ERIC ED452126: Innovations in Law.

19 Pages·2000·0.94 MB·English

by  ERIC

DOCUMENT RESUME
SO 032 687
ED 452 126
Martz, Carlton
AUTHOR
Innovations in Law.
TITLE
Constitutional Rights Foundation, Los Angeles, CA.
INSTITUTION
2000-00-00
PUB DATE
18p.; Bill Hayes, Editor, Theme issue. Published quarterly.
NOTE
For other theme issues of "Bill of Rights in Action," see SO
032 180, and ED 444 880.
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Government Role; Law Related Education; *Laws; *Legal
DESCRIPTORS
Problems; Secondary Education; Social Studies; *United
States History; *World History
*Animal Rights; Bill of Rights; *Declaration of
IDENTIFIERS
Independence; Legal Information
ABSTRACT
This issue of "Bill of Rights in Action" looks at historical
and recent innovations in law. The first article examines the code of laws
developed by the ancient Hebrews which influenced Roman law, English law, and
the U.S. Declaration of Independence and Constitution. The second article
explores Thomas Jefferson's writing of the Declaration of Independence and
the source of his ideas for that document. The final article looks at the
animal-rights movement, an active movement seeking recognition of basic
rights for animals. Each article includes questions for class discussion and
writing, a further reading list, and classroom activities.
(BT)
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from the original document.
Innovations in Law.
Bill of Rights in Action; v16 n4 Fall 2000
Martz, Carlton
Hayes, Bill, Ed.
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2
I
The
CTION
GHTS
ILL OF
FALL 2000
VOLUME 16 NUMBER 4
CONSTITUTIONAL RIGHTS FOUNDATION
LUlhG MGbmwo E311A `Rh@
FaurfAmiRricE e 'n'estigm
Lau
The Ten Commandments and other elements of
Hebrew law provided a major source for the
development of Western legal systems and
democracy.
Three thousand years ago, the ancient Hebrew
1 people lived in the Near East in an area called
Canaan. This ancient people developed the idea of
monotheism, the belief in one god. They believed
that their god gave them laws to regulate their
society, their religious practices, and their relation-
ships with other people.
Conquered by the neo-Babylonians and later by
the Romans, the Hebrews eventually became a
scattered people, living in many countries under
different legal systems. But they continued to
develop their own law and tried to follow it even
Ten Commandments to the Israelites in this 15th century
Moses presents the
painting by Renaissance artist Raphael. (© David Lees/CORBIS)
in foreign lands. Their law was based on the Ten
Commandments and other sacred writ-
ings, which today we find in the Hebrew Bible. In
w
developing their law, they sometimes borrowed
0
Innovations in Law
legal concepts from other civilizations as well as
passing on their own ideas. The Jewish law that
This Bill of Rights in Action looks at historical and
I
developed influenced Roman law, English law,
recent innovations in law. The first article examines the
and our own Declaration of Independence and
code of laws developed by the ancient Hebrews, which
Constitution.
D
influenced Roman law, English law, and our own
Declaration of Independence and Constitution. The sec-
li)Gud®PED®
0a270011 IL5m7
ond article explores Thomas Jefferson's writing of the
According to Hebrew teachings, a man named
Declaration of Independence and the source of his ideas
Moses led the Jews out of slavery in Egypt around
for this document. The final article looks at the animal-
II
1250 B.C. and received the Ten Commandments
rights movement, an active movement seeking recogni-
from God (see box on page 4). It was not until the
tion of basic rights for animals.
fifth century B.C. that the Hebrews put the com-
World History: The Hebrews and the Foundation of
mandments and other legal principles into written
Western Law
O
form. They were contained in the Torah and even-
U.S. History: The Declaration of Independence and
tually became the first five books of the Bible.
Natural Rights
The written Torah ("teaching") provided the
Y
U.S. Government: Animal Rights
ancient Hebrew people with a code of religious
and moral laws.
