Legislating for a Bill of Rights Now*
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The Bill of Rights
The Bill of Rights Gordon B. Baldwin Professor of Law ✧ University of Wisconsin-Madison. Published by the Wisconsin Law Foundation and the State Bar of Wisconsin © 2009, Wisconsin Law Foundation 5302 Eastpark Blvd., Madison, WI 53718 (800)728-7788 or (608) 257-3838 ✧ Professor of Law, University of Wisconsin-Madison, B.A. Haverford College 1950; LL.B., Cornell University 1953. 1 Table of Contents Preface ....................................................................................3 Impact of the Bill of Rights ....................................................4 The First Amendment .............................................................9 The Freedom of Speech .......................................................13 Freedom of the Press ............................................................16 Freedom of Assembly ...........................................................18 The Second Amendment ......................................................19 The Third Amendment ..........................................................20 The Fourth Amendment .......................................................21 The Fifth Amendment ...........................................................25 The Sixth Amendment ..........................................................29 The Seventh Amendment .....................................................32 The Eighth Amendment........................................................33 The Ninth Amendment .........................................................34 The Tenth Amendment -
Williams V Commonwealth: Commonwealth Executive Power
CASE NOTE WILLIAMS v COMMONWEALTH* COMMONWEALTH EXECUTIVE POWER AND AUSTRALIAN FEDERALISM SHIPRA CHORDIA, ** ANDREW LYNCH† AND GEORGE WILLIAMS‡ A majority of the High Court in Williams v Commonwealth held that the Common- wealth executive does not have a general power to enter into contracts and spend public money absent statutory authority or some other recognised source of power. This article surveys the Court’s reasoning in reaching this surprising conclusion. It also considers the wider implications of the case for federalism in Australia. In particular, it examines: (1) the potential use of s 96 grants to deliver programs that have in the past been directly funded by Commonwealth executive contracts; and (2) the question of whether statutory authority may be required for the Commonwealth executive to participate in inter- governmental agreements. CONTENTS I Introduction .............................................................................................................. 190 II Background ............................................................................................................... 191 III Preliminary Issues .................................................................................................... 194 A Standing ........................................................................................................ 194 B Section 116 ................................................................................................... 196 C Validity of Appropriation .......................................................................... -
Rule-Of-Law.Pdf
RULE OF LAW Analyze how landmark Supreme Court decisions maintain the rule of law and protect minorities. About These Resources Rule of law overview Opening questions Discussion questions Case Summaries Express Unpopular Views: Snyder v. Phelps (military funeral protests) Johnson v. Texas (flag burning) Participate in the Judicial Process: Batson v. Kentucky (race and jury selection) J.E.B. v. Alabama (gender and jury selection) Exercise Religious Practices: Church of the Lukumi-Babalu Aye, Inc. v. City of Hialeah (controversial religious practices) Wisconsin v. Yoder (compulsory education law and exercise of religion) Access to Education: Plyer v. Doe (immigrant children) Brown v. Board of Education (separate is not equal) Cooper v. Aaron (implementing desegregation) How to Use These Resources In Advance 1. Teachers/lawyers and students read the case summaries and questions. 2. Participants prepare presentations of the facts and summaries for selected cases in the classroom or courtroom. Examples of presentation methods include lectures, oral arguments, or debates. In the Classroom or Courtroom Teachers/lawyers, and/or judges facilitate the following activities: 1. Presentation: rule of law overview 2. Interactive warm-up: opening discussion 3. Teams of students present: case summaries and discussion questions 4. Wrap-up: questions for understanding Program Times: 50-minute class period; 90-minute courtroom program. Timing depends on the number of cases selected. Presentations maybe made by any combination of teachers, lawyers, and/or students and student teams, followed by the discussion questions included in the wrap-up. Preparation Times: Teachers/Lawyers/Judges: 30 minutes reading Students: 60-90 minutes reading and preparing presentations, depending on the number of cases and the method of presentation selected. -
