The President's Wartime Detention Authority
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The Great Writ: Article I Habeas Corpus
The Great Writ Article I, Section 9, Clause 2: Habeas Corpus RECOMMENDED GRADE/ABILITY LEVEL: 11th-12th Grade RECOMMENDED LESSON LENGTH: One 50 minute class period ESSENTIAL QUESTION: When does a negative right become a right and, in the case of Habeas Corpus, to whom and in what cases does this right extend? OVERVIEW: In addition to the rights protected by the Bill of Rights, there are also a great deal of rights inherent to the Constitution itself, including the right to Habeas Corpus relief, created via a negative right. In this lesson, students will explore the history and purpose of the Habeas Corpus clause in the Constitution. In consideration of past and present caselaw concerning the application of Habeas Corpus (emphasizing issues of national security and separation of powers), students are tasked with the job of considering the question: When is a writ a right? To whom and in what cases can it extend? MATERIALS: 1. Article: You Should Have the Body: 5. Document: United States Circuit Court of Understanding Habeas Corpus by James Appeals, Second Circuit Decision: Bradley v. Landman (Appendix A) Watkins (Appendix D) [Middle challenge text] 2. Worksheet: 5 Ws of the Writ of Habeas 6. Document: Ex. Parte Merryman (Appendix Corpus (Appendix B) E) [Challenge text] 3. Prezi: The Great Writ: Habeas Corpus Prezi 7. Article: Constitution Check: Is the (found at: http://prezi.com/atlq7huw-adq/? president’s power to detain terrorism utm_campaign=share&utm_medium=copy) suspects about to lapse? by Lyle Denniston (Appendix F) 4. Document: Supreme Court Decision of 8. Protocol: Decoding a Court Opinion Boumediene v. -
Early Understandings of the "Judicial Power" in Statutory Interpretation
ARTICLE ALL ABOUT WORDS: EARLY UNDERSTANDINGS OF THE 'JUDICIAL POWER" IN STATUTORY INTERPRETATION, 1776-1806 William N. Eskridge, Jr.* What understandingof the 'judicial Power" would the Founders and their immediate successors possess in regard to statutory interpretation? In this Article, ProfessorEskridge explores the background understandingof the judiciary's role in the interpretationof legislative texts, and answers earlier work by scholars like ProfessorJohn Manning who have suggested that the separation of powers adopted in the U.S. Constitution mandate an interpre- tive methodology similar to today's textualism. Reviewing sources such as English precedents, early state court practices, ratifying debates, and the Marshall Court's practices, Eskridge demonstrates that while early statutory interpretationbegan with the words of the text, it by no means confined its searchfor meaning to the plain text. He concludes that the early practices, especially the methodology ofJohn Marshall,provide a powerful model, not of an anticipatory textualism, but rather of a sophisticated methodology that knit together text, context, purpose, and democratic and constitutionalnorms in the service of carrying out the judiciary's constitutional role. TABLE OF CONTENTS Introduction .................................................... 991 I. Three Nontextualist Powers Assumed by English Judges, 1500-1800 ............................................... 998 A. The Ameliorative Power .............................. 999 B. Suppletive Power (and More on the Ameliorative Pow er) .............................................. 1003 C. Voidance Power ..................................... 1005 II. Statutory Interpretation During the Founding Period, 1776-1791 ............................................... 1009 * John A. Garver Professor ofJurisprudence, Yale Law School. I am indebted toJohn Manning for sharing his thoughts about the founding and consolidating periods; although we interpret the materials differently, I have learned a lot from his research and arguments. -
Volume II: Rights and Liberties Howard Gillman, Mark A. Graber
AMERICAN CONSTITUTIONALISM Volume II: Rights and Liberties Howard Gillman, Mark A. Graber, and Keith E. Whittington INDEX OF MATERIALS ARCHIVE 1. Introduction 2. The Colonial Era: Before 1776 I. Introduction II. Foundations A. Sources i. The Massachusetts Body of Liberties B. Principles i. Winthrop, “Little Speech on Liberty” ii. Locke, “The Second Treatise of Civil Government” iii. The Putney Debates iv. Blackstone, “Commentaries on the Laws of England” v. Judicial Review 1. Bonham’s Case 2. Blackstone, “Commentaries on the Laws of England” C. Scope i. Introduction III. Individual Rights A. Property B. Religion i. Establishment 1. John Witherspoon, The Dominion of Providence over the Passions of Man ii. Free Exercise 1. Ward, The Simple Cobler of Aggawam in America 2. Penn, “The Great Case of Liberty of Conscience” C. Guns i. Guns Introduction D. Personal Freedom and Public Morality i. Personal Freedom and Public Morality Introduction ii. Blackstone, “Commentaries on the Laws of England” IV. Democratic Rights A. Free Speech B. Voting i. Voting Introduction C. Citizenship i. Calvin’s Case V. Equality A. Equality under Law i. Equality under Law Introduction B. Race C. Gender GGW 9/5/2019 D. Native Americans VI. Criminal Justice A. Due Process and Habeas Corpus i. Due Process Introduction B. Search and Seizure i. Wilkes v. Wood ii. Otis, “Against ‘Writs of Assistance’” C. Interrogations i. Interrogations Introduction D. Juries and Lawyers E. Punishments i. Punishments Introduction 3. The Founding Era: 1776–1791 I. Introduction II. Foundations A. Sources i. Constitutions and Amendments 1. The Ratification Debates over the National Bill of Rights a. -