(Continued on next page)
© 2000, Constitutional Rights Foundation, Los Angeles. All Constitutional Rights Foundation materials and publications, including Bill of Rights in Action, are protected by copyright. However,
we hereby grant to
all recipients a license to reproduce all material contained herein for distribution to students, other school site personnel, and district administrators.
Middle Eastern peoples in ancient times, the Hebrews
In A.D. 70, after the Romans crushed a Hebrew revolt
and destroyed the holy temple in Jerusalem, the
did not treat women as the legal equals of men. For
example, women were usually not permitted to appear
Hebrew legal system stopped functioning. Faced with
as witnesses in court. Nevertheless, Jewish law still
religious persecution, many Jews began to leave their
homeland, called Palestine by the Romans. Known as
identified many women's rights and protections.
Jews, for one region of their homeland called Judea,
The Hebrews also permitted slavery. In many cases,
these people migrated throughout the Middle East,
persons bound themselves into slavery to pay debts.
Europe, and other parts of the world.
Others were thieves ordered by the court into slavery if
Some Jewish religious scholars stayed in Palestine
they could not otherwise pay restitution to their vic-
while another group of scholars resided in Babylon (in
tims. But masters had to release their slaves after six
present-day Iraq). For several centuries, scholars in
years. They also had to give them a gift to help them
these two centers of Jewish thought debated and inter-
start a new life. Jewish law placed so many restrictions
preted the Torah. The vast literature that resulted from
on slavery that it had nearly disappeared by the Middle
this effort is called the Talmud. The Talmud mainly
Ages.
focused on how the laws of the Torah should be applied
MitIci oft ilsr
to everyday life.
The Torah does not recognize the idea of kings ruling
The written Torah, not the whims
by divine right. According to tradition, the Hebrew
of kings, was considered the law of
people made Saul their first king in 1030 B.C., when
enemy nations threatened their survival. But Saul and
the land.
the other Hebrew kings that followed him were never
considered to be gods or high priests with the power to
Starting as early as the second century A.D., Jewish
interpret God's will.
scholars attempted to compile a code of laws from the
Hebrew kings, like everyone else, had to obey the Ten
Torah and other sources, which would assemble all
Commandments and the other laws of the Torah. The
Jewish law in one place. One famous Jewish legal
written Torah, not the whims of kings, was considered
scholar, Moses Mairnonides, claimed that the Torah
and his own code, completed in 1187, were all that
the law of the land.
were necessary to know everything about Jewish law.
ffJ@RDraCg lad® and IDGED©w@g7
Several centuries later in 1563, Joseph Caro incorpo-
The Hebrew concept of majority rule comes from the
rated the work of Maimonides and other great Jewish
Torah's command to "follow the multitude." The
scholars into his own code. This has become the main
majority decided disputes among scholars on the
authority on Jewish law up to this day.
meaning of God's laws, the court decisions of judges,
Over time, Jewish scholars have disagreed about near-
and the local acts of Jewish communities.
ly every point of the law. Today, three main divisions
Since Jews lived under the rule of foreign nations after
exist within Judaism. Orthodox Jews believe that the
A.D. 70, they practiced only limited forms of self-gov-
laws of the Torah and Talmud written centuries ago
ernment. By the 12th century, however, many countries
must still be strictly observed. Conservative Jews fol-
permitted Jewish communities to elect local town
low the old laws, but also see them as open to interpre-
councils, the "Seven Good Men of the City." These
tation. Reform Jews view the traditional Jewish
councils, chosen by the majority of adult males, super-
religious and moral laws as guides to life, but not bind-
vised religious, economic, educational, and charity
ing in every detail.
activities. The entire community often decided impor-
130jEgiffti
tant questions at a town meeting.
The Torah teaches that God created Adam, the first
ieec
reed
g GRGOthE @Ed 0
GI)
human, as the father of all peoples. Thus, all humans
Being born a Jew makes one obligated to follow the
are born equal and should be treated equally by the law.
