, royal governors, clergymen and a powerful few were the only ones allowed to speak their minds and express their opinions without consequence. For the average person, speaking out against things could send you to jail. But because of the First Amendment, the government cannot censor speech, even if the view expressed is an unpopular one. As a student, you have the right to express your opinion at your public school. Students often bring attention to their favorite causes by wearing armbands,T-shirts, buttons, etc; however, freedom of speech rights are not absolute in a school and may be restricted to ensure a safe learning environment for all students. School officials, such as the principal and teachers, have the right to restrict some types of student behavior; such as cursing at teachers in the classroom or hallway. In public school, as a student, you do have the right to express your opinions, but your speech may be restricted if, for example, it:

• Substantially and materially interferes with school activities and objectives

• Interferes with another individual’s rights• Is a “true threat”; it threatens immediate harm to an individual, the

school or community• Promotes illegal drug use

Court Case Examples In December of 1965, a community group in Des Moines, Iowa, decided to protest U.S. involvement in the Vietnam War by wearing black armbands. High school students John and Mary Beth Tinker exercised their First Amendment rights by wearing armbands to school to join the protest against the Vietnam War. Principals in the school district, aware of the students’ plans, created a rule that any student wearing an armband to school would be suspended unless the student removed the armband. Although the Tinkers knew about this rule, they decided to come to school wearing armbands anyway. After refusing to take the armbands off, John and Mary Beth Tinker were suspended and sent home by the principal. Their suspension lasted until they agreed to come back to school without the armbands.

The Tinkers filed a lawsuit in the U.S. District Court to stop the school principals from enforcing the rule in the future. Although the District Court said that this type of protest was a form of expression protected under the First Amendment’s freedom of speech clause, the Court sided with the school officials, saying that the rule was a reasonable regulation to prevent a “disturbance in school discipline.” The Tinkers appealed their case to the U.S. Eighth Circuit Court of Appeals, but they lost. Finally, the Tinkers decided to appeal the case to the Supreme Court of the United States. In the court case Tinker v. Des Moines (1969), the Supreme Court voted 7-2 in favor of the students. The Supreme Court held that the student’s silent expression of opinion did not cause any disorder or disturbance for the school or the students at the school.Even though the Tinkers won the case, the question of what type of behavior in school is considered a “substantial disruption of or material interference with school activities” is still debated today. Another interesting case years after the Tinker decision involved student Matthew Fraser. He gave a speech that was filled with sexual imagery at a school assembly, while some of his peers jeered, and others appeared to be uncomfortable. The school suspended the student and revoked his right to speak at graduation. Do you think Matthew Fraser’s speech is punishable and not protected under the First Amendment? Explain your answer.

Yes ____ No ____

The United States Supreme Court upheld the school’s actions. The Court said that there is a difference between the political message expressed by the students in the Tinker case and the lewd, obscene comments of Matthew Fraser. In this case, Bethel v. Fraser (1986), the Court wrote that, “a high school assembly or classroom is no place for a sexually explicit monologue.” In another example pertaining to freedom of speech, in 2007 students in a Florida high school wrote things like “gay pride” on their arms and notebooks and wore t-shirts with LGBT equality messages to support a student who had been taunted because of her sexual orientation. Their principal prohibited the students from continuing to do so. A junior by the name of Heather Gillman decided to take the issue to court, and after a two-day trial in Florida; a federal judge ruled that the school had violated students’ First Amendment rights. The judge ordered the school to stop censoring students who want to express their support for the fair and equal treatment of people who are gay. Finally, here in Naperville, Illinois, the opposite situation arose – a school preventing students from wearing t-shirts with the anti-gay message, “Be Happy, Not Gay.” The high school said that the message violated a school rule forbidding “derogatory comments…that refer to race, ethnicity, religion, gender, sexual orientation or disability.” The students sued the school in federal court, arguing that the First Amendment protects their right to wear shirts with that message. The U.S. Seventh Circuit Court of Appeals determined that the school could not prevent students from wearing the “Be Happy, Not Gay” message. It explained that, “people do not have a legal right to prevent criticism of their beliefs, or even their way of life,” and that wearing the t-shirt did not cause substantial disruption. However, the Court noted that speech that constitutes severe harassment, “blends insensibly into bullying,” and could lead to such disruption.As you can see, even though the First Amendment was written in the late 1700s, it continues to be relevant today

What is Freedom of Speech?Freedom of speech means that you can share your opinions and exchange

ideas freely without the government controlling the content of what you say.There was a time when freedom of speech was only for the rich and

powerful. In the early days of the colonies, royal governors, clergymen and apowerful few were the only ones allowed to speak their minds and opinions.For the average person, speaking out against things could send you tojail. But because of the First Amendment, the government could not censorpolitical speech, even if the view expressed is an unpopular one.

As a student, you have the right to express your opinion at your publicschool. Students often bring attention to their favorite causes by wearingarmbands,T-shirts, buttons, etc; however, freedom of speech rights are notabsolute in a school and may be restricted somewhat to ensure a safelearning environment for all students. School officials, such as the principaland teachers, have the right to restrict some type of student behavior, suchas cursing at teachers in the classroom or hallway.

In public school, as a student, you do have the right to express youropinions,but your speech may be restricted if, for example, it:


• Interferes with another individual’s rights

• Is a "true threat"; it threatens immediate harm to an individual, theschool or community

• Promotes illegal drug use

Court Case ExamplesHigh school students John and Mary Beth Tinker exercised their First

Amendment rights by wearing armbands to school as a means of protestingthe Vietnam War. In December of 1965, a community group in Des Moines,Iowa,decided to protest U.S. involvement in the Vietnam War by wearingblack armbands.

Principals in the school district, aware of the students' plans, created a rulethat any student wearing an armband to school would be suspended unless thestudent removed the armband. Although the Tinkers knew about this rule, theydecided to come to school wearing armbands anyway. After refusing to takethe armbands off, John and Mary Beth Tinker were suspended and sent homeby the principal. Their suspension lasted until they agreed to come back toschool without the armbands.