Just Because John Marshall Said It, Doesn't Make It So: Ex Parte
Maurice A. Deane School of Law at Hofstra University Scholarly Commons at Hofstra Law Hofstra Law Faculty Scholarship 2000 Just Because John Marshall Said it, Doesn't Make it So: Ex Parte Bollman and the Illusory Prohibition on the Federal Writ of Habeas Corpus for State Prisoners in the Judiciary Act of 1789 Eric M. Freedman Maurice A. Deane School of Law at Hofstra University Follow this and additional works at: https://scholarlycommons.law.hofstra.edu/faculty_scholarship Recommended Citation Eric M. Freedman, Just Because John Marshall Said it, Doesn't Make it So: Ex Parte Bollman and the Illusory Prohibition on the Federal Writ of Habeas Corpus for State Prisoners in the Judiciary Act of 1789, 51 Ala. L. Rev. 531 (2000) Available at: https://scholarlycommons.law.hofstra.edu/faculty_scholarship/53 This Article is brought to you for free and open access by Scholarly Commons at Hofstra Law. It has been accepted for inclusion in Hofstra Law Faculty Scholarship by an authorized administrator of Scholarly Commons at Hofstra Law. For more information, please contact [email protected]. MILESTONES IN HABEAS CORPUS: PART I JUST BECAUSE JOHN MARSHALL SAID IT, DOESN'T MAKE IT So: Ex PARTE BoLLMAN AND THE ILLUSORY PROHIBITION ON THE FEDERAL WRIT OF HABEAS CORPUS FOR STATE PRISONERS IN THE JUDIcIARY ACT OF 1789 Eric M. Freedman* * Professor of Law, Hofstra University School of Law ([email protected]). BA 1975, Yale University;, MA 1977, Victoria University of Wellington (New Zea- land); J.D. 1979, Yale University. This work is copyrighted by the author, who retains all rights thereto. -
Baker V. Carr (1962)
Baker v. Carr (1962) Baker v. Carr (1962) Argued: April 19–21, 1961 Re-argued: October 9, 1961 Decided: March 26, 1962 Background In the U.S. each state is responsible for determining its legislative districts. For many decades states drew districts however they wanted. By the 1950s and 1960s, questions arose about whether the states’ division of voting districts was fair. Many states had not changed their district lines in decades. During that time many people moved from rural areas to cities. As a result, a significant number of legislative districts became uneven—for example, a rural district with 500 people and an urban district with 5,000 people each would have only one representative in the state legislature. Some voters filed lawsuits to address the inequities, but federal courts deferred to state laws and would not hear these cases. Federal courts did not hear these cases because they were thought to be “political” matters. Courts were reluctant to interfere when another branch of government (the executive or legislative) made a decision on an issue that was assigned to it by the Constitution. For example, if the president negotiated a treaty with another country (a power granted to the president by the Constitution), the courts would generally not decide a case questioning the legality of the treaty. The power of state legislatures to create voting districts was one of those “political questions” that the courts traditionally had avoided. This is a case about whether federal courts could rule on the way states draw their state boundaries for the purpose of electing members of the state legislature. -
Guantanamo, Boumediene, and Jurisdiction-Stripping: the Mpei Rial President Meets the Imperial Court" (2009)
University of Minnesota Law School Scholarship Repository Constitutional Commentary 2009 Guantanamo, Boumediene, and Jurisdiction- Stripping: The mpI erial President Meets the Imperial Court Martin J. Katz Follow this and additional works at: https://scholarship.law.umn.edu/concomm Part of the Law Commons Recommended Citation Katz, Martin J., "Guantanamo, Boumediene, and Jurisdiction-Stripping: The mpeI rial President Meets the Imperial Court" (2009). Constitutional Commentary. 699. https://scholarship.law.umn.edu/concomm/699 This Article is brought to you for free and open access by the University of Minnesota Law School. It has been accepted for inclusion in Constitutional Commentary collection by an authorized administrator of the Scholarship Repository. For more information, please contact [email protected]. Article GUANTANAMO, BOUMEDIENE, AND JURISDICTION-STRIPPING: THE IMPERIAL PRESIDENT MEETS THE IMPERIAL COURT Martin J. Katz* INTRODUCTION In Boumediene v. Bush,1 the Supreme Court struck down a major pillar of President Bush's war on terror: the indefinite de tention of terror suspects in Guantanamo Bay, Cuba. The Court held that even non-citizen prisoners held by the United States government on foreign soil could challenge their confinement by seeking a writ of habeas corpus in federal court, and that the procedures the government had provided for such challenges were not an adequate substitute for the writ." As a habeas corpus case, Boumediene may well be revolu tionary.3 However, Boumediene is more than merely a habeas * Interim Dean and Associate Professor of Law. University of Denver College of Law; Yale Law School. J.D. 1991: Harvard College. A.B. 1987. Thanks to Alan Chen. -
