Sunday, September 20, 2020

Tuesday, September 22: How Have Judges and Scholars Interpreted the First Amendment


 

To get you in a fall mood: Scary Skeletons 1932



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1. In class: review of yesterday's ratings on activities under the First Amendment.




2. Discussion question: Why do  think the freedom of speech is an important right, and why it is particularly important in a democracy, where people choose their political leaders? 

Please take a few minutes and write your response of in the chat. The chat is recorded; so you will receive a participation grade.
If you are absent, please e-mail a response.

Assignment: due by 6pm Wednesday, September 23

A Common Interpretation: Freedom of Speech and the Press

by Geoffrey R. Stone and Eugene Volokh

Stone, Geoffrey, and Eugene Volkh. “A Common Interpretation: Freedom of Speech and the Press.” National Constitution Center – Constitutioncenter.org, constitutioncenter.org/blog/a-common-interpretation-freedom-of-speech-and-the-press.


Please read the following essay by the Constitutional scolaires Geoffrey Stone and Eugene Volkh and answer the accompanying questions.

Freedom of Speech and the Press


“Congress shall make no law . . .  abridging the freedom of speech, or of the press.” What does this mean today? Generally speaking, it means that the government may not jail, fine, or impose civil liability on people or organizations based on what they say or write, except in exceptional circumstances.

Although the First Amendment says “Congress,” the Supreme Court has held that speakers are protected against all government agencies and officials: federal, state, and local, and legislative, executive, or judicial. The First Amendment does not protect speakers, however, against private individuals or organizations, such as private employers, private colleges, or private landowners. The First Amendment restrains only the government.

The Supreme Court has interpreted “speech” and “press” broadly as covering not only talking, writing, and printing, but also broadcasting, using the Internet, and other forms of expression. The freedom of speech also applies to symbolic expression, such as displaying flags, burning flags, wearing armbands, burning crosses, and the like.

The Supreme Court has held that restrictions on speech because of its content—that is, when the government targets the speaker’s message—generally violate the First Amendment. Laws that prohibit people from criticizing a war, opposing abortion, or advocating high taxes are examples of unconstitutional content-based restrictions. Such laws are thought to be especially problematic because they distort public debate and contradict a basic principle of self-governance: that the government cannot be trusted to decide what ideas or information “the people” should be allowed to hear.

There are generally three situations in which the government can constitutionally restrict speech under a less demanding standard.

1. In some circumstances, the Supreme Court has held that certain types of speech are of only “low” First Amendment value, such as:

a. Defamation: False statements that damage a person’s reputations can lead to civil liability (and even to criminal punishment), especially when the speaker deliberately lied or said things they knew were likely false. New York Times v. Sullivan (1964).

b. True threats: Threats to commit a crime (for example, “I’ll kill you if you don’t give me your money”) can be punished. Watts v. United States (1969).

c. “Fighting words”: Face-to-face personal insults that are likely to lead to an immediate fight are punishable. Chaplinsky v. New Hampshire (1942). But this does not include political statements that offend others and provoke them to violence.  For example, civil rights or anti-abortion protesters cannot be silenced merely because passersby respond violently to their speech. Cox v. Louisiana (1965).

d. Obscenity: Hard-core, highly sexually explicit pornography is not protected by the First Amendment. Miller v. California (1973). In practice, however, the government rarely prosecutes online distributors of such material.

e. Child pornography: Photographs or videos involving actual children engaging in sexual conduct are punishable, because allowing such materials would create an incentive to sexually abuse children in order to produce such material. New York v. Ferber (1982).

f. Commercial advertising: Speech advertising a product or service is constitutionally protected, but not as much as other speech. For instance, the government may ban misleading commercial advertising, but it generally can’t ban misleading political speech. Virginia Pharmacy v. Virginia Citizens Council (1976).

