Amy Trenkle on Experiencing the First Amendment

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Photo, students learning linoleum-cut printing
Photo, students learning linoleum-cut printing
Photo, students learning linoleum-cut printing
Photo, students learning linoleum-cut printing
Photo, students learning linoleum-cut printing
Article Body
Welcome our blog's first guest writer!

In the future, look for more entries by practicing teachers we've selected to bring you their experiences connecting students with primary sources and/or using technology and digital resources to support and enrich their teaching. Teachers will come from elementary, middle, and high school; some have been teaching for years and some have just started out. Each will have their own unique insights on teaching U.S. history and social studies.

Amy Trenkle teaches 8th-grade U.S. history at Stuart-Hobson Middle School in Washington, DC. A National Board Certified Teacher in early adolescence social studies/history, she has taught in DC since 1999. Amy believes in experiential learning and using the museums in her city and across the country to make concrete connections for her students to their history curriculum. She has served on several advisory boards to local museums, including the Smithsonian Center for Education and Museum Studies, the National Museum of American History, the Newseum and the National Building Museum. An active participant in the DC Council for the Social Studies, National Council for the Social Studies, and DC Geographic Alliance, Amy the received the DC History Teacher of the Year Award in 2005 as sponsored by the Gilder Lehrman Institute of American History. Currently, Amy is serving as an adjunct professor of education at American University.

Picturing the First Amendment

This year, celebrating Constitution Day was a school-wide affair.

Thanks to a special grant opportunity offered through the Newseum and 1 for All, students at my school became aware of, or reviewed, their First Amendment rights.

Students took a field trip to the Newseum, where they had a class taught by a Newseum educator about the First Amendment, and then visited the First Amendment Gallery, both highlighting issues related to the First Amendment today.

Upon returning to school, students in each grade level shared what they learned in different forms. The 5th grade made sidewalk chalk drawings, the 6th graders made a mural about their First Amendment rights, 7th graders left their impressions of the First Amendment via window drawings with washable window paint, and 8th graders made a linoleum print about the First Amendment.

Finding Your Freedoms

As the 8th-grade U.S. History teacher, I really wanted to emphasize the importance of the First Amendment—we will be studying it more in-depth later this year, but what a great opportunity to bring it to life now! To prepare my students for this trip, we took a walk around several blocks near the school. Students listed as much evidence as they could for our five First Amendment rights in action. I directed them not to just look for signs, but to listen for them and to really observe.

Students came up with the following:

  • Assembly: We are all walking as one group on the sidewalk.
  • Religion: The Imani Temple Church, Tibetan worship flags, a cross (for Christianity)
  • Speech: the Redskins sign, bumper stickers on car, mayoral candidate signs
  • Press: Newspaper stands, Washington Post newspaper

Armed with our examples in our neighborhood, I felt we were ready for our field trip. We had a great time—the students LOVE going to the Newseum. As a teacher, I felt that they deepened their understand of the First Amendment and connected it to what we did in class.

What Do Freedoms Look Like?

Our final activity, upon our return, was to synthesize what we learned through a print. Students were first asked to choose one of the five parts of the First Amendment to focus on. They then were tasked with finding a quote, lyrics, or saying that they felt related to that part of the First Amendment, and to cite it. Then, they drew a sketch of how they would illustrate this on a print.

The next day a local artist, Alexandra Huttinger, came in and taught the students how to make linoleum-cut prints. Each student carved his/her own linoleum and then printed their print. They then wrote what their print was about. These will be displayed in our school's foyer.

Taylor chose to focus on the Freedom of Assembly because "the right to assemble is very important to me." She chose to illustrate her drawing as she did because "to protest you could have megaphones and signs." From this activity she learned "that our First Amendment rights are important to us as Americans."

Virgil chose to illustrate the Freedom of Petition "because it got my attention because I remembered the Tea Partiers." He used a quote from his father: "We have a right to protest against things that we feel are not right." He chose to illustrate his right as he did "because people signing a paper to get things or to relieve things is a form of petition." As for the activity? Virgil says, "It is a really fun experience!"

Ashley chose to highlight Freedom of Speech. "I chose to focus on this particular part of the First Amendment because I think that the Freedom of Speech is used the most," wrote Ashley. She used a quote from Benjamin Franklin that she found on thinkexist.com: "Without the freedom of thought, there can be no such thing as wisdom, and no such thing as public liberty, without freedom of speech." Ashley explains her choice: "I chose to illustrate the First Amendment as I did because I thought it really illustrates what my feelings are about Freedom of Speech. The mouth represents speech and the flag as the tongue in the mouth represents freedom." She "enjoyed learning how to print and about our First Amendment rights again."

Whether it was new or a review for students, I felt, as a teacher, that my students were thinking about the First Amendment and their rights on Constitution Day. I'm very proud of their work!

For more information

Visit the Newseum's website to explore the museum's resources for students and teachers yourself.

Also check out 1 for All, a nonpartisan educational campaign seeking to celebrate and publicize the rights granted by the First Amendment. The website offers lesson plans for all grade levels, and links to further resources.