Torah. But Jews must do this freely. Non-Jews have the
Although the idea of equality before the law begins
freedom to practice their own religions. Moreover,
with the Torah, the Hebrews did not at first recognize
unlike most other religions, Judaism does not actively
the full meaning of this principle. Like most other
seek converts.
4
tent testimony of two male witnesses to the
crime was necessary to convict the accused. The
judges closely cross-examined witnesses in the
presence of the accused. Circumstantial evi-
dence alone was never enough to find someone
guilty. Witnesses who broke the commandment
forbidding one to "bear false witness" faced the
same penalty that the accused would have suf-
fered. The accused had an absolute right against
self-incrimination and was not permitted to
make statements harmful to himself. Likewise,
confessions were not admissible evidence in
court. There was no jury. The judges deliberated
with the accused looking on. The youngest
judge spoke his opinion first in order to avoid
being influenced by the senior judges. The
judges then decided the verdict by majority
Modern-day Jews gather to read from the Torah at the site of the holy temple
vote.
in Jerusalem, which was destroyed by the Romans in A. D. 70. (© Ted
Spiegel/CORBIS)
Plinglohnoma
The Torah clearly states the punishment for vio-
commandment
lating the
against
killing:
A tradition of free speech existed among the Hebrews.
"Whoso sheddeth man's blood by man shall his blood
Hebrew prophets openly spoke out against their kings
be shed; for in the image of God made He man." Other
and the people for failing to follow the Torah. During
capital crimes included adultery, idolatry, kidnaping,
the long history of disputes over the meaning of the
the Old
and burglary. Methods of execution
in
Torah, no one was tried for heresy (going against reli-
Testament included burning, slaying with a sword, and
gious doctrine). Also, while the majority decided mat-
stoning by the people. Because of the strict requirement
ters of law, the minority had a chance to be heard and
of due process demanded by Jewish law to convict a
their opinions were often recorded.
murderer, some scholars believe the death penalty was
FEAT I'vild
rarely carried out.
In Judea, the court system had three levels. The highest
Over the centuries, Jewish scholars agonized about the
court was the Great Sanhedrin, which had 71 judges.
death penalty. Since the Torah says that man's body is
Lesser courts with 23 judges dealt with death penalty
holy and should not be mutilated, scholars devised exe-
cases. Lower courts with three judges handled most civ-
cution methods to avoid this desecration. For example,
il and criminal matters. Most of these courts stopped
they argued that "stoning" meant pushing a criminal off
functioning after the Romans destroyed the temple in
a high place into stones below to bring about a quick
Jerusalem. In countries where they were permitted to
death with a minimum of mutilation.
operate, however, three judge courts continued to hand
The community courts that were allowed to operate in
out justice in Jewish communities.
Europe and elsewhere used a variety of punishments to
Many parts of the Torah, Talmud, and the codes of law
discipline violators of Jewish law. The most common
that followed described due process procedures to
punishment was flogging (no more than 39 lashes).
ensure fair trials. Anyone accused of a crime had the
Judges often reduced the number of lashes after taking
right of bail except in death-penalty cases. Traditional
account of the offender's physical condition. The courts
Jewish courts had no trained lawyers arguing cases. The
also used the "ban," which placed great restrictions on
prosecutor was either the victim himself or, if he had
the lives of lawbreakers or expelled them from the com-
been killed, a relative ("blood-avenger") or someone
munity.
appointed by the court. The accused could defend him-
In 1948, the Jewish people regained a homeland when
self or ask another to plead for him. Evidence included
they established the modern state of Israel. Today, this
documents and the testimony of witnesses. The consis-
(Continued on next page)
5
democratic nation is not strictly governed by the old
The Ten Commandments
Hebrew laws of the Torah. Israel has adopted modern
procedures and individual rights from English and other
I am the Lord your God, who brought you out of
1.