The Tinkers filed a suit in the U.S. District Court to stopthe school principals from enforcing the rule in the future.Although the District Court said that this type of protestwas a form of expression protected under the FirstAmendment's freedom of speech clause, the Court sidedwith the school officials, saying that the rule was needed to"prevent the disturbance of school activities." The Tinkersappealed their case to the U.S. Eighth Circuit Court ofAppeals, but they lost.

Finally, the Tinkers decided to appeal the case to theCourt of the United States. In the court case

Moines (1969), the Supreme Court votedthe students. The Supreme Court held that

silent expression of opinion did not cause anydisorder or disturbance for the school or the students at the

Even though the Tinkers won the case, the question ofwhat type of behavior in school is considered a"substantial disruption of or material interference withschool activities" is still challenged today.

Another interesting case years after the Tinker decisioninvolved student Matthew Fraser. He gave a speech thatwas filled with sexual imagery at a school assembly, whilesome of his peers jeered, and others were madeuncomfortable. The school suspended the studentand revoked his right to speak at graduation.

Do you think Matthew Fraser's speech is punishable and not protectedunder the First Amendment? Explain your answer. Yes ____ No _____

_______________________________________________________

_______________________________________________________

The United States Supreme Court upheld the school's actions. The courtsaid that there is a difference between the political protest expressed by thestudents in the Tinker case and the lewd, obscene comments of MatthewFraser. In this case, Bethel v. Fraser (1986), the court wrote that,“a high school assembly or classroom is no place for a sexually explicitmonologue.”

In this example pertaining to freedom of speech, students in a Floridaroutinely intimidated by school officials fortheir arms and notebooks or wearing

forbade the students from continuing

A junior by the name of Heather Gillman decided to go to court and after atwo-day trial in Florida, a federal judge ruled that the school violated students’First Amendment rights. The judge ordered the school to stop censoringstudents who want to express their support for the fair and equal treatment ofpeople who are gay.

Finally, here in Naperville, Illinois, the opposite situation arose – a schoolpreventing students from wearing t-shirts with the anti-gay message, “Be Happy,Not Gay.” The high school said that the message violated a school rule forbidding“derogatory comments…that refer to race, ethnicity, religion, gender, sexualorientation or disability.” The students sued the school in federal court, arguingthat the First Amendment protects their right to wear shirts with that message.

The U.S. Seventh Circuit Court of Appeals determined that the school couldnot prevent students from wearing the “Be Happy, Not Gay” message. Itexplained that, “people do not have a legal right to prevent criticism of theirbeliefs,or for that matter, their way of life,” and that wearing the t-shirt did notcause substantial disruption. However, the Court noted that speech thatconstitutes severe harassment,“blends insensibly into bullying,” and could leadto such disruption.

As you can see, even though the First Amendment was written in thelate 1700s, it continues to be relevant today.


SupremeTinker v. Des7-2 in favor ofthe students’

school.

high school said that they werethings like writing “gay pride” onrainbow-themed clothing. Their principalthe practice.


What is Freedom of Speech?Freedom of speech means that you can share your opinions and exchange

ideas freely without the government controlling the content of what you say.There was a time when freedom of speech was only for the rich and

powerful. In the early days of the colonies, royal governors, clergymen and apowerful few were the only ones allowed to speak their minds and opinions.For the average person, speaking out against things could send you tojail. But because of the First Amendment, the government could not censorpolitical speech, even if the view expressed is an unpopular one.

As a student, you have the right to express your opinion at your publicschool. Students often bring attention to their favorite causes by wearingarmbands,T-shirts, buttons, etc; however, freedom of speech rights are notabsolute in a school and may be restricted somewhat to ensure a safelearning environment for all students. School officials, such as the principaland teachers, have the right to restrict some type of student behavior, suchas cursing at teachers in the classroom or hallway.

In public school, as a student, you do have the right to express youropinions,but your speech may be restricted if, for example, it:


• Interferes with another individual’s rights

• Is a "true threat"; it threatens immediate harm to an individual, theschool or community

• Promotes illegal drug use

Court Case ExamplesHigh school students John and Mary Beth Tinker exercised their First

Amendment rights by wearing armbands to school as a means of protestingthe Vietnam War. In December of 1965, a community group in Des Moines,Iowa,decided to protest U.S. involvement in the Vietnam War by wearingblack armbands.

Principals in the school district, aware of the students' plans, created a rulethat any student wearing an armband to school would be suspended unless thestudent removed the armband. Although the Tinkers knew about this rule, theydecided to come to school wearing armbands anyway. After refusing to takethe armbands off, John and Mary Beth Tinker were suspended and sent homeby the principal. Their suspension lasted until they agreed to come back toschool without the armbands.

The Tinkers filed a suit in the U.S. District Court to stopthe school principals from enforcing the rule in the future.Although the District Court said that this type of protestwas a form of expression protected under the FirstAmendment's freedom of speech clause, the Court sidedwith the school officials, saying that the rule was needed to"prevent the disturbance of school activities." The Tinkersappealed their case to the U.S. Eighth Circuit Court ofAppeals, but they lost.

Finally, the Tinkers decided to appeal the case to theCourt of the United States. In the court case

Moines (1969), the Supreme Court votedthe students. The Supreme Court held that

silent expression of opinion did not cause anydisorder or disturbance for the school or the students at the

Even though the Tinkers won the case, the question ofwhat type of behavior in school is considered a"substantial disruption of or material interference withschool activities" is still challenged today.

Another interesting case years after the Tinker decisioninvolved student Matthew Fraser. He gave a speech thatwas filled with sexual imagery at a school assembly, whilesome of his peers jeered, and others were madeuncomfortable. The school suspended the studentand revoked his right to speak at graduation.

Do you think Matthew Fraser's speech is punishable and not protectedunder the First Amendment? Explain your answer. Yes ____ No _____

_______________________________________________________

_______________________________________________________

The United States Supreme Court upheld the school's actions. The courtsaid that there is a difference between the political protest expressed by thestudents in the Tinker case and the lewd, obscene comments of MatthewFraser. In this case, Bethel v. Fraser (1986), the court wrote that,“a high school assembly or classroom is no place for a sexually explicitmonologue.”

