Revolutions and Constitutions Louis Henkin
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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 -
The Revolution of 1861: the American Civil War in the Age of Nationalist Conflict
Civil War Book Review Fall 2012 Article 25 The Revolution of 1861: The American Civil War in the Age of Nationalist Conflict. Frank Towers Follow this and additional works at: https://digitalcommons.lsu.edu/cwbr Recommended Citation Towers, Frank (2012) "The Revolution of 1861: The American Civil War in the Age of Nationalist Conflict.," Civil War Book Review: Vol. 14 : Iss. 4 . DOI: 10.31390/cwbr.14.4.26 Available at: https://digitalcommons.lsu.edu/cwbr/vol14/iss4/25 Towers: The Revolution of 1861: The American Civil War in the Age of Nati Review Towers, Frank Fall 2012 Fleche, Andre M. The Revolution of 1861: The American Civil War in the Age of Nationalist Conflict.. University of North Carolina Press, $39.95 ISBN 978-0-8078-3523-4 Understanding the Civil War in a Broader Context Andre Fleche adds to the burgeoning literature on the international dimensions of the Civil War in this valuable study of American nationalism in a transatlantic context. Contrary to dominant popular narratives of the Civil War as a purely domestic conflict, Europe’s 1848 revolutions had a profound influence on northern and southern conceptions of the nation state. Viewed in this framework, the Civil War fits into a broader pattern of revolution wherein the fledgling concept of the nation state matured into the form that guided it through the next century of modern history. Although 1860s Americans paid attention to other revolutionary precedents, especially their own against Great Britain, Fleche argues that the most influential were the failed nationalist revolutions of 1848 in Europe, a series of revolts against the monarchies that took control of the continent after Napoleon’s defeat in 1815. -
Part I a Revolutionary Experiment: 1620–1800
Part I A Revolutionary Experiment: 1620–1800 The unique experiment that began in England’s American colonies in the seventeenth and eighteenth centuries, culminating in the founding of the United States of America, forever changed the modern world. This revolutionary experiment had its roots in English history and politics, in the broader European Enlightenment, and in the practices of Native American peoples such as the Iroquois. The American democratic experiment required two centuries of fermentation, an anticolonial war against England, and an ingenious political compromise known as the U.S. Constitution. What the Founders gave the world in 1787 was as much a promise as a reality, for it contained not only the seeds of democracy but also limits to the full flowering of those seeds. One of these limitations, a long-term tendency that has come to be known as partisandistribute gridlock in the context of political polarization, was built into the ingenious institutional compromise itself, for the U.S. federalist system of checks and balances allows partisan interests to stymie the devel- opment of coherent national policies. or In retrospect, the American Revolution jump-started modernity toward a system of democratic governance based on the principles of popular sovereignty and political equality. In practice, however, the citizens of the new republic of 1787 were primarily propertied white men, and most Americans did not participate in ratifying the Constitution. Thus the very foundationspost, of U.S. government contained political ten- sions that persist today—between theoretical equality and actual inequality, between theoretical rule of the people and actual rule of elites. -
Understanding China's Future
PALACKÝ UNIVERSITY OLOMOUC PHILOSOPHICAL FACULTY Department of Politics and European Studies UNDERSTANDING CHINA’S FUTURE: A CRITICAL EXPLORATION OF FUTURE- ORIENTATED APPROACHES TO ANALYSING SOCIO-POLITICAL PHENOMENA Doctoral Thesis Jeremy Garlick, M.A. Supervisor: Gaudenz Assenza, D.Phil. (Oxon), M.P.A. (Harvard) Olomouc, 2014 Declaration: I hereby declare that this thesis is entirely my own work and I have faithfully and accurately cited all sources used to the utmost of my ability. ………………………………………………. Jeremy Garlick, M.A. 2 Abstract This thesis has two main aims. The first of these is to study available methodologies for researching the future in the social sciences, and particularly in political science and international relations (IR). To be more specific, it attempts to determine whether it is possible to establish, given the present state of scientific knowledge, a relatively rigorous method for examining the futures of socio-political phenomena. The second aim is to set out to use the methodological approach(es) established in the first part of the study to examine the future of China, both as an applied example of the use of the methodology as well as an end in itself within IR’s sub-field of China studies. Thus, the thesis fits within the areas of future studies and China studies, but with a particular focus on the implications of the research for political science and IR within the broader social sciences. The research reveals that the most suitable candidate for researching socio-political futures, at least until computer modelling and complexity theory are refined enough to examine the future with greater accuracy (if this is possible), is scenario construction, given that it deals not with prediction of definite outcomes, but with future possibilities. -