The Role of a Bill of Rights
University of Chicago Law School Chicago Unbound Journal Articles Faculty Scholarship 1992 The Role of a Bill of Rights David A. Strauss Follow this and additional works at: https://chicagounbound.uchicago.edu/journal_articles Part of the Law Commons Recommended Citation David A. Strauss, "The Role of a Bill of Rights," 59 University of Chicago Law Review 539 (1992). This Article is brought to you for free and open access by the Faculty Scholarship at Chicago Unbound. It has been accepted for inclusion in Journal Articles by an authorized administrator of Chicago Unbound. For more information, please contact [email protected]. AFTERWORD The Role of a Bill of Rights David A. Strausst One of the happiest facts about the two hundredth anniver- sary of the Bill of Rights is that it occurs when, for many people in the world, the question whether to adopt a bill of rights is alive for the first time. What will they be adopting, if they adopt a bill of rights? In this Afterword I want to suggest an answer to that ques- tion, based on the American experience with the Bill of Rights gen- erally and, in particular, with controversies of the kind reflected in the articles in this issue. My suggestion is that there are three different conceptions of the Bill of Rights. Each conception sees the Bill of Rights as serv- ing a different purpose. Each rests on certain normative and insti- tutional premises. Each gives rise to a characteristic form of argu- ment. None of these three conceptions, I will argue, is obviously wrong. -
A Decade of Australian Anti-Terror Laws
A DECADE OF AUSTRALIAN ANTI-TERROR LAWS GEORGE WILLIAMS* [This article takes stock of the making of anti-terror laws in Australia since 11 September 2001. First, it catalogues and describes Australia’s record of enacting anti-terror laws since that time. Second, with the benefit of perspective that a decade brings, it draws conclusions and identifies lessons about this body of law for the Australian legal system and the ongoing task of protecting the community from terrorism.] CONTENTS I Introduction ..........................................................................................................1137 II Australia’s Anti-Terror Laws ................................................................................1139 A Number of Federal Anti-Terror Laws ......................................................1140 1 Defining an Anti-Terror Law ......................................................1141 2 How Many Anti-Terror Laws? ....................................................1144 B Scope of Federal Anti-Terror Laws .........................................................1146 1 The Definition of a ‘Terrorist Act’ ..............................................1146 2 Offence of Committing a ‘Terrorist Act’ and Preparatory Offences ......................................................................................1146 3 Proscription Regime ....................................................................1147 4 Financing Offences and Regulation ............................................1147 (a) Offences ..........................................................................1147 -
Human Rights Act 2019 (Qld)—What Work Will It Bring
Cairns Judiciary 2019/20 CPD Series 20 November 2019 Henry J1 Human Rights Act 2019 (Qld) What work will it bring us? Introduction 1. The Human Rights Act 2019 (Qld) (“the Act”) was passed in February this year. Most of its provisions did not commence then but will commence on 1 January 2020.2 It is therefore timely to ask, what work will the Act bring to the practising profession and the courts? 2. Our discussion of this question this evening is important, not for the speculative answers it may prompt but for its prompting of you to think about the Act. It is an enigmatic piece of legislation, quite unlike the legislation you commonly apply in practice. If you do not ruminate over this unusual Act you may overlook its potential for application in practice. What does the Act do? 3. Let me begin by telling you what the Act is not. It is not a Bill of Rights. It does not entrench rights as they might be entrenched constitutionally. Nor does it create a new cause of action for contravening the rights it espouses. 4. So what does the Act does do? Well, that’s harder to explain. To the uninformed it does a great deal, because it lists a very large number of rights which we humans have. To the cynic it does nothing, because it does not make a breach of those rights directly actionable. Much of the Act is calculated at increasing awareness of human rights in the public sector and in the drafting and amendment of legislation. -
American Exceptionalism and Government Shutdowns: a Comparative Constitutional Reflection on the 2013 Lapse in Appropriations
