GoPoPro Activities
Selective Incorporation
Compelling Question
What civil liberties do you have and what's to stop the government from taking them away?
History of US Civil Liberties
1)What are your civil liberties?
Do BOTH of the following:
List as many civil liberties as you can:
Rank those civil liberties from most to least important:
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.
1 sentence, 45 words, 5 rights. This sentence is so important that we will spend a whole lot of time analyzing and discussing it.
Do BOTH of the following:
Turn those 45 words into a 140 character Tweet:
Use your phone or device to turn those 5 rights into emojis. For example, Freedom of religion =
2)How did we get the rights we have?
Our rights are guaranteed by the Constitution and the Bill of Rights. But the Constitution only prevents the federal government from infringing on your rights. Does the Constitution stop state & local governments from infringing on your rights?
No. It only protected your rights from being infringed by the federal government. It says nothing about state & local governments infringing on your rights.
So does that mean that the states can deprive you of your First Amendment rights today?
No. Because of a few major historical steps:
The 14th Amendment (1868)
All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.
What the heck does this mean?
This due process clause of the 14th Amendment states that the same rules that stop the national government from restricting your rights apply to the states as well.
Gitlow versus New York
In Gitlow versus New York (1925) The Court ruled that just as the national government could not violate your rights from the Bill of Rights, neither could the state governments.
After this the Court began to incorporate most of the provisions of the Bill of Rights to all people in all states through due process clause. This is probably the most important constitutional development since the writing of the Constitution.
Look at the following charts on Selective Incorporation
Then in 1961, Mapp v Ohio incorporated the 4th Amendment, and soon other amendments would follow.
Do ALL of the following:
Based on what you have learned, write a concise definition of selective incorporation:
Make a timeline of the expansion of civil liberties for all Americans with a picture or photograph for at least 8 major points on the timeline.
Write a letter to the governor and legislature of your state explaining to them whether they have to power to restrict your freedom of speech.
3)What is the state of our rights today?
Read the most recent State of the First Amendment, paying close attention to the charts and graphs.
Use your knowledge of American civil liberties, your reading of the State of the First Amendment, and the following charts to answer the questions below.
On a scale of 1 to 10, with 1 meaning that our rights are absolutely protected, and 10 meaning that we have no rights, assign a number and then describe our current state of the First Amendment:
Imagine you are arguing a case before the Supreme Court. Construct a concise and compelling argument explaining exactly what can stop the government from taking away our civil liberties.
What would you say to a member of the public who says the First Amendment goes too far in the rights it guarantees?
Our civil liberties are guaranteed in the Consti - freaking - tution. Does it really matter what the public thinks about civil liberties?
Compelling Question Review
What civil liberties do you have and what's to stop the government from taking them away?
Hypothetical Extension
Imagine a U.S. where the ruling in Gitlow v New York was reversed, and selective incorporation never happened. Describe a road trip across this nation in a 1 page travel guide.
Action Extension
Use one of the following methods to explaining to your fellow citizens the state of civil liberties in America today.
Letter to the editor
v-blog
Prezi
infographic
Inequality
I've been thinking a lot about inequality lately. I kept reading report after report on American inequality but it was hard to visualize the chasm between the rich and the poor. Then I saw a video on inequality that helped me make sense of it all. I wasn't even half way through the video when I knew I was going to share it with my students.
Here's a recipe I cooked up to help my students debrief from the video and think deeply about inequality.
Time
15 minutes preparation
45 minutes of class time
Ingredients
100 beans per group of 4
1 ruler per group of 4
1 piece of paper per group of 4
1 marker per group of 4
1 link to the great inequality video (6 minutes and 24 seconds)
Before
Get 100 dried beans, or a roll of 100 pennies, or, in a pinch, chop up a piece of paper into 100 little pieces. We’ll refer to these pieces, beans, or pennies as beans from now on.
Class
Individuals
Ask your students to write down the word wealth.
Ask them to write a definition of the word wealth.
Wealth = what you have minus what you owe
Wealth = your stuff - your debts
The median net wealth of Americans is now somewhere around $57,000.
Groups
Split your class up into groups of four or so.
Each group will need
100 beans.
1 ruler
1 piece of paper
1 marker
Each group will take a piece of paper and a ruler. Turn your paper long way and place your ruler flush with the left hand side of your paper. Mark a line at 2 inches that runs from the top to the bottom of the page. Mark another line at 4 inches, another line at 6 inches, another line at 8 inches and a final line at 10 inches. You’ve marked your paper, roughly into quintiles (fifths). If you imagine dividing the US into quintiles of wealth, the poorest quintile of Americans would be in the space between 0 and 2 inches. The richest quintile of Americans would be between 8 and 10 inches. You can cut the paper off or fold it back at the 10 inch line.
Think of the beans as the total wealth of the USA. Each bean equals one percent of the total wealth. The total wealth of the US is approximately $54 trillion (2008) and that means that each bean is worth approximately $540 billion which written out looks like this $540,000,000,000 (that’s five hundred and forty billion dollars).
How do you think wealth (beans) is distributed in the USA?
In other words, you would put 20 beans in each quintile if you think the wealth is distributed exactly evenly between quintiles.
Or, your would put all 100 beans on the top quintile if you think the richest quintile (fifth) of Americans have all the wealth.
Remember, these beans do not equal income. Income is how much money you make. We are talking about wealth - how much a person has accumulated in life.
Distribute the beans on your grid based on how you believe the beans are actually distributed in the USA today.
After you’ve distributed the beans on your grid talk about it as a class. Talk about why some people get more beans than others. Talk about what it takes to get beans and to not get beans. Think about justice, fairness, equality, history.
Write the words AS IS on a piece of paper, place it at the top of the grid, and take a picture of your USA grid.
Now, let’s try this again.
Think again of the beans as the total wealth of the USA. Each bean equals one percent of the total wealth.
This time, think about how you think wealth (beans) should be distributed in the USA? Not how it IS, but how it SHOULD BE in an ideal world. Now talk about it. Thinking again about questions of justice, fairness, equality. Write the word SHOULD BE on a piece of paper, place it at the top of the grid, and take a picture of it.
Discuss how different your second grid is from the first grid you made and why that is.
Watch the great inequality video (6 minutes and 24 seconds)
After you watch the video each student should write down the following.
Something new you learned in the video.
A statement about how fair the United States is.
A statement about what the government could do about the distribution of wealth in the US.
Discuss why the distribution of wealth is the way it is.
Discuss what the government could do about it.
Rearrange the beans on your chart to reflect how wealth is actually divided in the US. Write the word ACTUAL on a piece of paper, place it at the top of the grid, and take a picture of it.
Here’s a chart that summarizes the findings from the video
After
Do one of the following:
Send me your pictures of your grids and thoughts.
Write a one page letter to the editor about the video.
Make a one paragraph post responding to the video on You Tube.
Make a one minute video response to the video on You Tube.
Write a letter to a government official about the video.
Make a post on this blog about the class.
Write a song, rap, or poem about the distribution of wealth in America.
Make a video response to the the great inequality video
Use your beans to make a visual representation of the USA (this could be a flag, a symbol, a word).
Complete this analogy. America is to equality, as ______________ is to _______________ . Make art from your analogy.
Thanks!
Further study
Infographic on income inequality in the US
Here’s a 11 charts from Mother Jones on Inequality