Outside these narrow categories of “low” value speech, most other content-based restrictions on speech are presumptively unconstitutional. Even entertainment, vulgarity, “hate speech” (bigoted speech about particular races, religions, sexual orientations, and the like), blasphemy (speech that offends people’s religious sensibilities), and violent video games are protected by the First Amendment. The Supreme Court has generally been very reluctant to expand the list of “low” value categories of speech.

2. The government can restrict speech under a less demanding standard when the speaker is in a special relationship to the government. For example, the speech of government employees and of students in public schools can be restricted, even based on content, when their speech is incompatible with their status as public officials or students. A teacher in a public school, for example, can be punished for encouraging students to experiment with illegal drugs, and a government employee who has access to classified information generally can be prohibited from disclosing that information. Pickering v. Board of Education (1968).

3. The government can also restrict speech under a less demanding standard when it does so without regard to the content or message of the speech. Content-neutral restrictions, such as restrictions on noise, blocking traffic, and large signs (which can distract drivers and clutter the landscape), are generally constitutional as long as they are “reasonable.” Because such laws apply neutrally to all speakers without regard to their message, they are less threatening to the core First Amendment concern that government should not be permitted to favor some ideas over others. Turner Broadcasting System, Inc. v. FCC (1994). But not all content-neutral restrictions are viewed as reasonable; for example, a law prohibiting all demonstrations in public parks or all leafleting on public streets would violate the First Amendment. Schneider v. State (1939).

Courts have not always been this protective of free expression. In the nineteenth century, for example, courts allowed punishment of blasphemy, and during and shortly after World War I the Supreme Court held that speech tending to promote crime—such as speech condemning the military draft or praising anarchism—could be punished. Schenck v. United States (1919). Moreover, it was not until 1925 that the Supreme Court held that the First Amendment limited state and local governments, as well as the federal government. Gitlow v. New York (1925).

But starting in the 1920s, the Supreme Court began to read the First Amendment more broadly, and this trend accelerated in the 1960s. Today, the legal protection offered by the First Amendment is stronger than ever before in our history.

This background material is needed for Thursday, so that we can apply it to contemporary issues.

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Freedom of Speech Essay Analysis Questions Instructions: Answer the following questions. Feel free to use the sentence starters in italics, but make sure to use your own words in your answers. If you want to use exact language from the essay, use quotation marks – but only quote short phrases, not whole sentences. 

1. According to the essay, why is it important to protect speech, even if that speech is unpopular? Provide evidence. Laws that restrict speech are “thought to be especially problematic because” ... 

2. According to the essay, what kinds of actions are included in the term “speech” as it is found in the First Amendment? Provide evidence. “The Supreme Court has interpreted ‘speech’ and ‘press’ broadly as covering” ... 

3. How has the understanding of what is protected speech changed as technology has changed? Provide evidence.

4. According to the essay, when is it acceptable under the First Amendment to limit or punish speech? Provide evidence. “There are generally three situations in which the government can constitutionally restrict speech” …

 1.

 2

 3. 

5. According to the essay, how has the Supreme Court addressed the freedom of speech during the 100 years since the end of World War I, and what is the status of free speech protections today? Provide evidence. 

In 1925, the Supreme Court held that…



 “Starting in the 1920s” …




 “Today, the legal protections offered” ...



Saturday, September 19, 2020

Monday, September 21:Understanding the Protections and Limits of the First Amendment



Ruth Bader Ginsberg 

Inspiring Ginsberg

class notes: everything you have sent me is up-to-date. 

These are the graded assignments from the week of September 14 -18. Missing something? Go back and check in on the blog or google classroom. 

1. criteria sheet

2. me slide

3. e-mail etiquette

4. 4th estate question responses.



In class today: Looking at the First Amendment

While Americans generally agree that the First Amendment to the Constitution protects the freedom of speech, there are disagreements over when, where, how and if speech should be ever limited or restricted.

This lesson plan encourages is meant  to examine your own assumptions about what freedom of speech really means, as well as to deepen your understanding of the current accepted interpretation of speech rights under the First Amendment.

