From the Courtroom to the Classroom Chicago v. Morales 2006 Constitutional Rights Foundation, Los Angeles, CA All rights reserved. This year, you are learning about the role of government in making laws. Laws do many things. From helping the economy, to protecting the
well-being of citizens, to organizing the United States relationships with other nations. Who makes laws? Laws in our country can be enacted by Congress, state legislatures, and even local governing bodies. For example, many public school districts have their own governing body called a school
board. It makes the rules for their schools. All laws are subject to limits set in the Constitution and the Bill of Rights. The Constitution and the Bill of Rights were written more than 200 years ago. Our country had gained its independence
from the English crown. To make sure Americans never again suffered from the tyranny of a monarchy, where all power resided in one person, the nations founders set up a system of checks and Three Branches of Government The Constitution divides the powers of government among three branches: The executive (the president) The legislature (Congress)
The judiciary (the Supreme Court) Each branch serves as a check and balance on the others. Federal versus State Power The Constitution gives the federal government express powers. All other powers are reserved for state governments. Further, the Constitution protects the liberties and rights of citizens from government intrusions. Individual Rights
For example, the First Amendment gives individuals the freedom to speak, to associate with others, and to practice the religion of their choice. That means, for example, that the Constitution bans the government from passing a law requiring every citizen to practice the same religion. These Rights Are Not Absolute As citizens we have a right to speak freely. But there are limits to our free speech rights. For example, we do not have a right to falsely scream Fire! in a crowded movie theater. In that case, the right to speak freely is outweighed by the
interest of the government in public safety. Not all cases are that clear. The job of balancing the needs and concerns of the government with the rights of individuals outlined in the Constitution and the Bill of Rights falls to our nations courts. We have two court systems state and federal. State courts decide issues of state law. Federal courts consider federal claims and often decide federal constitutional
issues. The highest federal court is the U.S. Supreme Court. It has the last word on interpreting the Constitution and Bill of Rights. Today, you are going to have an opportunity to interact in a real case argued before the Supreme Court. You get the chance to argue on one side of the case or to decide the outcome as a Supreme Court justice.
CHICAGO v. MORALES A U. S. Supreme Court Case Constitutional Rights Foundation, Los Angeles, 2006. All rights reserved. Facts of the Case The Chicago City Council voted to enact a Gang Congregation Ordinance. It banned known criminal street gang members from
loitering with one another or other persons in any public place. The laws purpose was to lower the crime rate and make neighborhoods safe. It specifically aimed to reduce gang-related violence and homicides and drug trafficking. The ordinance stated: Whenever a police officer observes a person whom he reasonably believes to be a criminal street gang member loitering in any public
place with one or more other persons, he shall order all such persons to disperse and remove themselves from the area. Any person who does not promptly obey such an order is in violation of this section. Under the ordinance, a person could only be arrested for not complying with an order from the police to disperse. During the three years the law was enforced, 42,000 people were arrested for violating the ordinance. Some of these people challenged the law. They claimed it was unconstitutional
because it violated their First Amendment rights to congregate. They also argued that the law was vague because a reasonable person reading the law would not know what activity could be punished. ? ? ?
The trial court found the law unconstitutional, and the city of Chicago appealed the decision to a higher court.. ? ? Attorneys for the city of Chicago presented these arguments: The ordinance is necessary to reduce crime in Chicago. The court should defer to the City Council, which conducted extensive hearings on gang-related crime. The First Amendment does not protect loitering, which is defined as to remain in any one place with no apparent
purpose. The ordinance limits police discretion. The officer must reasonably believe that a loiterer belongs to a criminal street gang. An officer may not issue a dispersal order to anyone moving along or who has an apparent purpose. The ordinance is not vague. People may only be arrested if they fail to comply with a dispersal order. The lawyers for Morales presented these arguments: The freedom to loiter for innocent purposes is a liberty protected by the Constitution. The law intrudes on the rights of non-gang members to assemble.
The language of the law is vague. It fails to give citizens notice of how not to violate the law. Loitering is not defined. It could include completely innocent activity. The law gives police too much discretion, which has led to arbitrary and even discriminatory enforcement. The law allows the police to judge whether a person is a gang member and whether such persons are loitering. The case went through the appeals process. So the City of Chicago appealed the case to the U.S. Supreme Court. This court also ruled in favor of Morales.