Overlooked No More: Ralph Lazo, Who Voluntarily Lived in an Internment Camp - the New York Times
11/24/2019 Overlooked No More: Ralph Lazo, Who Voluntarily Lived in an Internment Camp - The New York Times Overlooked No More: Ralph Lazo, Who Voluntarily Lived in an Internment Camp About 115,000 Japanese-Americans on the West Coast were incarcerated after Pearl Harbor, and Lazo, who was Mexican-American, joined them in a bold act of solidarity. July 3, 2019 Overlooked is a series of obituaries about remarkable people whose deaths, beginning in 1851, went unreported in The Times. By Veronica Majerol When Ralph Lazo saw his Japanese-American friends being forced from their homes and into internment camps during World War II, he did something unexpected: He went with them. In the spring of 1942, Lazo, a 17-year-old high school student in Los Angeles, boarded a train and headed to the Manzanar Relocation Center, one of 10 internment camps authorized to house Japanese-Americans under President Franklin D. Roosevelt’s executive order in the wake of Japan’s attack on Pearl Harbor a few months earlier. The camps, tucked in barren regions of the United States, would incarcerate around 115,000 people living in the West from 1942 to 1946 — two-thirds of them United States citizens. Unlike the other inmates, Lazo did not have to be there. A Mexican-American, he was the only known person to pretend to be Japanese so he could be willingly interned. What compelled Lazo to give up his freedom for two and a half years — sleeping in tar-paper-covered barracks, using open latrines and showers and waiting on long lines for meals in mess halls, on grounds surrounded by barbed-wire fencing and watched by guards in towers? He wanted to be with his friends. -
Political Questions in International Trade: Judicial Review of Section 301?
Michigan Journal of International Law Volume 10 Issue 3 1989 Political Questions in International Trade: Judicial Review of Section 301? Erwin P. Eichmann Gary N. Horlick Follow this and additional works at: https://repository.law.umich.edu/mjil Part of the Courts Commons, International Trade Law Commons, Legislation Commons, and the President/Executive Department Commons Recommended Citation Erwin P. Eichmann & Gary N. Horlick, Political Questions in International Trade: Judicial Review of Section 301?, 10 MICH. J. INT'L L. 735 (1989). Available at: https://repository.law.umich.edu/mjil/vol10/iss3/1 This Article is brought to you for free and open access by the Michigan Journal of International Law at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Michigan Journal of International Law by an authorized editor of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. POLITICAL QUESTIONS IN INTERNATIONAL TRADE: JUDICIAL REVIEW OF SECTION 301? Erwin P. Eichmann and Gary N. Horlick Section 301 of the Trade Act of 1974 ("Section 301")' has become an increasingly potent and widely-used tool in the U.S. arsenal of trade policy measures. The past few years have seen a proliferation of Sec- tion 301 cases, affecting the trade of goods and services in Europe, Asia, and Latin America. Even so, in the debate over the Omnibus Trade and Competitiveness Act of 1988 ("Omnibus Trade Act"), Con- gress expressed impatience with the President's discretion in not un- dertaking more Section 301 retaliations. 2 But while much attention has focused on the politics and policy aspects of Section 301, little has been discussed of the legal issues underpinning it. -
EDUCATOR Resource GUIDE
EDUCATOR resource GUIDE powered by VERSION 1.1 a letter for educators... Dear Allegiance Teachers, Thank you for bringing Allegiance into your classroom, enriching your students’ experience, and sharing the story of this unique time in American history. THIS GUIDE CONSISTS OF PRE- AND POST-SHOW ACTIVITIES AND QUESTIONS TO RAISE ON YOUR WAY TO THE SHOW, AT INTERMISSION, AND ON THE WAY BACK TO SCHOOL. Each activity includes step-by-step instructions with highlighted and italicized questions and infor- mation that you can read directly to your students to support their understanding of the activities. We hope, with the assistance of this Guide, Allegiance will be an impactful and inspiring event for your students. We welcome your feedback: please contact us if you have ideas or would like assis- tance with modifications based on the needs of your students. With gratitude, Matt Freeman, Matthew J. Schneider, Director of Education, Inspire Change Director of Education, Allegiance [email protected] [email protected] INSPIRE CHANGE biography Initially launched with the Broadway musical Memphis in 2009, Inspire Change is an innovative arts program that partners with commercial theater productions to provide schools and communities across the tri-state area with subsidized tickets and high-impact educational experiences. Inspire Change’s programming is developed in tandem with productions, drawing on and contribut- ing to their research and artistry, in order to create the most effective tools to educate communities, foster dialogue, and inspire change. 1 BEFOREshow THE ALLEGIANCE SYNOPSIS ALLEGIANCE FOLLOWS ONE AMERICAN FAMILY’S EXPERIENCE OF WORLD WAR II; THE ACTIONS THEY TAKE AND THE CONSEQUENCES THAT FOLLOW WILL HAUNT THEM FOR DECADES. -