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. -
The Constitutional Right to "Conservative" Revolution
Maurer School of Law: Indiana University Digital Repository @ Maurer Law Articles by Maurer Faculty Faculty Scholarship 1997 The Constitutional Right to "Conservative" Revolution David C. Williams Indiana University Maurer School of Law, [email protected] Follow this and additional works at: https://www.repository.law.indiana.edu/facpub Part of the Constitutional Law Commons, and the Political Theory Commons Recommended Citation Williams, David C., "The Constitutional Right to "Conservative" Revolution" (1997). Articles by Maurer Faculty. 674. https://www.repository.law.indiana.edu/facpub/674 This Article is brought to you for free and open access by the Faculty Scholarship at Digital Repository @ Maurer Law. It has been accepted for inclusion in Articles by Maurer Faculty by an authorized administrator of Digital Repository @ Maurer Law. For more information, please contact [email protected]. THE CONSTITUTIONAL RIGHT TO "CONSERVATIVE" REVOLUTION David C. Williams* Introduction The American political tradition has generally recognized that the people have a moral right to revolution: when a government becomes tyrannical, the citizenry may, by force of arms, overthrow it and institute a new, more acceptable one. The constitutional status of this right is, however, the subject of considerable doubt. It is commonly argued that the moral rigfit to revolution cannot be a constitutionalright because the concepts of revolution and constitution are, at a deep level, in conflict.1 A revolution, by definition, attempts to change the fundamental politico- legal order. A constitution, by definition, attempts to entrench that order. In other words, the purposes of a constitution and a revolution are deeply different: a constitution seeks to create order, a revolution to undo order. -
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. -
Natural Law in the Modern European Constitutions Gottfried Dietze
Notre Dame Law School NDLScholarship Natural Law Forum 1-1-1956 Natural Law in the Modern European Constitutions Gottfried Dietze Follow this and additional works at: http://scholarship.law.nd.edu/nd_naturallaw_forum Part of the Law Commons Recommended Citation Dietze, Gottfried, "Natural Law in the Modern European Constitutions" (1956). Natural Law Forum. Paper 7. http://scholarship.law.nd.edu/nd_naturallaw_forum/7 This Article is brought to you for free and open access by NDLScholarship. It has been accepted for inclusion in Natural Law Forum by an authorized administrator of NDLScholarship. For more information, please contact [email protected]. NATURAL LAW IN THE MODERN EUROPEAN CONSTITUTIONS Gottfried Dietze THE SECOND WORLD WAR has brought about one of the most fundamental revolutions in modem European history. Unlike its predecessors of 1640, 1789, and 1917, the revolution of 1945 was not confined to one country. Its ideas did not gradually find their way into the well-established and stable orders of other societies. It was a spontaneous movement in the greater part of a continent that had traditionally been torn by dissension; and its impact was immediately felt by a society which was in a state of dissolution and despair. The revolution of 1945 had a truly European character. There was no uprising of a lower nobility as in 1640; of a third estate as in the French Revolution; of the proletariat as in Russia. Since fascism had derived support from all social strata and preached the solidarity of all citizens of the nation, there could hardly be room for a class struggle. -
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. -
Comparison of Constitutionalism in France and the United States, A
A COMPARISON OF CONSTITUTIONALISM IN FRANCE AND THE UNITED STATES Martin A. Rogoff I. INTRODUCTION ....................................... 22 If. AMERICAN CONSTITUTIONALISM ..................... 30 A. American constitutionalism defined and described ......................................... 31 B. The Constitution as a "canonical" text ............ 33 C. The Constitution as "codification" of formative American ideals .................................. 34 D. The Constitution and national solidarity .......... 36 E. The Constitution as a voluntary social compact ... 40 F. The Constitution as an operative document ....... 42 G. The federal judiciary:guardians of the Constitution ...................................... 43 H. The legal profession and the Constitution ......... 44 I. Legal education in the United States .............. 45 III. THE CONsTrrTION IN FRANCE ...................... 46 A. French constitutional thought ..................... 46 B. The Constitution as a "contested" document ...... 60 C. The Constitution and fundamental values ......... 64 D. The Constitution and nationalsolidarity .......... 68 E. The Constitution in practice ...................... 72 1. The Conseil constitutionnel ................... 73 2. The Conseil d'ttat ........................... 75 3. The Cour de Cassation ....................... 77 F. The French judiciary ............................. 78 G. The French bar................................... 81 H. Legal education in France ........................ 81 IV. CONCLUSION ........................................