AMERICAN EXCEPTIONALISM AND GOVERNMENT SHUTDOWNS: A COMPARATIVE CONSTITUTIONAL REFLECTION ON THE 2013 LAPSE IN APPROPRIATIONS KATHARINE G. YOUNG∗ INTRODUCTION ............................................................................................... 991 I. THE U.S. SHUTDOWN AND POLITICAL DYSFUNCTION ......................... 993 II. COMPARATIVE PERSPECTIVES ON LEGISLATIVE FINANCIAL IMPASSE ............................................................................................... 998 III. BEHIND CONSTITUTIONAL DESIGN: AUSTRALIA’S FINANCIAL IMPASSE ............................................................................................. 1007 IV. CONSTITUTIONAL RESPONSE TO FINANCIAL IMPASSE: THREE FRAMES ............................................................................................. 1018 CONCLUSION ................................................................................................. 1024 INTRODUCTION The shutdown of the United States government for sixteen days in October 2013 symbolized a distinctively American version of political failure. Failure is, of course, not uncommon in the lifecycles of modern constitutional government. Between 2010 and 2011, Belgium spent more than 530 days without an elected government, due to a political gridlock between politicians from the Flemish-speaking North and the French-speaking South.1 And between 2006 and 2013, Canada’s Parliament was suspended four times at the Prime Minister’s request, amounting to a stoppage of 181 days.2 The United States, Belgium, and -
The Bill of Rights
The Huntington Library, Art Collections, and Botanical Gardens THE BILL OF RIGHTS Grade 5 United States History and Geography I. Introduction uring the constitutional debates many delegates feared that the Constitution as Ddrafted gave too much power to the central and state governments at the expense of individual liberties. George Mason, the delegate who had written the Virginia Dec- laration of Rights in 1776, refused to sign the Constitution in 1787 because it did not contain a declaration of individual rights. He and many of his colleagues continued to fight for a “Bill of Rights” that would enumerate rights and immunities of individual citizens. As a result, several state conventions demanded such amendments as a con- dition of ratification. On September 25, 1789, the First Congress of the United States proposed a list of amendments to the Constitution that would provide protections for individual liberties. The amendments were ratified by three-quarters of the state legis- latures in 1791, constituting the first ten amendments to the Constitution. The Bill of Rights protects important individual liberties including freedom of religion, speech, assembly, and the rights of the accused in the criminal justice system. II. Objectives ♦ To understand the reasons for adding a Bill of Rights to the Constitution. ♦ To understand the concept of individual civil rights and immunities. ♦ To understand the importance of the Bill of Rights to individual freedom and civil liberty today. ♦ To explain some of the basic freedoms and rights that Americans have, which are outlined in the Bill of Rights. The Huntington Library, Art Collections, and Botanical Gardens 1 The Bill of Rights Lesson Plan III. -
Charter Or Bill of Rights: Questions & Answers
Charter or Bill of Rights: Questions & Answers What is a Charter of Human Did you know, for example, that at the federal Rights? level, your right to free speech is not protected, nor is your right to liberty and security of person, Human rights are the basic freedoms and or your right to access quality health care? protections that all of us are entitled to because And there’s not much to stop the Government we are human beings. Human rights apply to from introducing laws that take away our everyone equally, regardless of age, nationality, fundamental rights and freedoms. race, colour, religion, gender, or sexual preference or other status. For example, did you know that you can be questioned and detained, or your telephone A Charter of Rights is a list of all the human tapped, just because intelligence agencies rights the nation thinks are important and want to find out something about your work deserving of specific legal protection. This could colleague or friend? Or that the Government include civil, political, economic, social and can put controls on how you spend your welfare cultural rights. payments just because you are Aboriginal and live in a certain area of Australia? Or that some The Charter of Human Rights that the Law juvenile offenders can be locked up in the same Council supports is just like a regular law. It cells as adult offenders? doesn’t need to be added to our Constitution, like the Bill of Rights in the US. A Charter of Human Rights would help fill these gaps in human rights protection. -
Unit 3 CIVIL LIBERTIES and CIVIL RIGHTS 3.1 the Bill of Rights