In this example pertaining to freedom of speech, students in a Floridaroutinely intimidated by school officials fortheir arms and notebooks or wearing

forbade the students from continuing

A junior by the name of Heather Gillman decided to go to court and after atwo-day trial in Florida, a federal judge ruled that the school violated students’First Amendment rights. The judge ordered the school to stop censoringstudents who want to express their support for the fair and equal treatment ofpeople who are gay.

Finally, here in Naperville, Illinois, the opposite situation arose – a schoolpreventing students from wearing t-shirts with the anti-gay message, “Be Happy,Not Gay.” The high school said that the message violated a school rule forbidding“derogatory comments…that refer to race, ethnicity, religion, gender, sexualorientation or disability.” The students sued the school in federal court, arguingthat the First Amendment protects their right to wear shirts with that message.

The U.S. Seventh Circuit Court of Appeals determined that the school couldnot prevent students from wearing the “Be Happy, Not Gay” message. Itexplained that, “people do not have a legal right to prevent criticism of theirbeliefs,or for that matter, their way of life,” and that wearing the t-shirt did notcause substantial disruption. However, the Court noted that speech thatconstitutes severe harassment,“blends insensibly into bullying,” and could leadto such disruption.

As you can see, even though the First Amendment was written in thelate 1700s, it continues to be relevant today.


SupremeTinker v. Des7-2 in favor ofthe students’

school.

high school said that they werethings like writing “gay pride” onrainbow-themed clothing. Their principalthe practice.


Cyberbulling Freedom of speech is not just about what you say. As you just read, it includes other forms of expression such as what you wear. In the technological world of today, you have even more resources through which you can express yourself or review information from others. Can you list three resources you use to “speak” or express yourself? List them in the space provided.

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Activity 4: Here’s the HeadlineObjectives:• Review articles in the Chicago Tribune

• Write an article to support the headline

Directions:• Read 2-3 articles from any section of the

and notice how the title of the article

is a summary of the article.

Teens Stand Up Against Cyberbullying!

• Write an article to support the title, “Teens Stand Up Against

Cyberbullying!” Use information from this lesson or from

the following Web site to write your article:

http://www.adl.org/combatbullying


CyberbullingFreedom of speech is not just about what you say. As you just read, it

includes other forms of expression such as what you wear. In the technological world of today, you have even more resources through which you can express yourself or review information from others. Can you list three resources you use to “speak” or express yourself? List the in the space provided.

Did you include social media, the Internet, video or cell phones? Let’s talk a little more about negative communication through electronic technology.

Although different states have different legal definitions, cyberbulling is the intentional and repeated mistreatment of others through the use of technology, such as computers, cell phones and other electronic devices. Cyberbulling can occur through any type of electronic communication, including emails, text messages, social networking sites and video web sites and online gaming.

Like face-to-face bullying, cyberbulling is wrong, harms others, and does not create a safe, respectful, and inclusive school environment.

Although you have read that even on school grounds you can exercise your freedom of speech, remember that there are also some limitations on that First Amendment right. Cyberbullying is an example. The government and public schools may interfere with student speech in certain circumstanc-es of cyberbulling, such as when students cyberbully using school computers, when cyberbulling creates a substantial disruption on campus or when cyberbulling interferes with a student’s rights.

Chicago Tribune

Did you include social media, the Internet, video or cell phones? Let’s talk a little more about negative communication through electronic technology. Although different states have different legal definitions, cyberbulling is the intentional and repeated mistreatment of others through the use of technology, such as computers, cell phones and other electronic devices. Cyberbulling can occur through any type of electronic communication, including emails, text messages, social networking sites, video web sites and online gaming.Like face-to-face bullying, cyberbulling is wrong, harms others, and does not create a safe, respectful, and inclusive school environment. Although you have read that even on school grounds you can exercise your freedom of speech, remember that there are also some limitations on that First Amendment right. Cyberbullying is an example. The government and public schools may interfere with student speech in certain circumstances of cyberbulling, such as when students cyberbully using school computers, when cyberbulling creates a substantial disruption on campus or when cyberbulling interferes with a student’s rights.

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Activity 4: Here’s the HeadlineObjectives:• Review articles in the Chicago Tribune

• Write an article to support the headline

Directions:• Read 2-3 articles from any section of the

and notice how the title of the article

is a summary of the article.

Teens Stand Up Against Cyberbullying!

• Write an article to support the title, “Teens Stand Up Against

Cyberbullying!” Use information from this lesson or from

the following Web site to write your article:

http://www.adl.org/combatbullying


CyberbullingFreedom of speech is not just about what you say. As you just read, it

includes other forms of expression such as what you wear. In the technological world of today, you have even more resources through which you can express yourself or review information from others. Can you list three resources you use to “speak” or express yourself? List the in the space provided.

Did you include social media, the Internet, video or cell phones? Let’s talk a little more about negative communication through electronic technology.

Although different states have different legal definitions, cyberbulling is the intentional and repeated mistreatment of others through the use of technology, such as computers, cell phones and other electronic devices. Cyberbulling can occur through any type of electronic communication, including emails, text messages, social networking sites and video web sites and online gaming.

Like face-to-face bullying, cyberbulling is wrong, harms others, and does not create a safe, respectful, and inclusive school environment.

Although you have read that even on school grounds you can exercise your freedom of speech, remember that there are also some limitations on that First Amendment right. Cyberbullying is an example. The government and public schools may interfere with student speech in certain circumstanc-es of cyberbulling, such as when students cyberbully using school computers, when cyberbulling creates a substantial disruption on campus or when cyberbulling interferes with a student’s rights.

Chicago Tribune


What is Freedom of the Press?Freedom of the press means that newspaper articles and television news

reports are written without government censorship, unless it is during wartime.In this situation, the government can only censor news about importantnational security information.

Freedom of the press also protects reporters as they do their jobs so theycannot be punished for making mistakes or not naming confidential sources.In addition, the government CANNOT do the following:

• Pass a law that requires newspapers to publish information against their will

• Impose taxes on the press that it does not collect from other businesses

• Prohibit the press from attending judicial proceedings and thereafterinforming the public about them

While this type of protection may not pertain to you because you are not areporter for the Chicago Tribune or WGN News, the freedom of press doesapply to school newspapers with additional limitations.