Oyez: U.S. Supreme Court Multimedia

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Supreme Court 1890. Photo by Napoleon Sarony. Courtesy Library of Congress.
Annotation

These audio files, abstracts, transcriptions of oral arguments, and written opinions cover more than 3,300 Supreme Court cases. Materials include 3,000 hours of audio arguments in selected cases since 1955 and all cases since 1995. Users can access cases through keyword searches or a list of thirteen broad categories, such as civil rights, due process, first amendment, judicial power, privacy, and unions.

Cases include Roe v. Wade (abortion), Gideon v. Wainwright (right to counsel), Plessy v. Ferguson (segregation), Grutter v. Bollinger (affirmative action), and Bush v. Gore (election results). Biographies are provided for all Supreme Court justices and "The Pending Docket" provides briefs and additional materials on upcoming cases. The website also includes links to written opinions since 1893 and podcasts featuring discussions of cases starting in 1793.

The Supreme Court and the Rights of the Accused

Description

Professor Jeffrey Sikkenga examines freedom of speech and continues on to examine the definition and development of the rights of individuals formally accused of crime. He focuses on the 1966 Supreme Court case Miranda v. Arizona and the 2000 case Dickerson v. U.S., which established and upheld the "Miranda rights"—that is, the reading of an individual's rights to silence and representation upon arrest.

To listen to this lecture, scroll to session 11, and select the RealAudio link to the left of the main body of text.

The First Amendment: Religion

Description

Professor Ken Masugi discusses legal definitions and development of the First Amendment's freedom of religion. He focuses on the 1992 U.S. Supreme Court case Lee v. Weisman, in which the Supreme Court decided in favor of continued limitation of prayer in public schools.

To listen to this lecture, scroll to session 10, and select the RealAudio link to the left of the main body of text.

The First Amendment: The Freedom of Speech

Description

Professor Jeffrey Sikkenga discusses legal definitions and development of the First Amendment's freedom of speech. He focuses on the 1989 U.S. Supreme Court Texas v. Johnson, which declared flag-burning an act of free speech and the 2003 Supreme Court case Virginia v. Black, which declared cross-burning a free-speech act. He begins with an examination of textual interpretation of the Constitution.

To listen to this lecture, scroll to session nine, and select the RealAudio link to the left of the main body of text.

The 4th Estate as the 4th Branch

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Question

Why is it that, while the media is referred to many times as the 4th branch of government, it is not explicitly stated as such? Is this something that would be or has been up for consideration? What arguments would favor or oppose this amendment to the body of our Constitution?

Answer

Calling the media the "4th branch of government" is a rhetorical device, not a serious statement of fact. The point is to emphasize that the press is not a mere passive reporter of the facts, but a powerful actor in the political realm.

Calling it "the 4th branch" not only emphasizes the amount of power it wields, but is often meant to suggest that that power is not under the control of the people in the same way that their elected representatives are. The implication is that it acts as a shadow government, unaccountable to the people, but is instead beholden to special interests of one sort or another, or that the press's supposed separation from the government is largely an illusion. The corollary is that the press sometimes menaces rather than protects, or controls rather than serves, the public.

The Phrase "4th Branch of Government"

The "4th branch of government" is a phrase that appears to have first surfaced among critics of FDR's New Deal in the 1930s. It referred not to the press, but to the collection of new Federal regulatory agencies with top officials appointed by the Executive Branch. Their function was quasi-judicial, and they were not directly accountable to the people.

Identifying the "4th branch of government" as the press came a decade or so later. Hartford Courant editor Herbert Brucker, in his 1949 book, Freedom of Information, devoted some ink to it. He explicitly equated "the 4th Estate" (another, older phrase often applied to the press, which has its own linguistic history derived from British and French politics) with "the 4th branch of government."

Journalist Douglass Cater entitled his 1959 book on the practical relationship between the government and the press, The Fourth Branch of Government. Both authors were convinced that, insofar as the press did act as a true political player (rather than an unbiased observer of politics), it corrupted itself and went astray from its primary responsibility—to convey important information and to act as a nonpartisan watchdog for the public against all trespassers on their rights.

Lately, some political writers have used the phrase, "the 4th branch of government," to mean the voters' power to form law directly through petition or referendum, as in California.

Freedom of the Press

The 1st Amendment of the Constitution says, “Congress shall make no law ... abridging the freedom ... of the press.” The Constitution establishes a government with three branches, but it does not establish a press or a media. What it does do is prohibit the government from trying to control what people say, either in the press (and by extension in other forms of media) or outside the press.

The core principle is that in the U.S., as distinct from many other countries, the media (and the people in general) are not established or granted rights or status at the discretion or pleasure of the government. Rather, the government's power is entirely derived from the "just consent of the governed." The point of the 1st Amendment is to make sure that the government does not overreach itself by trying to limit the basic rights of the people, such as their right to speak freely, including their right to criticize the government. The government does not grant that right. It already exists, no matter what the government might say or do.