Western legal systems. Many of these procedures and
the land of Egypt, out of the house of bondage.
rights, however, had been developed from ancient prin-
You shall have no other gods before me.
ciples of Jewish law.
You shall not make for yourself a graven image.
2.
Chop D[loug3c30on @ad M'Ellnis
You shall not bow down to them or serve them.
In what ways did ancient Hebrew law differ from
1.
You shall not take the name of the Lord your
3.
that of other Middle East civilizations?
God in vain.
What made the development of Jewish law after
2.
4. Remember the sabbath day, to keep it holy.
A.D. 70 different from that of other peoples?
Honor your father and your mother.
5.
What elements of Jewish law can ybu find in the
3.
You shall not kill.
6.
U.S. Bill of Rights?
You shall not commit adultery.
7.
PlOrhar 12GsrlOnis
You shall not steal.
8.
Cahill, Thomas. The Gifts of the Jews. New York:
You shall not bear false witness against your
9.
Doubleday, 1998.
neighbor.
10. You shall not covet.
Konvitz, Milton, ed. Judaism and Human Rights. New
This is an abridged text from Exodus 20:1-17.
York: W. W. Norton, 1972.
Different versions alter the numbering of the com-
mandments.
argued that the law neither advances nor curbs any reli-
Be p0
ZIUMEIDd `AG UGH CcvnumnclniGago
@d
gion or religious group.
hi] Pura@ 0©Ine[l Chcog.c3onia
the. Ten
that
people urging
. some
_ are
Today,
In this activity, the class will discuss whether the Ten
Commandments be posted in every public school class-
Commandments should be posted in public school
room. This proposal is not new. In 1978, the Kentucky
classrooms.
state legislature passed a law requiring it. The stated
Each student should review the article, the Ten
1.
purpose of this law was to honor a fundamental legal
Commandments, and the First. Amendment, and
code of Western Civilization. The law was challenged
then prepare a tentative written position.
in court as violating the First Amendment of the U.S.
Ask half the class members to sit in a circle to share
2.
Constitution, which states that no law can be made
thoughts on the activity question. The rest of the
"respecting an establishment of religion."
class will observe. The teacher may ask the group
The challengers argued that the Ten Commandments
clarifying questions as the discussion proceeds.
are held sacred by the Jewish and Christian religions.
After 10 minutes of discussion, ask the other half of
3.
They pointed out that although some of the command-
the class to sit in the circle to share opinions while
ments concern secular matters such as murder, adultery,
the first group observes.
and stealing, other commandments relate to religious
After 10 minutes, anyone in the class may offer
4.
matters such as worshiping no other god, shunning idol-
final thoughts or arguments.
atry, not using the Lord's name in vain, and observing
the sabbath. They argued that the law was an attempt by
The class then may take a vote on the activity ques-
5.
the state government to officially favor these religious
tion.
beliefs.
The U.S. Supreme Court decided a case on this question
Supporters of the law argued that the stated purpose of
in 1980: Stone v. Graham, 449 U.S. 39 (1980). This
the law was not religious. They pointed out that our sys-
opinion is available on the Internet. See oyez.nwu.edu
tem of laws are based on these commandments and that
or www.findlaw.com.
it is important for students to learn about them. They
6
VIA B®diErt3Nall
1:1E6GGIEel GUM
'No
ZEIRTITA
Thomas Jefferson, drawing on the current
thinking of his time, used natural rights
ideas to justify declaring independence
4-r
from England.
Mhomas Jefferson,
arrived
age
33,
in
1775, as a
_I Philadelphia on June 20,
Virginia delegate to the Second Continental
Congress. Fighting at Lexington, Concord,
and Bunker Hill had already broken out
between the colonists and British troops. Even
so, most in Congress wanted to work out some
mutual agreement with the mother country.
For more than a year, the Americans had sent
proclaiming
their
petitions England
to
grievances against the British government.