Court Case ExampleThe court case Hazelwood School District v. Kuhlmeier (1988) involved a

First Amendment challenge regarding whether school principals could censorschool-sponsored student newspapers. In the outcome of this case, the SupremeCourt held that the high school principal in a St. Louis suburban school had theright to delete two stories from the school newspaper – one about teen pregnancyand the other about the effects of divorce on students – because of theinappropriate nature of the materials for the wider student body and the risk of thestudents in the articles losing their privacy. Based on this court ruling, educatorscan censor school-sponsored student publications when they have legitimateeducational concerns wor hen it causes substantial disruption of the educationalprocess.

My Thoughts About These FreedomsYou just read about the First Amendment’s guarantee of the freedom of speech

and press, two examples of how other countries do not have our same freedomsand several court cases in which these freedoms have been challenged. Thinkabout the following questions and record your thoughts in the space provided. Youcan answer all three questions or just select one. Remember, you will not have toshare your thoughts with another student.

1. What do these freedoms of speech and press mean to me today?

_______________________________________________________

2. How would I feel if the next time I sent an email, texted a friend or posted atweet, it was censored by the government?

_______________________________________________________

3. How would I feel if I wanted to express my opinion (whether in the schoolnewspaper, in class or even on a T-shirt) about something happening at school,but I was not allowed to express it?

_______________________________________________________

Before you continue to Lesson Four and learn about the last two freedoms ofexpression — assembly and petition — complete the following activities.



What is Freedom of the Press?Freedom of the press means that newspaper articles and television news reports are written without government censorship, unless it is during wartime. In this situation, the government can only censor news about important national security information.Freedom of the press also protects reporters as they do their jobs so they cannot be punished for making mistakes or not naming confidential sources. In addition, the government CANNOT do the following:



• Prohibit the press from attending most judicial proceedings and thereafter informing the public about them

While this type of protection may not pertain to you because you are not a reporter for the Chicago Tribune or WGN News, the freedom of press does apply to school newspapers with additional limitations.

Court Case ExampleThe court case Hazelwood School District v. Kuhlmeier (1988) involved a First Amendment challenge regarding whether school principals could censor school-sponsored student newspapers. In the outcome of this case, the Supreme Court held that the high school principal in a St. Louis suburban school had the right to delete two stories from the school newspaper – one about teen pregnancy and the other about the effects of divorce on students – because of the inappropriate nature of the materials for the wider student body and the risk of the students in the articles losing their privacy. Based on this court ruling, educators can censor school-sponsored student publications when they have legitimate

educational concerns or when it causes substantial disruption of the educational process.

My Thoughts About These FreedomsYou just read about the First Amendment’s guarantee of the freedom of speech and press, two examples of how other countries do not have our same freedoms and several court cases in which these freedoms have been challenged.Think about the following questions and record your thoughts in the space provided.You can answer all three questions or just select one. Remember, you will not have to share your thoughts with another student.


2. How would I feel if the next time I sent an email, texted a friend or posted a tweet, it was censored by the government?

3. How would I feel if I wanted to express my opinion (whether in the school newspaper, in class or even on a T-shirt) about something happening at school, but I was not allowed to express it?

Before you continue to Lesson Four and learn about the last two freedoms of expression — assembly and petition — complete the following activities.

What is Freedom of the Press?Freedom of the press means that newspaper articles and television news

reports are written without government censorship, unless it is during wartime.In this situation, the government can only censor news about importantnational security information.

Freedom of the press also protects reporters as they do their jobs so theycannot be punished for making mistakes or not naming confidential sources.In addition, the government CANNOT do the following:



• Prohibit the press from attending judicial proceedings and thereafterinforming the public about them

While this type of protection may not pertain to you because you are not areporter for the Chicago Tribune or WGN News, the freedom of press doesapply to school newspapers with additional limitations.

Court Case ExampleThe court case Hazelwood School District v. Kuhlmeier (1988) involved a

First Amendment challenge regarding whether school principals could censorschool-sponsored student newspapers. In the outcome of this case, the SupremeCourt held that the high school principal in a St. Louis suburban school had theright to delete two stories from the school newspaper – one about teen pregnancyand the other about the effects of divorce on students – because of theinappropriate nature of the materials for the wider student body and the risk of thestudents in the articles losing their privacy. Based on this court ruling, educatorscan censor school-sponsored student publications when they have legitimateeducational concerns wor hen it causes substantial disruption of the educationalprocess.

My Thoughts About These FreedomsYou just read about the First Amendment’s guarantee of the freedom of speech

and press, two examples of how other countries do not have our same freedomsand several court cases in which these freedoms have been challenged. Thinkabout the following questions and record your thoughts in the space provided. Youcan answer all three questions or just select one. Remember, you will not have toshare your thoughts with another student.


_______________________________________________________

2. How would I feel if the next time I sent an email, texted a friend or posted atweet, it was censored by the government?

_______________________________________________________

3. How would I feel if I wanted to express my opinion (whether in the schoolnewspaper, in class or even on a T-shirt) about something happening at school,but I was not allowed to express it?

_______________________________________________________

Before you continue to Lesson Four and learn about the last two freedoms ofexpression — assembly and petition — complete the following activities.



Activity 5: Censored!Objectives:• Review the sections of the Chicago Tribune

• Select articles and ads that could be censored

• Consider how censoring the articles and ads could be problematic

Directions:• Imagine that the government decided to censor what was

written in the newspaper. Determine what would be censored,e.g., criticism about the President.

• Read articles and ads in all the sections of the newspaperand list the titles of articles or ads that you think might becontroversial and that the government might censor andnot let the paper print.

• Under each title you list, write why you think thegovernment would censor it.

• Finally, write why you think censoring the article orad could be a problem.

Title of Article/Ad

Why I think the government would censor the article/ad.

Why I think censoring this article/ad could be a problem.

Title of Article/Ad



Title of Article/Ad



Title of Article/Ad





Activity 5: Censored!Objectives:• Review the sections of the Chicago Tribune

• Select articles and ads that could be censored

• Consider how censoring the articles and ads could be problematic

Directions:• Imagine that the government decided to censor what was

written in the newspaper. Determine what would be censored,e.g., criticism about the President.

