The Conscientious Objector and the First Amendment: There but for the Grace of God
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Free Exercise Boundaries of Permissible Accommodation Under the Establishment Clause
The Free Exercise Boundaries of Permissible Accommodation Under the Establishment Clause Jonathan E. Nuechterlein The free exercise clause1 instructs the government to lift state-imposed burdens on religion where the costs of doing so are reasonable. Thus, ab- sent a "compelling" state interest,2 the government must exempt people from generally applicable requirements that burden their religious obliga- tions.3 By contrast, the establishment clause forbids the government to pass laws for the purpose of advancing religion.4 According to the Supreme Court, the principles underlying these two clauses are mutually inconsistent.5 Justice O'Connor remarks: "It is disin- genuous to look for a purely secular purpose when the manifest objective of a statute is to facilitate the free exercise of religion by lifting a govern- ment-imposed burden."' Many commentators agree that such "accommo- dation" of religion-whether enacted by a legislature or compelled by a court-inevitably reveals a purpose that the establishment clause forbids.' 1. U.S. CONST. amend. I reads in part: "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof. ..." 2. See, e.g., Sherbert v. Verner, 374 U.S. 398, 406 (1963). Interests that are "compelling" in the free exercise context often would not be "compelling" in the equal protection context (where virtually no interest is compelling). See, e.g., United States v. Lee, 455 U.S. 252, 262-63 (1982) (Stevens, J., concurring) (suggesting that Court applies lower standard in free exercise cases than it professes). Thus, the required state interest is more aptly termed "substantial." 3. -
Free Exercise and Individualized Exemptions: Herein of Smith, Sherbert, Hogwarts, and Religious Liberty Richard F
Nebraska Law Review Volume 83 | Issue 4 Article 5 2005 Free Exercise and Individualized Exemptions: Herein of Smith, Sherbert, Hogwarts, and Religious Liberty Richard F. Duncan University of Nebraska College of Law, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/nlr Recommended Citation Richard F. Duncan, Free Exercise and Individualized Exemptions: Herein of Smith, Sherbert, Hogwarts, and Religious Liberty, 83 Neb. L. Rev. (2004) Available at: https://digitalcommons.unl.edu/nlr/vol83/iss4/5 This Article is brought to you for free and open access by the Law, College of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Nebraska Law Review by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Richard F. Duncan* Free Exercise and Individualized Exemptions: Herein of Smith, Sherbert, Hogwarts, and Religious Liberty TABLE OF CONTENTS I. Introduction .......................................... 1179 II. The Transfiguration of Sherbert and Its Progeny ....... 1180 A. The Sherbert Line of Cases ........................ 1180 B. The Transfiguration of Sherbert ................... 1184 C. A Categorical Rule: An Individualized Process for Allocating Governmental Benefits and Burdens Is Not Generally Applicable .......................... 1186 III. Protecting Religious Liberty Under the Categorical R ule .................................................. 1190 A. Some Thoughtful Decisions ........................ 1190 1. The Tenafly Eruv Case ........................ 1190 2. The Case of the Acting Student Who Refused To Curse God ..................................... 1192 3. The Case of the College Freshman Who Wanted To Live Off Campus ........................... 1194 4. The Case of the Native American Holy Man and His Black Bears ............................... 1197 B. The Categorical Rule Applied ...................... 1198 IV. Conclusion ............................................ 1202 © Copyright held by the NEBRASKA LAW REVIEW. -
Radical Pacifism, Civil Rights, and the Journey of Reconciliation