Colonists even appealed to the British people,
pleading with them to elect different members
of .Parliament who would be more open to
brethren"
"British
But
the
compromise.
refused to do this.
Soon after Jefferson arrived in Philadelphia,
t
Congress assigned him to draft a document
of
to draft the Declaration
The Continental Congress chose a committee
explaining why the colonists had taken up
Independence. On the committee were Benjamin Franklin, Thomas Jefferson,
arms against England. Even at this late date,
John Adams, Robert Livingston, and Roger Sherman. The actual writing was
done by Jefferson. (© Bettmann/CORBIS)
the Congress still blamed only Parliament and
the king's government ministers, not King
George himself, for the growing conflict.
troops, including foreign mercenaries, to put down
Jefferson's Declaration of the Causes and Necessity
the rebellion. Meanwhile, the royal governor of
for Taking Up Arms stopped short of declar-
Virginia offered freedom to slaves who joined the
ing independence, but pointed out the folly of
U
British cause. These actions by the British king and
governing American
from
the colonies
government inflamed Americans who were undecid-
England.
ed about independence and made war with England
all but certain.
Neither Parliament nor King George, howev-
er, were interested in negotiations to prevent
In May 1776, the Continental Congress took a fateful
all-out war. In August 1775, King George
step and passed a resolution that attacked King
issued a proclamation charging that the
George himself This was not the first time in English
11
Americans "had proceeded to open and
history that such a thing had occurred. In 1688,
avowed rebellion." A few months
later,
Parliament had similarly denounced King James II.
7
Parliament passed a significant act that placed
This led to the so-called Glorious Revolution, which
0
the American colonies outside the king's pro-
drove James off the throne. Now, almost 100 years
This act allowed the seizing of
tection.
later, a formal declaration of independence by the
A
American ships, justified the burning of colo-
Continental Congress was the only thing standing in
nial towns, and led to sending war ships and
the way of a complete break with King George.
V
(Continued on next page)
anon
against King George and the
OncaDE:xxoclono@
British people.
Even before the Continental
made some
The
delegates
Congress declared indepen-
small changes to improve the
dence, most colonies along
Declaration's clarity and accu-
with some towns, counties,
racy. But they also ripped apart
and even private organizations
the last sections of Jefferson's
had issued their own declara-
draft, deleting about 25 percent
In most cases, these
tions.
of it. They eliminated most of
statements
British
detailed
harsh language directed
his
abuses of power and demand-
against the British people and
ed the right of self-govern-
totally cut out Jefferson's pas-
ment.
sionate assault on slavery and
June
the
On
1776,
the slave trade.
8,
Continental Congress voted to
The removal of the section on
write a declaration of indepen-
Jefferson's
slavery,
last
dence and quickly appointed a
grievance against
the
king,
committee to draft a formal
probably resulted from objec-
document. But the job of actu-
tions by Southern slave-hold-
ally writing the draft fell to
ing delegates. But Jefferson's
Thomas
Jefferson,
mainly
argument was weakened when
because John Adams and oth-
he blamed the king alone for
of
Jefferson's
Declaration
words
Thomas
the
in
er committee members were
Independence stand as a basic statement of the ideals of
continuing the slave trade and
busy trying to manage the
American democracy. (US. Library of Congress)
then condemned him for offer-
rapidly escalating war with
ing freedom to slaves who
England.
joined the British in fighting the American rebels.
Working off and on while attending to other duties,
Jefferson grew depressed as more and more of his
Jefferson completed his draft of the declaration in a
words were cut or changed. He later wrote that the
few days. He argued in his opening two paragraphs
Congress had "mangled" his draft.
that a people had the right to overthrow their govern-
ment when it abused their fundamental natural rights
On July 2, 1776, the Continental Congress voted to
over a long period of time. Then in a direct attack on
declare the independence of the American colonies
from English rule. On the Fourth of July, they
King George, Jefferson listed 20 instances when the
king violated the rights of the American colonists.
approved the final edited version of the Declaration
Having thoroughly laid out his proof that the king
of Independence. There would be no turning back
was a "tyrant" who was "unfit to be the ruler of a peo-
now.
ple," Jefferson continued on to condemn the British
RImarim[1121th20
people. "These unfeeling brethren," he wrote, had
The members of the Continental Congress made only
reelected members of Parliament who had conspired
two minor changes in the opening paragraphs of
with the king to destroy the rights of the colonists.