Today we are going to look at what we think we know. We will review this as a class.  Grab a piece of paper and a pencil, and we'll review the five choices; then work through as a class. It is the expectation that you will have a response and reason for your selection when arbitrarily called upon.





Friday, September 18, 2020

Friday, September 18 The Fouth Estate-reading and reponses


 News of the day:            Coronavirus 

 

We’re all waiting for a coronavirus vaccine, but Dr. Robert Redfield, director of the US Centers for Disease Control and Prevention, says even if a vaccine were released now, it would take six to nine months for enough people to receive it to create immunity. In the meantime, Redfield says masks may work even better than a vaccine. For when a vaccine does arrive, rich nations including the United States, Britain and Japan have already bought up more than half the expected supply. That’s about 51% of available vaccines for about 13% of the world’s population. Meanwhile, some local leaders are enacting unusual punishments for people who don’t abide by health policies. In parts of rural Indonesia, those caught without masks must dig graves for Covid-19 victims. The governor of one Philippine province is asking people to report loud karaoke singers who disrupt people’s sleep during curfew hours.

Something lighter and more entertaining

Black Irish Dancer       Side Step Irish Dancers




Why is the Fourth Estate important? Please read the following article from Yale Law School's Media Freedom and Information Access Clinic. When you have finished, respond to the questions that follow (reading check) and share your text-based responses. Make sure to put your name on the document. Note you may copy and paste to weave in text. Make sure, however, that you use quotes around this material. 


This is due by midnight tonight, with the exception of those who are designated to receive extended time. 

The Fourth Estate As The Final Check

But beyond the three traditional branches of government, there is another that has often been described as a fourth branch: the free press. Edmund Burke reportedly said that “there were three Estates … but in the Reporters Gallery yonder, there sat a fourth Estate more important far than they all.”

A free press has been a staple of our nation’s liberties and history. During the American Revolution, the press provided a key source of information. In fact, it was so important that Congress provided the Continental Army with a printer so that Americans could maintain access to a newspaper during the war. After independence, the press was pivotal in publishing the Federalist and Antifederalist Papers, which provided a staging ground for the ideas that would form this country’s Constitution.
Since then, the press has continued to play an active role in keeping the government accountable. In the 1950s, the press monitored Senator McCarthy’s Communist investigations, revealing all of McCarthy’s charges against the army to be false, and putting an end to McCarthy’s witch hunt. In 1971, the press investigated the Watergate break-in, exposing the Nixon scandal, leading to the indictments of forty administration officials and the eventual resignation of President Nixon.
More recently, in 2013, the press played a vital role in unveiling the NSA mass surveillance programs of American citizens, leading to significant reforms to ensure the protection of American citizens and their civil liberties. In other words, if you ask: “who watches the watchmen?” We answer: the press.
The press has always had its eyes on the government, and has always served as the voice of the people, speaking truth to power. And the Media Freedom and Information (MFIA) Clinic stands by their side, ready to protect their role in our democracy.
No matter the administration, the MFIA Clinic will continue the work it’s been doing: promoting transparency, challenging abuses of government power, and protecting the press and this country’s fundamental civil liberties. In prior and current cases, the Clinic has brought suits against the National Security Agency, the Department of Defense, and Attorney General, among others, to ensure the protection of First Amendment rights and the public’s access to essential information. The Clinic will continue its efforts to ensure that the press and the people can keep our government accountable. 
—Delbert Tran ’18
“The Fourth Estate As The Final Check.” Yale Law School, law.yale.edu/mfia/case-disclosed/fourth-estate-final-check. Accessed 29 Aug. 2017.
1. How did Congress demonstrate its support for a free press during the American Revolution?
2. What was the significance of the Federalist and Anti-Federalist papers?
3. How did the press impact Senator McCarthy's communist investigations?
4. What was the role of the press in the Watergate break in?
5. How did the presses coverage of the NSA mass surveillance programs affect society?
6. List the three goals of Yale Law School's Media Freedom and Information Access Clinic.