Lincoln and Habeas: of Merryman and Milligan and Mccardle
Lincoln and Habeas: Of Merryman and Milligan and McCardle John Yoo* Three cases define the Supreme Court's encounter with the Civil War: Ex parte Merryman,' Ex parte Milligan,2 and Ex parte McCardle.3 All three case names bear the styling "ex parte" because all three were brought on behalf of citizens detained by the armed forces of the Union. All three detainees sought release under the ancient writ of habeas corpus, which requires the government to demonstrate to a federal judge the factual and legal grounds for detention.4 I will explain why the cases of the Civil War did not assume the landmark importance, despite their circumstances and language, as a Marbury v. Madison, McCullough v. Maryland, or Brown v. Board of Education, but instead showed the deferential attitude of the Supreme Court to the other branches of the government during wartime. Merryman was a Maryland militia officer who had blown up railroad bridges between Washington, D.C. and the North, and was training secessionist troops in the earliest days of the Civil War.5 Milligan was an alleged member of an insurgent force in Indiana that was sympathetic to the Confederacy.6 He was tried and sentenced by a military commission-an old form of ad hoc military court established by commanders for the trial of violations of the laws of war and the administration of justice in occupied territory.7 * Distinguished Visiting Professor of Law, Chapman Law School (2008-09); Professor of Law, University of California at Berkeley; Visiting Scholar, American Enterprise Institute. The author thanks Ben Petersen and Janet Galeria for outstanding research assistance. -
And Mccardle)
Merryman and Milligan (and Mccardle) JOHN YOO* It has been said that only Jesus and Shakespeare have been the subject of more works than Abraham Lincoln. But that doesn't mean we shouldn't still keep trying to get things right. I am going to be adding to that body of literature, on the relationship between Lincoln, the Supreme Court, and the Civil War. The cases that I address here make up two federacy, in Indiana, who was tried and sen thirds of the three "m"s of the Supreme Court's tence by a military commission-an old form encounter with the Civil War: Ex parte Mer of ad hoc military court established by com ryman, 1 Ex parte Milligan,2 and Ex parte Mc manders for the trial of violations of the laws Cardle. 3 All three case names bear the styling of war and the administration of justice in oc "ex parte" because all three were brought on cupied territory. behalf of citizens detained by the armed forces In these two cases, federal courts ordered ofthe Union. All three detainees sought release the release of the petitioners on the ground that under the ancient writ of habeas corpus, which the military had exceeded its constitutional au requires the government to show the factual thority. Both opinions contained stirring lan and legal grounds for detention to a federal guage about the vitality of constitutional rights judge. I will explain why the cases of the Civil even under the pressure of wartime and the War did not assume the landmark importance, need to maintain checks and balances on the despite their circumstances and language, of a executive's powers. -
And Justice for All: Indiana’S Federal Courts
And Justice for All: Indiana’s Federal Courts Teacher’s Guide Made possible with the support of The Historical Society of the United States District Court for the Southern District of Indiana, Inc. Indiana Historical Society Heritage Support Grants are provided by the Indiana Historical Society and made possible by Lilly Endowment, Inc. The R. B. Annis Educational Foundation Indiana Bar Association This is a publication of Gudaitis Production 2707 S. Melissa Court 812-360-9011 Bloomington, IN 47401 Copyright 2017 The Historical Society of the United States District Court for the Southern District of Indiana, Inc. All rights reserved The text of this publication may not be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the written permission of the copyright owner. All inquiries should be addressed to Gudaitis Production. Printed in the United States of America Contents Credits ............................................................................................................................iv Introduction .....................................................................................................................1 Curriculum Connection ..................................................................................................1 Objectives ........................................................................................................................3 Video Program Summary ...............................................................................................3