• Read articles and ads in all the sections of the newspaperand list the titles of articles or ads that you think might becontroversial and that the government might censor andnot let the paper print.

• Under each title you list, write why you think thegovernment would censor it.

• Finally, write why you think censoring the article orad could be a problem.

Title of Article/Ad



Title of Article/Ad



Title of Article/Ad



Title of Article/Ad






















Lesson

4Freedom to Assemble and Petition

New Vocabulary • Legal permitted by law or established rules

• Lobbying trying to influence public officials, especially members of a legislative body





What you will do• Review the freedom to assemble and petition clauses of the First Amendment• Review the outcome of the court case Snyder v. Phelps (2011)• Explain their opinions regarding the freedom of assembly and petition



There once was a time in our history when you could be arrested for gathering or assembling on a public street. Or, if you thought the decisions made by the king or queen were not right, you could not speak out for fear of being beaten or thrown in jail. Since the signing of the Bill of Rights, this is no longer true. The First Amendment protects your freedom to assemble or petition the government.

What is the Freedom to Assemble? “Down with Segregation,” “Undocumented and Unafraid,” “Black Lives Matter” and “Equal Rights for All” are examples

of chants and picket signs that have been part of peaceful demonstrations throughout our country over the course of history. Civil rights advocates, demonstrators on both sides of the war debate, striking workers, immigrant rights activists and other concerned community members have taken to the streets, chanting, marching and raising picket signs in an effort to gain public support for their particular cause. These actions represent the fourth freedom of the First Amendment – the right to a peaceful, nonviolent assembly. You can gather peacefully in a public setting and encourage support from others on a matter important to you without the government stepping in. Does this mean that you can demonstrate whenever and wherever you want? Actually, it does not. The government may limit the time, place and manner, but the limits must be reasonable. The key idea is that the government cannot forbid you and others from assembling to discuss or protest issues, especially if the assembly is peaceful and does not present danger to others.



































What is the Freedom to Petition? The freedom to petition is the fifth and last freedom mentioned in the First Amendment and means you can write a letter to the mayor, your congressperson, president, or any other public official, and ask the government to focus attention on unresolved issues, provide information about unpopular policies or share your thoughts about governmental changes. Does petitioning mean that you can only write a letter?No, it does not. The term “petitioning” has come to mean any nonviolent, legal means of encouraging or disapproving government action and can include: lobbying, emailing campaigns, filing lawsuits, supporting referenda or collecting signatures for ballot initiatives. The key point to remember is that the government cannot forbid you from telling public officials when you have a problem or a complaint.

Examples For decades, students have exercised these aspects of the First Amendment in many different ways. In the 1960s, African-American children in Birmingham, Alabama, walked out of school to protest segregation. In the 1960s and 1970s, youth popularized the slogan, “serve the people” by going into their communities and organizing free breakfast programs and health clinics. Youth organized around issues such as HIV/AIDS in the 1980s. More recently, people have rallied regarding gun violence in school environments, marriage equality, immigration, and systemic racism. Each successive generation adds its voice and actions to elicit change in its local communities and around the world. Have you ever been part of an assembly for a specific cause or signed a petition in school? If you have, briefly explain the cause and outcome of the assembly or petition.

Assembly of Unpopular Voices The freedom to assemble also exists for those with very unpopular beliefs and opinions. For example, the Westboro Baptist Church (WBC) is a small, virulently homophobic hate group that communicates its views by protesting at various locations around the country. In 2006, a U.S. marine named Matthew Snyder was killed in Iraq in the line of duty. On the day of Snyder’s funeral, WBC picketed on public land approximately 1,000 feet from the church where the funeral was being held, carrying signs that said “God Hates the USA/Thank God for 9/11,” and “God Hates F***.” Snyder’s father sued WBC. When the case, called Snyder v. Phelps (2011), reached the United States Supreme Court, the Court held that WBC’s speech was protected by the First Amendment. The Supreme Court explained that, even though WBC’s protest near the funeral may be hurtful, such speech at a public place, on a matter of public concern, in a peaceful way, and in

compliance with the rules, cannot be prohibited “simply because it is upsetting or arouses contempt.” Even though their beliefs are unpopular and offensive to many, the protesters were able to have their voices heard because of the First Amendment—specifically, their freedom to assemble as well as their freedom of speech.

Rally for the Illinois DREAM Act Another example of freedom to assemble took place in Chicago in April 2011, during a rally calling for the passage of the Illinois DREAM Act, to create private college scholarships for certain undocumented students who were brought to the country as children. Several hundred attendees rallied, some carrying signs with slogans matching the chants they yelled such as, “Education not Deportation!” and “One Nation, One Dream!” Youth stood alongside adults, including local leaders and Illinois university presidents, showing their support for youth who call Illinois home. The First Amendment’s freedom to assemble made it possible for participants to voice their beliefs collectively to influence public officials and others in the community without fear of government harassment or interference. In this case, the Illinois state government heard their voice. On August 1, 2011, Governor Quinn signed the act into law.

What Would You Do? From 1948 until 1973, during both peacetime and periods of conflict, men between the ages of 18-26 were “drafted” to fill vacancies in the armed forces which could not be filled through voluntary means. This means that when men turned 18 (typically seniors in high school), they were required to “register for the draft” and then join the armed services. Often times, especially during the Vietnam War, there were assemblies protesting the war and the draft.However, in 1973, the draft ended, and the U.S. converted to an all-volunteer military. So, if you are a man ages 18-25 and living in the U.S., you must register with Selective Service; however, since we are in a time of an all-volunteer military, you only have to register. Serving in the armed services is not mandatory. If our government changes its mind and decides to reinstate the draft for both young men and women, making it mandatory to join the armed services, would you assemble or petition the government to support or protest the mandatory draft? Think about your response and then record your thoughts. Make sure to provide reasons for your response.

Think about events happening in your neighborhood or school. What issue, problem or concern do you feel strongly enough about that you would practice the freedom to assemble or petition? Record your thoughts below and make sure to include why this issue is important to you and what outcome you would like to see as a result of your assembly or petition.

