1. “Expression” Freedoms in the 1 st Amendment Chapter 4.1 & Lessons 29-30 in WTP

2. Religious Freedom Review Review the Lemon Test: 1.Have a clear, secular (non-religious) purpose. 2.Not advance or inhibit any religion. 3.Avoid “excessive government entanglement” with religion. Review the Neutrality Test: 1.Is the law to which the religious adherents object neutral and applicable to everyone? 2.If the law is not neutral or applicable to all, did the government have a compelling interest for enacting it?

3. Both viewed as “human rights.” Symbols can express both freedoms. Both freedoms can be very divisive. Both freedoms are open to interpretation. Both have limits. How are Religious Freedom & Freedom of Speech related? (pp. 36, 38)

4. Freedoms of Expression – Freedom of Speech Spoken vs. Symbolic Limits? – Freedom of Assembly Why is this the most regulated? Limits? – Freedom of the Press Why is Press called “4 th Branch of gov’t?” Limits? – Freedom to Petition Government for Redress Limits? Why are these rights important to democracy? “Say what you wanna say, let the words ring out…”

5. Introduction to Free Speech Outline types of protected speech with an example of each: – Pure speech (spoken words) – Active speech (words used with actions) – Symbolic speech (pictures or symbols used in place of words) Outline types of unprotected speech with an example of each: – Seditious libel – Slander or libel – Fighting words – Obscenity

6. If the picture arouses a very negative emotion, stand at the -5. Stand in between -5 and 0 for lesser degrees of negative feelings. If the symbol arouses no emotion, stand at the 0. If the picture arouses a very positive emotion, stand at the +5. Stand in between 0 and +5 for lesser degrees of positive feelings. Human Continuum

7. Explain how this symbol might make people feel: – Happy (warm & fuzzy) – Neutral (no strong feelings either way) – Hostile (angst, uncomfortable, sad) Symbolic Connotations

15. 1.In what ways do these symbols have multiple meanings? 2.Why did some pictures arouse positive feelings but other symbols arouse negative feelings? 3.What is the difference? 4.How much does history affect how we view some of these symbols? 5.Should citizens be allowed to display these symbols, even though some may be offensive? Why or why not? Discuss quote. Discussion Questions

16. Examples and discussion Do questions and scenarios on sheet. (4 & 6) How does war affect freedom of expression? (7) No HOMEWORK!!! Happy Friday!

17. Activity Starters, p. 40 Why do schools have different rules? What are the purposes of school? How do freedoms differ here? Read court cases. Complete sheet. Discuss: – Tinker v. Des Moines – Island School District v. Pico – Bethel v. Fraser – Morse v. Frederick

18. Discussion Questions To whom does our dress code apply? Why must schools have dress codes? What kinds of things are prohibited? Why? What do you feel the dress code fails to address? Do your parents restrict what you wear to school? Should they?

19. Should you wear this? Middle and high school students are wearing T-shirts depicting a 9-mm handgun on the front with the words, “If This Don’t Get Ya,” and a picture of an Uzi on the back of the T-shirt with the words, “This One Will.” A 8th grade girl wears a T-shirt depicting a beer bottle with the caption: “I’d Rather Be Partying.” A 9th grade girl comes to school with 2 eyebrow piercings and her nose and tongue pierced. “AIDS-Hell No.” Three high school students wear “safe sex” T-shirts with anti-AIDS messages and clear plastic pockets with condoms in them. Some of the slogans on their shirts are: “Tools for Late Night,” “Deep Cover for the Brother” and “AIDS-Hell No.” “I’m a lesbian. So what?” A female senior wears a T-shirt with the caption: “I’m a lesbian. So what?”

20. Read 4.2. Complete the BOR organizer for p. 40. You need to read text, but can use Chrome Books to help with interpretation of questions. Due Tomorrow. Assignment