The 1st Amendment states the consequence of that fact: Congress cannot limit freedom of speech. The Constitution recognizes the press's freedom as fundamental and prevents the government from infringing on it.

Another way of demonstrating this: The government, barring a few exceptional situations, has not put itself in the business of funding the press, much less actually running a news organization (rather than a public information office). One exception is the grant money that partially funds the Corporation for Public Broadcasting and National Public Radio (and fully funds international broadcasting entities such as Radio Free Europe, Radio Liberty, and Radio Free Asia).

Another exception is Voice of America, the government agency that broadcasts radio and television abroad. VOA is prohibited by the Smith-Mundt Act, however, from disseminating its programming directly to the American people. This was partly out of fear that an administration would find it a useful tool for selling itself to its own constituents and thereby unfairly consolidating its own power against its political opposition.

Potential Upside of Making the Press a Separate Branch of the Government

Incorporating the press into the government would make the media more accountable in some sense for what it says and does, and would make it less dependent on large commercial interests for success. It would likely make the media more careful and guarded about what it said. No matter what your political perspective, it is not difficult to think of instances where that would have been a good thing.

Politicians and journalists have recently talked about giving government subsidies to news organizations suffering from a dwindling subscriber base and shrinking audience or advertising revenues. This idea they justify under the notion that the press or the media is a kind of public service or utility and is valuable to the general welfare of the country. This would be an of extension of the idea of the electromagnetic broadcast spectrum as a public resource that is allocated and protected by the Federal Communications Commission.

Potential Downside of Making the Press a Separate Branch of Government

Trying to bring the press under the umbrella of the government, even as a separate "branch," would join the interests of the press with the interests of the government that funded it, making it less likely to criticize the government. The press, then, as a government entity, would be perceived (and truly function) as a propaganda ministry, a partisan political tool.

This would jeopardize the press's credibility as objective, making it less valuable to the public. It would also introduce a largely unpredictable period of experimentation, resetting the most fundamental structure of the government by adding a 4th branch. It would also re-frame the relationship of the government to the people, from one in which the government is granted its limited power by the people (who always maintain their rights), to one in which the government is the granter and administrator of rights, such as, here, freedom of speech.

There are many countries in the world where this is the model. Many of them have media that are largely or even exclusively government-run (or at least government-funded). Despite the occasional desire of politicians or government bureaucracies to control a media that annoys or criticizes, the Constitutional guarantees of freedom of speech and of the press have largely prevented such action here.

Exceptions to the Freedom of the Press

By law, the press is limited in its content when such content would be libelous, obscene, seditious (leading to "imminent lawless action"), or would threaten national security or the public safety. Restrictions on "hate speech" also limit the freedom of the media, as do copyright laws. It has been along the border of these limitations that skirmishes between the press and the government have been fought for nearly the entire history of the U.S.

Such skirmishes began in earnest with the passage of the Sedition Act of 1798, which, for a time, made it an offense "To write, print, utter or publish, or cause it to be done, or assist in it, any false, scandalous, and malicious writing against the government of the United States, or either House of Congress, or the President, with intent to defame, or bring either into contempt or disrepute, or to excite against either the hatred of the people of the United States, or to stir up sedition, or to excite unlawful combinations against the government, or to resist it, or to aid or encourage hostile designs of foreign nations."

Nevertheless, it is a sign of how little support the Constitution gave to the government to define for itself the content of what the press could publish that 1st Amendment cases involving questions of the freedom of the press were decided in what historian Lucas Powe calls a "haphazard" fashion until the 1964 Supreme Court decision of The New York Times v. Sullivan, which clarified what constituted libel and what did not.

Bibliography

Herbert Brucker. Freedom of Information. New York: Macmillan, 1949, pp. 9-16.
Douglass Cater. The Fourth Branch of Government. Boston: Houghton Mifflin, 1959.
Lucas A. Powe, Jr. The Fourth Estate and the Constitution: Freedom of the Press in America. Berkeley: University of California Press, 1991.
Lyrissa B. Lidsky and R. George Wright. Freedom of the Press: A Reference Guide to the United States Constitution. Westport, CT: Praeger, 2004.
Text of the Sedition Act of 1798.

John Peter Zenger

Description

This iCue Mini-Documentary introduces newspaper printer John Peter Zenger, who tested the freedom of the press long before the first amendment was written. He commited sedition against the governor, but he was acquitted by a jury which favored free speech.

This feature is no longer available.

History Colloquium: "First Amendment and Religious Liberty, Free Speech, and Free Press: 1791-Present"

Description

"An NCHE team of Charles Errico, Ted Green, and Lucinda Evans will explore the topic of the First Amendment and Religious Liberty, Free Speech, and Free Press: 1791-Present at this colloquium."

Sponsoring Organization
National Council for History Education
Phone number
1 440-835-1776
Target Audience
Kindergarten through Twelfth Grade
Start Date
Cost
Not listed
Course Credit
Not listed
Duration
Five days
End Date