09-Mollin 12/2/03 3:26 PM Page 113 The Limits of Egalitarianism: Radical Pacifism, Civil Rights, and the Journey of Reconciliation Marian Mollin In April 1947, a group of young men posed for a photograph outside of civil rights attorney Spottswood Robinson’s office in Richmond, Virginia. Dressed in suits and ties, their arms held overcoats and overnight bags while their faces carried an air of eager anticipation. They seemed, from the camera’s perspective, ready to embark on an exciting adventure. Certainly, in a nation still divided by race, this visibly interracial group of black and white men would have caused people to stop and take notice. But it was the less visible motivations behind this trip that most notably set these men apart. All of the group’s key organizers and most of its members came from the emerging radical pacifist movement. Opposed to violence in all forms, many had spent much of World War II behind prison walls as conscientious objectors and resisters to war. Committed to social justice, they saw the struggle for peace and the fight for racial equality as inextricably linked. Ardent egalitarians, they tried to live according to what they called the brotherhood principle of equality and mutual respect. As pacifists and as militant activists, they believed that nonviolent action offered the best hope for achieving fundamental social change. Now, in the wake of the Second World War, these men were prepared to embark on a new political jour- ney and to become, as they inscribed in the scrapbook that chronicled their traveling adventures, “courageous” makers of history.1 Radical History Review Issue 88 (winter 2004): 113–38 Copyright 2004 by MARHO: The Radical Historians’ Organization, Inc. -
Resolving the Free Exercise and Establishment Conflict in Caldor V
Case Western Reserve Law Review Volume 35 Issue 1 Article 8 1984 Resolving the Free Exercise and Establishment Conflict in Caldor v. Thornton: Anlysis of Legislation Designed to Protect Religious Freedom or Prevent Religious Discrimination Gale Westhafer Kathryn M. Hartrick Follow this and additional works at: https://scholarlycommons.law.case.edu/caselrev Part of the Law Commons Recommended Citation Gale Westhafer and Kathryn M. Hartrick, Resolving the Free Exercise and Establishment Conflict in Caldor v. Thornton: Anlysis of Legislation Designed to Protect Religious Freedom or Prevent Religious Discrimination, 35 Case W. Rsrv. L. Rev. 132 (1984) Available at: https://scholarlycommons.law.case.edu/caselrev/vol35/iss1/8 This Note is brought to you for free and open access by the Student Journals at Case Western Reserve University School of Law Scholarly Commons. It has been accepted for inclusion in Case Western Reserve Law Review by an authorized administrator of Case Western Reserve University School of Law Scholarly Commons. Case Note RESOLVING THE FREE EXERCISE AND ESTABLISHMENT CONFLICT IN CALDOR V. THORNTON: ANALYSIS OF LEGISLATION DESIGNED TO PROTECT RELIGIOUS FREEDOM OR PREVENT RELIGIOUS DISCRIMINATION In Caldor v. Thornton, the Connecticut Supreme Court found that a statute permit- ting employees to refuse to work on their sabbath violated the first amendment as an impermissible establishment of religion. This Case Note argues that the Connecticut Supreme Court incorrectly applied the current establishment clause test and should -
2018 Annual Update
THE FIRST AMENDMENT 2018 ANNUAL UPDATE Geoffrey R. Stone Louis M. Seidman Cass R. Sunstein Mark V. Tushnet Pamela S. Karlan 1 Page 6. At the end of section 2 of the Note, add the following: For a lively account of the founding generation’s understanding of freedom of speech and of the press, see S. Solomon, Revolutionary Dissent (2016). Page 9. After the quote from John Stuart Mill, add the following: More than two centuries before Mill’s publication of On Liberty, John Milton offered somewhat similar observations about the freedom of speech in his Areopagitica (1644). Consider Blasi, A Reader’s Guide to John Milton’s Areopagitica, 1973 Sup. Ct. Rev. 273, 293, 298, in which Blasi explains that Milton maintained that freedom of inquiry requires “the liberty to know, to utter, and to argue freely.” Indeed, among the most important features of Milton’s argument “is the positive value he sees in confronting evil and dangerous ideas.” In his view, “the search for understanding would be much worse off were those ideas not to be available as foils and provocations and were authors and readers not seasoned by the experience of engaging them.” Page 13. After section 2(f) of the Note, add the following: g. M. Redish, The Adversary First Amendment 1-5 (2013): Those free speech theorists who have shaped democratic theories of free expression have almost universally viewed democracy [as] a cooperative pursuit in which individuals collectively “plan for the general welfare” or “forge a common will.” [A better understanding of democracy for First Amendment purposes] adopts a notion of representative governance built on the concept of adversary democracy. -
Fortress of Liberty: the Rise and Fall of the Draft and the Remaking of American Law