This completes Lesson Four, Freedom of Assembly and Petition. Before you review the projects in the last lesson, complete the following activities.

What is the Freedom to Petition?The freedom to petition is the fifth and last freedom mentioned in the First

Amendment and means you can write a letter to the mayor, yourcongressperson, president or any public official, and ask the government tofocus attention on unresolved issues, provide information about unpopularpolicies or share your thoughts about governmental changes.

Does petitioning mean that you can only write a letter?No, it does not. The term “petitioning” has come to mean any nonviolent,

legal means of encouraging or disapproving government action and caninclude: lobbying, emailing campaigns, filing lawsuits, supporting referenda orcollecting signatures for ballot initiatives. The key point to remember is that thegovernment cannot forbid you from telling public officials when you have aproblem or a complaint.

_______________________________________________________

_______________________________________________________

_______________________________________________________

Assembly of Unpopular Voices

Even though their beliefs are unpopular to many, the protesters were able tohave their voice heard because of the First Amendment, specifically, theirfreedom to assemble as well as their freedom of speech.

Rally for the Illinois DREAM ActAnother example of freedom to assemble took place in Chicago in April

2011, calling for the passage of the Illinois DREAM Act which would createprivate college scholarships for certain undocumented students who werebrought to the country as children. Several hundred attendees rallied, somecarrying signs with slogans matching the chants they yelled, "Education notDeportation!" and "One Nation, One Dream!" Youth stood alongside adults,including local leaders and Illinois university presidents, showing their supportfor undocumented youth who call Illinois home.

The First Amendment’s freedom to assemble made it possible forparticipants to voice their beliefs to influence public officials and others in thecommunity without fear of government harassment or interference. In thiscase, the Illinois state government heard their voice. On August 1, 2011,Governor Quinn signed the act into law.

What Would You Do?From 1948 until 1973, during both peacetime and periods of conflict,

men between the ages of 18-26 were “drafted” to fill vacancies in thearmed forces which could not be filled through voluntary means. This meansthat when men turned 18 (typically seniors in high school), they wererequired to “register for the draft” and then join the armed services. Oftentimes, especially during the Vietnam War, there were assemblies protestingthe war and the draft.

However, in 1973, the draft ended, so the U.S. converted to an all-volunteermilitary. So, if you are a man ages 18-25 and living in the U.S., you must registerwith Selective Service; however, since we are in a time of an all-volunteer military,you only have to register. Serving in the armed services is not mandatory.

If our government changes its mind and decides to reinstate the draftfor both young men and women, making it mandatory to join the armed services,would you assemble or petition the government to support or protest themandatory draft? Think about your response and then record your thoughts.Make sure to provide reasons for your response.

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Think about events happening in your neighborhood or school. What issue,problem or concern do you feel strongly enough about that you would practicethe freedom to assemble or petition? Record your thoughts below and makesure to include why this issue is important to you and what outcome you wouldlike to see as a result of your assembly or petition.

_______________________________________________________

_______________________________________________________

_______________________________________________________

This completes Lesson Four, Freedom of Assembly and Petition. Before youreview the projects in the last lesson, complete the following activities.


ExamplesFor decades, students have exercised these aspects of the First Amendment

in many different ways. In the 60s, African-American children in Birmingham,Alabama,walked out of school to protest segregation. In the 60s and 70s, youthpopularized the slogan, “serve the people” by going into their communities andorganizing free breakfast programs and health clinics. Youth organized aroundissues such as HIV/AIDS in the 80s and more recently around gun violencein school environments, marriage equality and immigration. Eachsuccessive generation adds its voice and actions to elicit change inits local communities and around the world.

Have you ever been part of an assembly for a specific cause or signed apetition in school? If you have, briefly explain the cause and outcome of theassembly or petition.

The freedom to also exists for those with very unpopular beliefs and opinions. For example, the Westboro Baptist Church (WBC) is a small, virulently homophobic hate group that communicates its views by protesting at various locations around the country. In 2006, a U.S. marine named Matthew Snyder was killed in Iraq in the line of duty. On the day of Snyder’s funeral, WBC picketed on public land approximately 1,000 feet from the church where the funeral was being held, carrying signs that said “God Hates the USA/Thank God for 9/11,” and “God Hates F***.” Snyder’s father sued WBC. When the case, called Snyder v. Phelps (2011), reached the United States Supreme Court, the Court held that WBC’s speech was protected by the First Amendment. The Supreme Court explained that, even though WBC’s protest near the funeral may be hurtful, such speech at a public place, on a

matter of public concern, in a peaceful way, and in compliance with the rules, cannot be prohibited “simply because it is upsetting or arouses contempt.”


What is the Freedom to Petition?The freedom to petition is the fifth and last freedom mentioned in the First

Amendment and means you can write a letter to the mayor, yourcongressperson, president or any public official, and ask the government tofocus attention on unresolved issues, provide information about unpopularpolicies or share your thoughts about governmental changes.

Does petitioning mean that you can only write a letter?No, it does not. The term “petitioning” has come to mean any nonviolent,

legal means of encouraging or disapproving government action and caninclude: lobbying, emailing campaigns, filing lawsuits, supporting referenda orcollecting signatures for ballot initiatives. The key point to remember is that thegovernment cannot forbid you from telling public officials when you have aproblem or a complaint.

_______________________________________________________

_______________________________________________________

_______________________________________________________

Assembly of Unpopular Voices

Even though their beliefs are unpopular to many, the protesters were able tohave their voice heard because of the First Amendment, specifically, theirfreedom to assemble as well as their freedom of speech.

Rally for the Illinois DREAM ActAnother example of freedom to assemble took place in Chicago in April

2011, calling for the passage of the Illinois DREAM Act which would createprivate college scholarships for certain undocumented students who werebrought to the country as children. Several hundred attendees rallied, somecarrying signs with slogans matching the chants they yelled, "Education notDeportation!" and "One Nation, One Dream!" Youth stood alongside adults,including local leaders and Illinois university presidents, showing their supportfor undocumented youth who call Illinois home.