Unit 3 CIVIL LIBERTIES and CIVIL RIGHTS CITIZENU.ORG 3.1 The Bill of Rights ESSENTIALS 1. The U.S. Constitution includes a Bill of Rights specifically designed to protect individual liberties and rights. 2. Civil liberties are constitutionally established guarantees and freedoms that protect citizens, opinions, and property against arbitrary government interference. 3. The application of the Bill of Rights is continuously interpreted by the courts. 4. The Bill of Rights, the first ten amendments, are enumerated liberties and rights of individuals. These amendments protect us against arbitrary government. 1. What is the underlying idea of this cartoon? 2. Nearly four in 10 Americans can’t name a single one of the five First Amendment freedoms, according to survey results. Speech enjoys the highest recall at a far-too-low 54 percent. Only 17 percent could name freedom of religion, 12 percent knew the amendment guarantees their right to assemble, 11 percent cited freedom of the press and 2 percent could name the right to petition government for a redress of grievances. Does this ignorance about our rights matter? How might we educate our citizens better about their fundamental rights? The U.S. Constitution includes a Bill of Rights specifically designed to protect individual liberties and rights. • Briefly tell the story why the Bill of Rights were added to the U.S. Constitution. • Explain the significance of the S.C. case Barren v. Baltimore (1833) • What is the difference between civil liberties and civil rights? • Explain how the Declaration of Independence has been cited as our promissory note for both liberty and equality 1 Civil liberties are constitutionally established guarantees and freedoms that protect citizens, opinions, and property against arbitrary government interference. -
The Politics of Women's Wrongs and the Bill of 'Rights': a Bicentennial Perspective
University of Chicago Law School Chicago Unbound Journal Articles Faculty Scholarship 1992 The Politics of Women's Wrongs and the Bill of 'Rights': A Bicentennial Perspective Mary E. Becker Follow this and additional works at: https://chicagounbound.uchicago.edu/journal_articles Part of the Law Commons Recommended Citation Mary E. Becker, "The Politics of Women's Wrongs and the Bill of 'Rights': A Bicentennial Perspective," 59 University of Chicago Law Review 453 (1992). This Article is brought to you for free and open access by the Faculty Scholarship at Chicago Unbound. It has been accepted for inclusion in Journal Articles by an authorized administrator of Chicago Unbound. For more information, please contact [email protected]. The Politics of Women's Wrongs and the Bill of "Rights": A Bicentennial Perspective Mary E. Beckert The language of the Bill of Rights is almost entirely gender neutral and its provisions have always applied to some women.' But free white men of property designed the Bill of Rights in a political process from which they excluded most Americans and all women. Not surprisingly, the Bill of Rights served and serves the interests of such men better than the interests of others. Legal constitutional literature, whether from the right or the left, tends to be celebratory rather than critical. But in looking back on the Bill of Rights during this bicentennial year, women and many men outside the propertied white male class should be ambivalent. In this Article, I assess the Bill of Rights from the per- t Professor of Law, The University of Chicago Law School. -
Judges and Retirement Ages
JUDGES AND RETIREMENT AGES ALYSIA B LACKHAM* All Commonwealth, state and territory judges in Australia are subject to mandatory retirement ages. While the 1977 referendum, which introduced judicial retirement ages for the Australian federal judiciary, commanded broad public support, this article argues that the aims of judicial retirement ages are no longer valid in a modern society. Judicial retirement ages may be causing undue expense to the public purse and depriving the judiciary of skilled adjudicators. They are also contrary to contemporary notions of age equality. Therefore, demographic change warrants a reconsideration of s 72 of the Constitution and other statutes setting judicial retirement ages. This article sets out three alternatives to the current system of judicial retirement ages. It concludes that the best option is to remove age-based limitations on judicial tenure. CONTENTS I Introduction .............................................................................................................. 739 II Judicial Retirement Ages in Australia ................................................................... 740 A Federal Judiciary .......................................................................................... 740 B Australian States and Territories ............................................................... 745 III Criticism of Judicial Retirement Ages ................................................................... 752 A Critiques of Arguments in Favour of Retirement Ages ........................