Jefferson's draft declaration. In these two paragraphs,
Jefferson ended his draft by stating, "we do assert and
Jefferson developed some key ideas: "all men are cre-
declare these colonies to be free and independent
ated equal," "inalienable rights," "life, liberty, and the
..
states.
."
pursuit of happiness." Where did Jefferson get these
When Jefferson submitted his draft to the Congress
ideas?
on June 28, the delegates spent little time on his open-
Jefferson was a man of the Enlightenment. This was
ing paragraphs, which today are the most famous
the period during the 17th and 18th centuries when
parts of the Declaration of Independence. Instead,
thinkers turned to reason and science to explain both
they concentrated on Jefferson's list of grievances
8
describe freedom of opportunity as well as the duty to
the physical universe and human behavior. Those like
Jefferson thought that by discovering the "laws of
help those in want.
nature" humanity could be improved.
The purpose of government, Locke wrote, is to secure
and protect the God-given inalienable natural rights of
Jefferson did not invent the ideas that he used to justi-
the people. For their part, the people must obey the
fy the American Revolution. He himself said that he
laws of their rulers. Thus, a sort of contract exists
had adopted the "harmonizing sentiments of the day."
between the rulers and the ruled. But, Locke conclud-
These ideas were, so to speak, "in the air" at the time.
ed, if a government persecutes its people with "a long
As a man of the Enlightenment, Jefferson was well
train of abuses" over an extended period, the people
acquainted with British history and political philoso-
have the right to resist that government, alter or abol-
phy. He also had read the statements of independence
ish it, and create a new political system.
drafted by Virginia and other colonies as well as the
Jefferson adopted John Locke's theory of natural
writings of fellow revolutionaries like Tom Paine and
rights to provide a reason for revolution. He then
George Mason.
declaration,
composing the
In
format of the
English
went on to offer proof that revolution was necessary in
Jefferson
followed
the
Declaration of Rights, written after the Glorious
to end King George's tyranny over the colonists.
1776
Revolution of
1688-89.
'/NID Zdon
CusGslacgd Equsiff
Most scholars today believe that Jefferson derived the
no words
of
Declaration
the
Since
in
1776,
most famous ideas in the Declaration of Independence
Independence have received more attention than
from the writings of English philosopher John Locke.
Jefferson's phrase, "All men are created equal." But
Locke wrote his Second Treatise of Government in
how could Jefferson and the other signers of the decla-
at the time of England's Glorious Revolution,
in the
ration believe this when slavery existed
1689
which overthrew the rule of James II.
colonies? Some slave owners argued that slaves
would become equal and worthy of natural rights only
Locke wrote that all individuals are equal in the sense
when they became civilized. For Jefferson, a life-long
that they are born with certain "inalienable" natural
owner of slaves, this was a much more complex issue.
rights. That is, rights that are God-given and can never
be taken or even given away. Among these fundamen-
Most scholars today believe that Jefferson
tal natural rights, Locke said, are "life, liberty, and
property."
derived the most famous ideas in the
Locke believed that the most basic human law of
Declaration of Independence from the writings
nature is the preservation of mankind. To serve that
of English philosopher John Locke.
purpose, he reasoned, individuals have both a right
and a duty to preserve their own lives. Murderers,
At an early age, Jefferson concluded that slavery was
however, forfeit their right to life since they act out-
wrong. To his credit, he attempted to denounce slav-
side the law of reason.
ery, or at least the slave trade, in the Declaration of
Locke also argued that individuals should be free to
Independence. Some scholars believe that Jefferson
make choices about how to conduct their own lives as
agreed with Scottish philosopher Francis Hutcheson
long as they do not interfere with the liberty of others.
that all men are born morally equal to one another and
Locke therefore believed liberty should be far-reach-
that "Nature makes none masters, none slaves." But,
ing.
how does this explain that Jefferson kept most of his
slaves throughout his lifetime?
