Aim: What is Freedom of the Press?
Bell Ringer: Read "Freedom of the Press" from A History of US Vol. 3, chapter 1.
Objectives:
1. Students will evaluate, take, and defend positions about rights protected by the Constitution and Bill of Rights
2. Students will evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.
3. Students will explain why rights have limits and are not absolute.
Agenda:
1. Bell Ringer (10 min)
2. Journal 68 – What are the origins of Freedom of the Press? (10 min)
3. Assign pairs of students to read one of the following sub sections from the Glencoe "United States Government Democracy In Action textbook (pages 366-382) and create a concept map to present to the class based on their assigned section. For more information and samples of concept maps: http://www.schrockguide.net/conceptmapping.html (rest of class)
1. Types of Speech 366 – Fray & Marixe / Catherine
2. Regulating Speech, Clear and Present Danger 367, 368 – Abigail & Michael /
3. Schenck v. United States, Bad Tendency Doctrine, Preferred Position Doctrine 368 – Gema & Melissa / Josefa & Francis
4. Sedition Laws 369 – Chris & Ismael / Mynor & Kevin C.
5. Speech Not Protected 369 – Larry & Andres /
6. Prior Restraint Forbidden (two cases) 371, 372 – Genesis & Anelsy / Laura & Brandon
7. Fair Trials and Free Press (Gag Order, Press Access Trials, Protecting New Sources) 372, 373, 374 – Jason & Thomas / Stephanie & Yesenia
8. Free Press Trials (Radio and Television, Motion Pictures, E-mail and the Internet, Obscenity, Advertising) 374, 375 – Kevin S. & Kenneth / Chabeli & Mario
9. Protecting Freedom of Assembly 376, 377, 378 – Javier / Yanitzel &
10. Public Assembly and Disorder 378 – Victoria & Brian / Ricardo & Matthew
11. Protection and Labor Picketing 380, 381, - Bertha & Ranses / Jennifer & Matheos
12. Freedom of Association 382 – Zoraya & Kelly / Kevin J. & Angie
Home Learning: Begin work on Concept Maps
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