The First Amendment’s freedom to assemble made it possible forparticipants to voice their beliefs to influence public officials and others in thecommunity without fear of government harassment or interference. In thiscase, the Illinois state government heard their voice. On August 1, 2011,Governor Quinn signed the act into law.

What Would You Do?From 1948 until 1973, during both peacetime and periods of conflict,

men between the ages of 18-26 were “drafted” to fill vacancies in thearmed forces which could not be filled through voluntary means. This meansthat when men turned 18 (typically seniors in high school), they wererequired to “register for the draft” and then join the armed services. Oftentimes, especially during the Vietnam War, there were assemblies protestingthe war and the draft.

However, in 1973, the draft ended, so the U.S. converted to an all-volunteermilitary. So, if you are a man ages 18-25 and living in the U.S., you must registerwith Selective Service; however, since we are in a time of an all-volunteer military,you only have to register. Serving in the armed services is not mandatory.

If our government changes its mind and decides to reinstate the draftfor both young men and women, making it mandatory to join the armed services,would you assemble or petition the government to support or protest themandatory draft? Think about your response and then record your thoughts.Make sure to provide reasons for your response.

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Think about events happening in your neighborhood or school. What issue,problem or concern do you feel strongly enough about that you would practicethe freedom to assemble or petition? Record your thoughts below and makesure to include why this issue is important to you and what outcome you wouldlike to see as a result of your assembly or petition.

_______________________________________________________

_______________________________________________________

_______________________________________________________

This completes Lesson Four, Freedom of Assembly and Petition. Before youreview the projects in the last lesson, complete the following activities.


ExamplesFor decades, students have exercised these aspects of the First Amendment

in many different ways. In the 60s, African-American children in Birmingham,Alabama,walked out of school to protest segregation. In the 60s and 70s, youthpopularized the slogan, “serve the people” by going into their communities andorganizing free breakfast programs and health clinics. Youth organized aroundissues such as HIV/AIDS in the 80s and more recently around gun violencein school environments, marriage equality and immigration. Eachsuccessive generation adds its voice and actions to elicit change inits local communities and around the world.

Have you ever been part of an assembly for a specific cause or signed apetition in school? If you have, briefly explain the cause and outcome of theassembly or petition.

The freedom to also exists for those with very unpopular beliefs and opinions. For example, the Westboro Baptist Church (WBC) is a small, virulently homophobic hate group that communicates its views by protesting at various locations around the country. In 2006, a U.S. marine named Matthew Snyder was killed in Iraq in the line of duty. On the day of Snyder’s funeral, WBC picketed on public land approximately 1,000 feet from the church where the funeral was being held, carrying signs that said “God Hates the USA/Thank God for 9/11,” and “God Hates F***.” Snyder’s father sued WBC. When the case, called Snyder v. Phelps (2011), reached the United States Supreme Court, the Court held that WBC’s speech was protected by the First Amendment. The Supreme Court explained that, even though WBC’s protest near the funeral may be hurtful, such speech at a public place, on a

matter of public concern, in a peaceful way, and in compliance with the rules, cannot be prohibited “simply because it is upsetting or arouses contempt.”


Activity 6: Dear Member of CongressObjectives:• Review articles in the Chicago Tribune

• Write a letter to your congressperson

Directions:• Read through the different articles in the

and find one topic that youhave an opposing position on, or that you don’t agreewith, that is happening in your community, your townor your city, in the U.S., or internationally.

• Exercising your freedom of petition, write a letter to yourcongressperson expressing your concern and explainingwhat action you would like her or him to take.

Title of Article: _____________________________________________________________________________________________________

Dear Congressperson:________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

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Objectives:• Review articles in the Chicago Tribune• Write a letter to your congressperson

Directions:• Read through the different sections of the paper and notice the ads.

Some sell products or services while others provide information.

• Note the information included in the ad: name, location, cost, time, some type of photograph or graphic, etc. Ask yourself, what makes the ad effective? Catchy slogan? Eye-pleasing image? Easy-to-understand text?

• Think about an issue that is affecting your neighborhood or school. Create an ad illustrating your response, keeping in mind what makes for a good ad. Think about how your ad will help meet the outcome you want. Remember to include information found on other ads as listed above.

• Display your ad in the classroom.

Activity 6: Dear Member of CongressObjectives:• Review articles in the Chicago Tribune

• Write a letter to your congressperson

Directions:• Read through the different articles in the

and find one topic that youhave an opposing position on, or that you don’t agreewith, that is happening in your community, your townor your city, in the U.S., or internationally.

• Exercising your freedom of petition, write a letter to yourcongressperson expressing your concern and explainingwhat action you would like her or him to take.

Title of Article: _____________________________________________________________________________________________________

Dear Congressperson:________________________________________________________________________________________________

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Activity 7: Advertising for ChangeObjectives:• Review ads in the Chicago Tribune

• Create an ad supporting an important concern or issue

Directions:• Read through the different sections of the paper and notice

the ads. Some sell products or services while othersprovide information.

• Note the information included in the ad: name, location, cost,time, some type of photograph or graphic, etc. Ask yourself,what makes the ad effective? Catchy slogan? Eye-pleasingimage? Easy-to-understand text?

• Think about an issue that is affecting your neighborhoodor school. Create an ad illustrating your response, keeping inmind what makes for a good ad. Think about how your ad willhelp meet the outcome you want. Remember to includeinformation found on other ads as listed above.

• Display your ad in the classroom.



CongratulationsYou have finished all the lessons of Our First Amendment Freedoms.

Now it is time for you to share what you learned with other students in yourschool by creating a First Amendment project. Below are the directions youshould follow when creating your project, but you can decide how you want tocreate it. You may choose to write a song, create a video, design a Web site,write a skit, record a radio segment, etc. Your group should decide how youwant to share your message. Ask your teacher for assistance. Have fun!

Directions:• Work in groups of 3-4 students.

• Review and discuss the key points you learned in the four lessons andlist them in the space provided below.

• Talk about what the First Amendment means to you in your group. Inother words, how does the First Amendment impact you personally?Why does the First Amendment matter to you? Decide as a group

what you want others in your school or class to know about theFirst Amendment and list them in the space provided below.