By "property," Locke meant more than land and
goods that could be sold, given away, or even confis-
It appears that while Jefferson opposed slavery in
cated by the government under certain circumstances.
principle, he saw no obvious way to end it once it
Property also referred to ownership of one's self,
became established. If the slaves were freed all at
which included a right to personal well being.
once, Jefferson feared that white prejudice and black
Jefferson, however, substituted the phrase, "pursuit of
bitterness would result in a war of extermination that
happiness," which Locke and others had used to
the whites would win. He fretted that if slaves were
(Continued on next page)
c7
individually emancipated they would have nowhere to
Var VaanINGT 12®@dltili3
go and no means to survive on their own. Of course,
Ellis, Joseph J. American Sphinx, The Character of
Jefferson along with most other Southern plantation
Thomas Jefferson. New York: Alfred A. Knopf, 1998.
owners were also economically dependent on slave
Pauline. American Scripture, Making the
Maier,
labor.
Declaration of Independence. New York: Alfred A.
The best Jefferson could come up with was a plan to
Knopf, 1998.
take slave children from their parents and put them in
schools to be educated and taught a trade at public
expense. Upon becoming adults, they would be trans-
ported to a colony somewhere and given tools and
°LNG, LIEDGM 53nd Gao Patooaan off
work animals to start a new life as a "free and indepen-
111@ppOrnee
dent people."
In this activity, students discuss some of the ideals in
Nothing ever came of Jefferson's fanciful plan. Slavery
the Declaration of Independence.
in the new United States of America would last another
Form small groups to discuss the meaning of the
1.
89 years until the end of the Civil War. But even then,
three natural rights that Jefferson identified in the
of
Declaration
equality promised
the the
in
Declaration of Independence: "Life, Liberty, and
Independence was denied
African
not
only
to
the Pursuit of Happiness."
Americans, but also to other minorities and women.
For each one of the three rights, group members
2.
Even today, Americans are still not certain what equali-
should answer this question: What does this right
ty means in such areas as affirmative action, sex dis-
specifically refer to in our lives today?
crimination, and gay rights.
The groups should then post their answers for the
3.
The Declaration of Independence has no legal authori-
rest of the class to see.
ty. It is not part of the basic law of the United States like
Hold a general class discussion and vote, if neces-
4.
the Constitution and the Bill of Rights. But its words
sary, to drop or keep the meanings that each group
have resonated as the ideals of the United States.
has developed for the three rights.
Abolitionists in the 19th century asked Americans to
live up to the ideal of equality and eliminate slavery.
The civil rights movement of the 20th century pres-
sured America to honor the commitment made in the
declaration. The document still speaks to us today
about the rights of Americans, as it did in 1776.
(boa' DOwunaglkm and nb.11211n,ff
CRF sends outperiodic an n 0 Lin
List the main ideas in John Locke's theory of natu-
1.
ments about new publications, pro-,
ral rights and revolution. Then read Jefferson's first
grams, train ings, and lessons. Don't missput. E-mail
of
Declaration
paragraphs
the
two
in
us [email protected]. pn,the subject line,
Independence. What similarities and differences do
write CRF,Listserv. In the, message, put your name,
you see?
school, subject you teach, state, and, elnail address.
Write a letter to Thomas Jefferson expressing your
2.
If you've changed your e-mail address, please notify
views on his ideas about equality and slavery.
us.
"All men are created equal." What do you think
3.
'
4,
this means for us today?
1 0