Wednesday, September 16, 2020

Thursday, September 17 email etiquette

 

Happy Thursday
Today's News:   Black Irish Dancer       Side Step Irish Dancers

Class notes: I am still missing some self slides from folks. If you were someone who receives extended time, you have until 6 pm to send me your work. I have graded most of the ones I have received. Check out the grade and accompanying notes on your powerschool. 

I have also put in the 100 points for your course criteria sheet. Remember that Monday is the last day to get full credit for this. 

Tomorrow I will share with you some of the wonderful slides that I received. Thank you for your effort. It is much appreciated.

In class: While the school season is young, I feel it is necessary to address the topic of how to write a proper e-mail. 

Assignment: You are going to compose a correctly formatted e-mail, using correct e-mail etiquette. Please send me an e-mail, include my address in the "to" box, and cc one of the receipients below, depending on your class section. As well,write two to three grammatically correct sentences that explain your thoughts on the role of education in your life.  Due by midnight tonight, with the exception of those who have designated extended time.

e-mail addresses: dorothy.parker@rcsdk12.org  Elizabeth.Sweet@rcsdk12.org  Jennifer.Zingaro@rcsdk12.org





   

                                                               TONE


                                      

                                    



                                                                     


Monday, September 14, 2020

Tuesday, September 15 About Me Slide




 

 Thank you to those who have already shared their criteria sheet information. Your 100 points has been recorded. Remember they are due no later than next Monday, September 21, in order to receive full credit. Any received after that time will receive a 50%.  I will put a zero in as a holding place, until such time as I receive the sheet. 

News of the Day:  Forest Fires:

Deadly and historic wildfires in the West are sending smoke as far away as the East Coast, officials said.

The smoke was creating a hazy appearance in skies over part of Virginia, the National Weather Service said. It was also effecting New York City's skies.

Forest Fires

               Today we are going to learn a bit more about each other. Rather than just talking about ourselves, we will be creating a slide image. Your teachers will model this for you and then you shall create your own.

Assignment: 1.create a single slide.   Read the directions carefully.  

Due to me by 6 pm Wednesday (tomorrow), September 16.

                                  

                                 2. In bold letters in a color of your choice, place your first name as you like to be called and your surname (last name) at the top of the slide. (insert an emoji, if you wish)

                               3. create a grid of six images, labelling them as follows: 

1. happy place (insert a setting image), 2. music (insert image of an  instrument, group, individual, style you enjoy), 3. selfie or picture that includes you (you with family, friend, pet), 4.  4 words: take the first letter of your first and last name and write two positive adjectives that describe you. 5. two items you enjoy eating 6) an image reflective of your feelings about on-line learning.









                    

Monday, August 31, 2020

Monday, September 14 welcome to online Journalism procedures and expectations

 


Welcome to Journalism and our on-line class.!

There are three teachers associated with this class: myself (Ms. Parker), Ms. Zingaro and Ms. Sweet. At times we will be dividing up the class to make sure everyone receives the best instruction. We are all here to support you and make our learning successful. Our goal is create a supportive, classroom community. 

Please, please, do not hestitate to stay in commuication with us.     

 Dorothy.Parker@rcsdk12.org
 Jennifer.Zingaro@rcsdk12.org
 Elizabeth.Sweet@rcsdk12.org

This is your Journalism blog. If you have had me before, you are familiar with the process. It's nice to see so many familiar faces!  

How will the mechanics of this class work? Each day on google classroom you will find a link to the day's blog. Simply press the link, and you will be taken to the current page. That's where you should be now.  We will begin each class with a contemporary news fact, followed by all the information you will need to complete the assignment, which might extend over a few days.     

Our class zoom meetings take place on MTRF from 1:15 to 1:45.