Fortress of Liberty: The Rise and Fall of the Draft and the Remaking of American Law Jeremy K. Kessler∗ Introduction: Civil Liberty in a Conscripted Age Between 1917 and 1973, the United States fought its wars with drafted soldiers. These conscript wars were also, however, civil libertarian wars. Waged against the “militaristic” or “totalitarian” enemies of civil liberty, each war embodied expanding notions of individual freedom in its execution. At the moment of their country’s rise to global dominance, American citizens accepted conscription as a fact of life. But they also embraced civil liberties law – the protections of freedom of speech, religion, press, assembly, and procedural due process – as the distinguishing feature of American society, and the ultimate justification for American military power. Fortress of Liberty tries to make sense of this puzzling synthesis of mass coercion and individual freedom that once defined American law and politics. It also argues that the collapse of that synthesis during the Cold War continues to haunt our contemporary legal order. Chapter 1: The World War I Draft Chapter One identifies the WWI draft as a civil libertarian institution – a legal and political apparatus that not only constrained but created new forms of expressive freedom. Several progressive War Department officials were also early civil libertarian innovators, and they built a system of conscientious objection that allowed for the expression of individual difference and dissent within the draft. These officials, including future Supreme Court Justices Felix Frankfurter and Harlan Fiske Stone, believed that a powerful, centralized government was essential to the creation of a civil libertarian nation – a nation shaped and strengthened by its diverse, engaged citizenry. -
Detailed Table of Contents (PDF Download)
Contents Table of Cases xi Table of Authorities xvii Biographical Notes on Selected U.S. Supreme Court Justices xxiii I. THE CONSTITUTION AND THE SUPREME COURT 1 E. “Case or Controversy” Requirements and the Passive Virtues 1 Gill v. Whitford 1 Rucho v. Common Cause 20 II. FEDERALISM AT WORK: CONGRESS AND THE NATIONAL ECONOMY 53 D. State Regulation of Interstate Commerce 53 E. Preemption 55 III. THE SCOPE OF CONGRESS’S POWERS: TAXING AND SPENDING, WAR POWERS, INDIVIDUAL RIGHTS, AND STATE AUTONOMY 57 D. The Tenth Amendment as a Federalism-Based Limitation on Congressional Power 57 vii Contents IV. THE DISTRIBUTION OF NATIONAL POWERS 61 A. Introduction 61 B. Case Study: Presidential Seizure 62 C. Foreign Affairs 65 D. Domestic Affairs 69 Trump v. Vance 71 Trump v. Mazars, USA 91 Gundy v. United States 103 Seila Law v. Consumer Financial Protection Commission 113 V. EQUALITY AND THE CONSTITUTION 129 C. Equal Protection Methodology: Heightened Scrutiny and the Problem of Race 129 D. Equal Protection Methodology: Heightened Scrutiny and the Problem of Gender 134 E. Equal Protection Methodology: The Problem of Sexual Orientation 136 VI. IMPLIED FUNDAMENTAL RIGHTS 139 The Due Process Clause and the Incorporation Controversy 139 D. Substantive Due Process 140 E. Fundamental Interest and the Equal Protection Clause 142 F. Modern Substantive Due Process: Privacy, Personhood, and Family 143 G. Procedural Due Process 147 H. The Contracts and Takings Clauses 149 viii Contents VII. FREEDOM OF EXPRESSION 153 A. Introduction 153 B. Content-Based Restrictions: Dangerous Ideas and Information 154 C. Overbreadth, Vagueness, and Prior Restraint 159 D. -
The Good War and Those Who Refused to Fight It the Story of World War II Conscientious Objectors
Teacher’s Guide Teacher’s Guide: The Good War and Those Who Refused to Fight It The Story of World War II conscientious objectors A 58-minute film Available for purchase or rental from Bullfrog Films Produced and Directed by Judith Ehrlich and Rick Tejada-Flores ©2001, Paradigm Productions A production of ITVS, with major funding from the John D. and Catherine T. MacArthur Foundation DVD and special features Produced in collaboration with Lobitos Creek Ranch © 2006 By Judith Ehrlich, Steve Michelson and Dan Newitt To Rent or purchase please contact: Bullfrog Films PO Box 149 Oley, PA 19547 Phone (800) 543-3764 (610) 779-8226 Fax: (610) 370-1978 Web: www.bullfrogfilms.com 1 An Educators’ Guide for The Good War and Those Who Refused to Fight It By Judith Ehrlich M.Ed. Overview This program provides insights into profound questions of war and peace, fighting and killing, national security and citizen rights, and responsibilities in a democracy. By telling a little-known story of conscientious objectors to World War II, The Good War and Those Who Refused to Fight It offers a new window on the current post–9/11 period of national crises, war and the challenges that face dissenters at such times. Objective The decision to take a public stand as a conscientious objector comes from a deep inner place. It is a decision rooted in one’s spiritual life, faith or belief system rather than in logic or political persuasion. It is not a way to get out of the draft or to avoid life-threatening situations. -