• Write a short paragraph describing your project and share it with yourteacher. Remember your project could be a song, skit, video, radiobroadcast, etc. Make sure you include in your paragraph any materialsyou will need to create your project. For example, you might need acomputer, video camera, poster board, paint, music, etc.

• Submit your proposal to the teacher. Once your teacher approves it(which may require discussion or further information, depending onwhat the teacher needs), create your project. You may also check in withyour teacher during the development of the project to make sure youare on the right track.

• Share your First Amendment Project with your school or class.

A. Key points we learned in the lessons.

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B. What we want others to know about the First Amendment.

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C. On a separate piece of paper, write out a description of our First Amendment project.

D. Materials we will need to create our project.

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FINAL GROUP ACTIVITY:L e t Your Voices Be HeardWhat you will do• Work in small groups and create a First Amendment project incorporating what you learned in the lessons













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FINAL GROUP ACTIVITY:Le t Your Voices Be HeardWhat you will do• Work in small groups and create a First Amendment project incorporating what you learned in the lessons

studentguide_010515.indd 19 1/14/15 1:00 PM18 OUR FIRST AMENDMENT FREEDOMS – STUDENT SUPPLEMENT











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FI N AL G ROUP ACTIVITY:Le t Yo ur Vo i ces Be HeardWhat you will do• Work in small groups and create a First Amendment project incorporating what you learned in the lessons


Congratulations

You have finished all the lessons of Our First Amendment Freedoms. Now it is time for you to share what you learned with other students in your school by creating a First Amendment project. Below are the directions you should follow when creating your project, but you can decide how you want to create it. You may choose to write a song, create a video, design a Web site, write a skit, record a radio segment, etc. Your group should decide how you want to share your message. Ask your teacher for assistance. Have fun!


• Review and discuss the key points you learned in the four lessons and list them in the space provided below.

• Talk about what the First Amendment means to you in your group. In other words, how does the First Amendment impact you personally? Why does the First Amendment matter to you? Decide as a group what you want others in your school or class to know about the First Amend-ment and list them in the space provided below.

• Write a short paragraph describing your project and share it with your teacher. Remember your project could be a song, skit, video, radio broad-cast, etc. Make sure you include in your paragraph any materials you will need to create your project. For example, you might need a computer, video camera, poster board, paint, music, etc.

• Submit your proposal to the teacher. Once your teacher approves it (which may require discussion or further information, depending on what the teacher needs), create your project. You may also check in with your teacher during the development of the project to make sure you are on the right track.


What you will do• Work in small groups and create a First Amendment project incorporating what you learned in the lessons

FINAL GROUP ACTIVITY:Let Your Voices Be Heard












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F I N AL G ROUP ACTIVITY:Le t Yo ur Vo ices Be HeardWhat you will do• Work in small groups and create a First Amendment project incorporating what you learned in the lessons


In 2015, over 1,500 entries were submitted from 140 schools. So many of the inspired essays and imaginative artwork truly demonstrate how the First Amendment impacts students’ lives in very personal ways. We encourage all students to submit entries at the conclusion of this 5-week curriculum, while ideas are fresh.

Thanks to a generous anonymous donor, The Harold R. Burnstein Future Leaders Merit Award Endowment Fund, and the Kathleen Hart Solovy Scholarship Endowment Fund, the 1st place winners each receive a $5,000 scholarship and 2nd place winners receive a $1,000 scholarship. First and second place winners will be invited to the Jerold S. Solovy Freedom Award Dinner in the fall of 2016.


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Contest Topic:Students are asked to submit an essay or create a work of art that best answers or represents the following question:

“Describe or portray how one or more of the five freedoms listedin the First Amendment personally affects your daily life in the 21st century.”

In 2014, over 1,500 entries were submitted from 115 schools. So many of the inspired essays and imaginative artwork trulydemonstrate how the First Amendment impacts students’ lives in very personal ways. We encourage all students to submit entries at

the conclusion of this 5-week curriculum, while ideas are fresh.

Student’s first and last name

Student Home Address*

Student Phone Number*

Student e-mail*

*required for notification if selected as a finalist

Current Grade (circle one): 7 8 9 10 11

Current School Name

Current School Address

City State Zip

School in Fall 2015

Teacher’s first and last name (including Mr., Mrs., Miss or Ms.)

Teacher’s Email

School Phone Number (including area code)

School Name in Fall 2015 (if different)

DOWNLOAD DETAILED CONTEST RULESAND ADDITIONAL ENTRY FORMS

ON THE ADL WEBSITE:

chicago.adl.orgMail all original entries to:

ADL First Amendment Contest120 South LaSalle

Suite 1150Chicago, IL 60603

For more information or questions contact ADLat 312-533-3939

Teachers: We encourage you to have your students submit their entries now while the topic is still fresh in their minds!

NEWS IN EDUCATION

2015 First Amendment Art & Essay Contest Entry Form

Thanks to a generous anonymous donor and the 1st place

winners each receive a $5,000 scholarship and 2nd place winners receive a $1,000 scholarship. First and second place winners

will be invited to the Jerold S. Solovy Freedom Award Dinner in the fall of 2015.

The Harold R. Burnstein Future Leaders Merit Award Endowment Fund,


2016

Jonathan QuinnRegional Board Chair

Lonnie J. NasatirRegional Director

Phone: 312-533-3939 • Email: [email protected] • www.adl.org

Chicago’s vibrant mix of cultures, races, religions and ethnic groups enhance our city’s strength, beauty and collective wisdom. Together, we all weave the fabric of our pluralistic society.

Founded in Chicago in 1913, the Anti-Defamation League is the nation’s premier civil rights and human relations organization. ADL has upheld this disctinctly American concept by leading the fight for equality for all. ADL has become the leader in addressing diversity in schools, communities and workplaces and our renowned educational programming deals with topics as varied as cyberbulling, Holocaust awareness and law enforcement training.

This educational curriculum supplement, created in partnerhsip with the Chicago Tribune, provides vital lessons on the freedoms guaranteed to all Americans by the First Amendment.


Barbara Adelman

partnership

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