Ms. Parker's office hours are MTRF 11:45 to 12:45  and Wednesdays from 9:30 to 10:30 AND 12:30 to 1:30.

For Ms. Zingaro's students: she is available MTRF office hours are 1st and 3rd periods   Ms. Zengaro's office link

Ms. Sweet's students: she is availableMT R F: 9:30 to 10:00 and 1:50 to 2:20 and Wednesday: 9:30 to 11:30.

Senior Journalism                         Course Criteria Sheet    Mrs. Parker

 

Journalism is the natural expression of human curiosity and the exploration of human nature As with

other language arts courses, students will practice those reading, writing and oral skills that

promote proficiency. Our goal is their practical application to whatever further educational path the student chooses. This course introduces the strategies, tools and techniques of journalism. Students will work in a variety of media to explore local, national and global issues.  Upon the successful completion of the course, the student will receive one graduation credit.

Please save the information page for future reference. It will also be posted in google classroom and on our class blog.

 

Please sign and share with me page 3, indicating that you have read this material and have shared both the student and parent contact information.

 

IMPORTANT DATES: Curriculum Night – Wednesday, September 23 (6 – 8)

Parent teacher Conference dates:  Thursday, October 15; Wednesday, December 9

                                                             Wednesday, March 3, 2021, Wednesday, April 28, 2021

Needed Classroom Materials: chrome book

Technology support:  262-8700.  Need for Chromebooks https://forms.gle/FFfKMB4e3qQ6Fsby8

 MIFI Needs:  https://forms.gle/LAgrmq8wiPLveVC97  

PowerSchool Parent Portal: For instructions and a how-to view to set up your account, visit www.rcsdk12.org/parentportal.

*Contact information: Mrs. Parker’s google voice telephone: 585-568-7611; please leave a message and I’ll ring you back

 within 24 hours; e-mail: Dorothy.Parker@rcsdk12.org

 

Class blog: http://sotajournalism20-21.blogspot.com  This is the go-to place for students and parents for all class information, including readings and assignments. The site is updated daily and accessible 24-7, including all past assignments.  When students are absent, all material can be accessed here. As well, the blog information can be accessed google classroom and on the SOTA web page under staff.

 

Grading: 70%: writing and summative assessments; 30% language exercises and daily “do-nows” Numerical Delineation: 0-64 = F, 65-69= D, 70-74= C, 75 – 79 = C+, 80 – 84 = B, 85 – 89 = B+, 90 – 94 = A. 95 – 100 = A+ 

 

 Late work policy: Late work will be accepted for 50%, with the exception of those who have communicated directly with their teacher.

 

SEL (Social Emotional Check and Connect): Students have a Social Emotional Check and Connect from 8:30-8:50 each day. The teacher is their first period teacher. They should report to this check and connect time daily (their first period teacher will send them a link to the Zoom meeting).  This will be a time for questions, activities, discuss coping strategies, and opportunities to discuss social emotional competencies or standards. 

Attendance policy: Students are expected to arrive punctually to their assigned Zoom on-line class Monday, Tuesday, Thursday and Friday, where attendance will be taken. On Wednesday, students will work asynchronously; however, teachers will be available at scheduled times for assistance.  Wednesday attendance will be taken by either work received or by checking in with the teacher.

 

 


 

Please note the following school-wide classroom plan.

Be on time, Be prepared, Be engaged. Daily attendance in your on-line class is expected.

 

         

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Senior Journalism      Mrs. Parker                       due by Monday, September 21

 

Please sign and return the following to indicate that you have read the course criteria sheet.

My e-mail: dorothy.parker@rcsdk12.org

 

Student name _____________________________________________________

 

Student e-mail _________________________________________________________

 

Student phone number ___________________________________________________

 

Parent/ guardian name ___________________________________________________

 

Telephone _________________________________________________________________________

 

Parent e-mail ______________________________________________________________________

 

 

 

      

                      




Monday, June 21

                                                        Your plans?