Engel V. Vitale, 370 Us
ENGEL V. VITALE, 370 U.S. 421 (1962) MR. JUSTICE BLACK delivered the opinion of the Court. The respondent Board of Education of Union Free School District No. 9, New Hyde Park, New York, acting in its official capacity under state law, directed the School District's principal to cause the following prayer to be said aloud by each class in the presence of a teacher at the beginning of each school day: “Almighty God, we acknowledge our dependence upon Thee, and we beg Thy blessings upon us, our parents, our teachers and our Country.” This daily procedure was adopted on the recommendation of the State Board of Regents, a governmental agency created by the State Constitution to which the New York Legislature has granted broad supervisory, executive, and legislative powers over the State’s public school system. These state officials composed the prayer which they recommended and published as a part of their “Statement on Moral and Spiritual Training in the Schools,” saying: “We believe that this Statement will be subscribed to by all men and women of good will, and we call upon all of them to aid in giving life to our program.” Shortly after the practice of reciting the Regents' prayer was adopted by the School District, the parents of ten pupils brought this action in a New York State Court insisting that use of this official prayer in the public schools was contrary to the beliefs, religions, or religious practices of both themselves and their children. The New York Court of Appeals, over the dissents of Judges Dye and Fuld, sustained an -
A Rose by Any Other Name: School Prayer Redefined As a Moment of Silence Is Still Unconstitutional
Denver Law Review Volume 82 Issue 1 Article 5 December 2020 A Rose by Any Other Name: School Prayer Redefined as a Moment of Silence Is Still Unconstitutional Lee Ann Rabe Follow this and additional works at: https://digitalcommons.du.edu/dlr Recommended Citation Lee Ann Rabe, A Rose by Any Other Name: School Prayer Redefined as a Moment of Silence Is Still Unconstitutional, 82 Denv. U. L. Rev. 57 (2004). This Article is brought to you for free and open access by Digital Commons @ DU. It has been accepted for inclusion in Denver Law Review by an authorized editor of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. A ROSE BY ANY OTHER NAME: SCHOOL PRAYER REDEFINED AS A MOMENT OF SILENCE IS STILL UNCONSTITUTIONAL LEE ANN RABEt I. INTRODUCTION Views on prayer in public schools have been sharply divided ever since the Supreme Court affirmed the separation of church and state in that setting.' Various political interest groups have repeatedly attempted to "return God to the classroom" by introducing legislation aimed at re- storing prayer to public schools.2 Since the terrorist attacks of September 11 th, 2001, there is a renewed interest in school prayer.3 Many state governments are considering passing legislation mandating a "moment of silence" or otherwise promoting prayer in public schools.4 The issue of f Lee Ann Rabe: law clerk to the Honorable Elaine E. Bucklo, U.S. District Court for the Northern District of Illinois; B.A. in English, The Ohio State University; J.D., The Ohio State Uni- versity Moritz College of Law, Class of 2003. -
Draft, 10/28/75 (2)” of the Charles E
The original documents are located in Box 5, folder “Final Report - Draft, 10/28/75 (2)” of the Charles E. Goodell Papers at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Charles Goodell donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. Digitized from Box 5 of the Charles E. Goodell Papers at the Gerald R. Ford Presidential Library TODAY 1 S DATE 10/28/75 1633 06 lstl11e 222-001 CUSTOMER a2220 OPERATOR 001 PCB 222-001 Chapter 3 001 Chapter 3 DATE STORED 10/28/75 1256 w WIDTH 060 DEPTH 64 ----t---t----t----t-----------------------------------------t pj PRINT POSITION 07 LINE 03 A. Introduction Chance and circumstance had much to do with the sacrifices faced by each individual during the Vietnam War. Only 9% of all draft-age men served in Vietnam. War and conscription are. by nature. selective. In a sense. Clemency Board applicants were victims of misfortune as much as they were guilty of willful offenses. Most other young Americans did not have to face the same choices. -
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.