The Debate on Freedom of Speech and Press in America
This article explores the controversy surrounding the protection of freedom of speech and press, as well as the limitations imposed on these vital First and Fourteenth Amendment rights.
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About The Debate on Freedom of Speech and Press in America
PowerPoint presentation about 'The Debate on Freedom of Speech and Press in America'. This presentation describes the topic on This article explores the controversy surrounding the protection of freedom of speech and press, as well as the limitations imposed on these vital First and Fourteenth Amendment rights.. The key topics included in this slideshow are freedom of speech, freedom of press, First Amendment, Fourteenth Amendment, free expression,. Download this presentation absolutely free.
1. Freedom of Speech and Press: Freedom of Speech and Press: Can Freedom of Speech and Press and Speech ever be limited?
2. 1 st Amendment 14 th Amendment Right to free expression Can be written or spoken Protects expression of unpopular views No state can deny any person the right that is basic or essential to the American concept of ordered liberty All people are protected
3. Limits on Freedom of Speech and Press Limits on Freedom of Speech and Press
4. Mean Girls Mean Girls Burn Book
5. Libel v. Slander v. Sedition Libel v. Slander v. Sedition Libel False and malicious use of printed words Slander The false and malicious use of spoken words Sedition Attempting to overthrow the government by force or to disrupt its lawful activities by violence
6. Example of Sedition.. Example of Sedition.. 9 Militia members from group called Hutaree March 2010 Alleged to attack police Create widespread uprising Use weapons of mass destruction Michigan based group
7. What about Public figures? Should they be held to the same standards? What about Public figures? Should they be held to the same standards?
8. Public Figures Public Figures Held to a higher standard Choose to enter the public life and scrutiny Private citizens do not Public figures include who? Examples
9. WHEN IS IT CONSIDERED SLANDER/ LIBEL? WHEN IS IT CONSIDERED SLANDER/ LIBEL? 1. Usually told/printed to a third party 2. Injures a persons reputation 3. Implied to be factual 4. Must be false 5. Knowingly intended to do harm
10. A local newspaper published false attacks against a local restaurant owner portraying as being a thief, vindictive, ill-tempered, foul- mouthed, and cruel. Usually told/printed to a third party Injures a persons reputation Implied to be factual Must be false Knowingly intended to do harm Slander Libel Neither Slander Libel Neither
11. A teacher sued newspaper over an article published about parents' allegations that she withheld student audition tapes for a state musical competition embarrassing her. Usually told/printed to a third party Injures a persons reputation Implied to be factual Must be false Knowingly intended to do harm Slander Libel Neither Slander Libel Neither
12. The Onion reported that Obama Returns From India With These Gross Candies For Everyone Usually told/printed to a third party Injures a persons reputation Implied to be factual Must be false Knowingly intended to do harm Slander Libel Neither Slander Libel Neither
13. A student starts a rumor that her friend cheated in school. Now her friend is under investigation and was rejected from the gifted program she applied for and her teachers dont trust her. Usually told/printed to a third party Injures a persons reputation Implied to be factual Must be false Knowingly intended to do harm Slander Libel Neither Slander Libel Neither
14. Principal sues ex-students for Myspace slander Principal sues ex-students for Myspace slander A high school principal has sued four former students because of fake Myspace profiles about him portraying him as a drug, alcohol addict, and perverted.
15. Closing Activity: Can cyber bullying be subjected to slander or libel violations? Closing Activity: Can cyber bullying be subjected to slander or libel violations?
16. CLASS: 10 th Grade Civics UNIT: Freedom of Speech and Press OBJECTIVE/Aim: What will my students be able to do by the end of class? Understand that freedom of speech and press can be limited Differentiate between libel, slander, and sedition Be able to apply libel, slander, and sedition to aspects of their lives CHECK FOR DEEP UNDERSTANDING: How will I know concretely that all of my students have mastered the objective? BIG IDEAS: What 1-2 major themes/ideas do I want students to walk away with? Have examples of cases that involved libel and slander. The students will interact with the smart board and as class determine if the person accused is in violation of these crimes During discussion listen to ensure that the students properly use ideas presented correctly Freedom of speech and press can be limited Ideas of slander, sedition, and libel can be applied and influence their current lives o Social networking o War State Standards: Which state standards does your plan address? Narrow your focus to 2 or 3. 3.4.3 Explain the meaning and importance of equal protection of the law (e.g., the 14th Amendment, Americans with Disabilities Act, equal opportunity legislation). 3.4.4 Describe considerations and criteria that have been used to deny, limit, or extend protection of individual rights (e.g., clear and present danger, time, place and manner restrictions on speech, compelling government interest, security, libel or slander, public safety, and equal opportunity).
17. Do Now/Warm-Up: N/A ANNOUNCEMENTS: None HOMEWORK: None HOOK: What will you do to get the students invested in the lesson? MATERIALS Video Clip and PowerPoint Use a 19sec clip from the movie Mean Girls, to engage them in ideas of slander and libel. False language presented in the clip can be discussed and referred back too, during the lecture. MINI-LESSON: How will I convey the knowledge/skills of the lesson? What will my students be doing to process info? I will dictate some knowledge verbally, in regards to definitions, etc. I will be using PowerPoint for visual learners, and also have a notes page that has blanks within it. They will be provided answers by paying attention. During activity, students who need more movement in the classroom, have opportunity to get up and use the smart board to fill in the checklist. GUIDED PRACTICE: How will I work with my students to ensure that they are understanding the objective? At the end of the lecture I have an activity where cases of people accused of slander and libel occurred. The students must go through the checklist to determine if the person accused is found guilty of slander or libel. The class must then determine if it is slander or libel. o Follow up question why? Discussion at the end of class, if cyber bullying and comments made on social networking sites violate slander and libel laws. o Ensure the students use terms correctly INDEPENDENT PRACTICE/GROUP WORK: What will the students do to show mastery of the objectives? To show mastery, the students will discuss if cyber bullying and social networking can be subjected to libel and slanders laws. The students will have to use basic knowledge of understanding terms and circumstances and apply it to a rising events of cyber bullying and social networking where courts have not set a precedent. SHARE BACK: Will the students share/interpret knowledge for others in the class? During discussion as a class the students will determine if cases are in violation of slander and libel.