Framing the First Amendment in a Debate Format.
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| Title: | Framing the First Amendment in a Debate Format. |
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| Language: | English |
| Authors: | Cronn-Mills, Daniel |
| Peer Reviewed: | N |
| Page Count: | 6 |
| Publication Date: | 1998 |
| Document Type: | Guides - Classroom - Teacher Speeches/Meeting Papers |
| Descriptors: | Assignments, Classroom Techniques, Debate, Debate Format, Freedom of Speech, Higher Education, Learning Strategies, Persuasive Discourse, Public Speaking, Student Participation |
| Laws, Policies and Program Identifiers: | First Amendment |
| Abstract: | An assignment focuses on introducing students to the complexities involved in rendering a decision concerning the First Amendment to the Constitution. During the first week of classes, students are asked to read the introductory sections to the topic-specific chapters in "Freedom of Speech in the Marketplace of Ideas" by Fraleigh and Truman, which include: incitement to illegal conduct; national security; fighting words; hate speech; defamation of character; obscenity; time, place, and manner restrictions; government-subsidized speech; and technology issues. Students rank in order the topics they found most interesting; they are then divided into two groups, and each is assigned either the pro or con of a specific free-speech related incident. Each group researches their topic for 6-8 weeks. Debates are held in front of the rest of the class. (A class syllabus is appended.) (CR) |
| Entry Date: | 1998 |
| Accession Number: | ED418452 |
| Database: | ERIC |
| Abstract: | An assignment focuses on introducing students to the complexities involved in rendering a decision concerning the First Amendment to the Constitution. During the first week of classes, students are asked to read the introductory sections to the topic-specific chapters in "Freedom of Speech in the Marketplace of Ideas" by Fraleigh and Truman, which include: incitement to illegal conduct; national security; fighting words; hate speech; defamation of character; obscenity; time, place, and manner restrictions; government-subsidized speech; and technology issues. Students rank in order the topics they found most interesting; they are then divided into two groups, and each is assigned either the pro or con of a specific free-speech related incident. Each group researches their topic for 6-8 weeks. Debates are held in front of the rest of the class. (A class syllabus is appended.) (CR) |
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