Winner The city then appealed to the Illinois Supreme Court. This court ruled in favor of Morales. Winner First, it went to the Illinois Court of Appeals. You are going to take the case to the Supreme Court. The court must decide whether Chicagos Gang Congregation Ordinance violates citizens constitutional rights.
You will take the roles of: 1. Attorneys for the City of Chicago, who argue that the law is constitutional. 2. Attorneys for the people who were arrested, who believe the law violates their constitutional rights. 3. Supreme Court justices, who must decide whether the law is constitutional. To prepare for the case: Justices: Think of at least three questions for each side that will help you decide the case. Attorneys: Prepare arguments to present to the
justices. Decide who will present your arguments and who will answer questions. Rules of Oral Argument 1. Attorneys for Chicago will present first. 2. Attorneys for Morales will present second. 3. Justices will ask questions of both sides during the arguments. The Decision of the Court A majority of the nine justices agreed to strike down the Chicago gang law. Their main reasons were: The law failed to give notice to ordinary citizens of what they could and could not do legally.
The law failed to give guidance to police officers as to what citizens they should be arresting. Without this guidance, police officers would have too much power to decide who to arrest. The law prohibited some conduct that many people would consider innocent. Dissenting Opinions Three justices dissented and would find the law acceptable. They reasoned that communities have a right to pass laws to address local problems such as gang activity even if it means some residents have to give up some of their freedoms.
One justice emphasized that all laws restrict some freedom: The citizens of Chicago were once free to drive about the city at whatever speed they wished. At some point [they] decided this would not do, and imposed speed limits designed to assure safe operation by the average driver . . . . This infringed upon the freedom of all citizens, but was not unconstitutional. 527 US at 52. For Discussion Who do you think was right? How many of you changed your minds about the law after arguing the case?
Was it difficult to argue for a side you did not believe in? How would you feel about this law in your community? From the Courtroom to the Classroom: Chicago v. Morales Developed by Marshall Croddy Written by Kalpana Srinivasan, Alexandra Susman, and Keri Doggett Graphic Design and Production by Keri Doggett Special thanks to John Kronstadt, member of CRF Board of Directors, for inspiration and input.
2006 Constitutional Rights Foundation, Los Angeles. All rights reserved..
Chapter 15 Section 3 Roman Daily Life Family Life for Rich Romans (Patricians) Most lived in a Domus- that had marbled walls and colored tile floors, with open courtyards Some lived in villas in the country side Role of Rich...
LA CARNE La carne è la materia organica costituente gli animali, con particolare riferimento ai tessuti molli dei medesimi ed ancora più specificamente al tessuto muscolare, parte pregiata contrapposta alle interiora. Con il nome generico di carne si identifica di...
The result some experts believe is the Earth heating up and undergoing global warming. Global warming could cause: flooding as polar ice caps melt, raising sea levels extreme weather events due to shifting ocean currents deserts to spread across Europe...
Complete the health triangle ditto. Draw in your own H. T. If your triangle is balanced, describe how you keep the three sides equal. If it is unbalanced, list specific ways you can help to create balance.
Intentions. This webinar today is talking about teaching and learning key concepts to introduce Economics to upper Primary students. Introducing economic concepts including resources, needs, wants, production, goods, services, incentives, the basic economic problem of scarcity, opportunity cost, economic decision...
Synonym: Mission effectiveness UNDERVALUED MISSION VALUE MEASURES RESULTS Why is the Mission Effect of Law Enforcement Undervalued? Identified as a good 'first step', it lacks rigorous data validation. It identifies mission requirements in terms of activity (miles of trail patrolled.)
3. If at least one angle of a parallelogram is a right angle, then the parallelogram is a rectangle. 4. If a quadrilateral is a parallelogram, then its opposite angles have the same measure and its adjacent angles are supplementary....
Rob Bailey, Charley Edamala, and Mark Walbert Our task is to ensure that the University's investment in IT supports the vision and goals of Educating Illinois (and the IT Strategic Plan ), and enhances teaching and learning, research and creative...
Ready to download the document? Go ahead and hit continue!