These cartoons focus on rights and protections guaranteed by the
U.S. Constitution. See how you would answer the questions that
go with the cartoons. To access other topics, use the Topics
menu to the right.
Constitutional Rights, Page 2
Cartoon 4
Liberty vs. Order
Adapted from Insights on Law & Society 3.1 (Fall 2002): 6.
This cartoon characterizes how difficult it sometimes is for the U.S. government to find a way to balance constitutionally guaranteed freedoms and liberties with its responsibility to maintain order and protect the public.
1. Who are the three figures in the cartoon? What does each figuratively have in his or her hands?
2. Review the Bill of Rights. What freedoms and liberties does it guarantee? Do you feel that any freedoms or liberties are in jeopardy today? If so, which ones? Why do you think they are in jeopardy?
3. In Fundamental Rights, Political Justice, and the War on Terrorism, read one scholarly opinion about why constitutional rights are in crisis today. How have the government's investigations related to the war on terrorism differed from constitutional criminal investigations and conventional law enforcement? What are some criticisms offered in the article for this difference? What are some justifications?
4. Use numerous Web Sites to increase your knowledge and develop informed opinions about how to set the balance between liberty and order in times of crisis.
Cartoon 5
Rights Rated "R"
Adapted from Insights on Law & Society 3.1
(Fall 2002): 12.
This cartoon suggests that the Bill of Rights has different applications
for youths and adults. Use it to explore the realities of youth
rights in the United States and elsewhere.
1. About what ages are the cartoon children? What program have
they tuned in to? Who authored the program? Why would these authors
create such a program for children?
2. What does an "R" rating mean for a TV program? How does that
relate to the use of V-Chips?
How are the goals of the cartoon program and V-chips similar or
different?
3. Do you agree that juvenile access to certain TV programs should
be restricted? Why or why not? If you support such restrictions,
what types of programs would you put off limits? What types would
you allow? Would the age of the child make a difference? Under
what specific circumstances?
4. Read Should
Minors Have Access to Violent Video Games? to find out how
children's right of access to video games is being disputed in
the courts. Read other articles in Students
in Action to find out about the state of various juvenile
rights in the United States and the world.
Cartoon 6
Double Image
Adapted from Insights on Law & Society 3.1
(Fall 2002): 21.
This cartoon shows a disconnect in the juvenile court system,
despite John Adams's assertion (incorporated into the Massachusetts
Constitution [1780] and quoted in Marbury
v. Madison) that the United States is "a government of laws,
and not of men."
1. What does the juvenile court judge see when he examines the boy closely? What does the boy see when he looks at himself in the mirror? How do these opinions about the boy’s maturity level differ? How might the judge’s opinion influence his verdict if he decides that the boy has committed a (a) status offense or (b) delinquent behavior? (See Glossary
for definitions of these terms.)
2. Read Equal
Justice? Girls in the Juvenile Justice System. If you were
asked to redraw the cartoon to represent concepts in this article,
how would you redraw it?
3. Identify a few reasons why a juvenile might be put on trial,
either in juvenile or adult court. What types of offenses might
she or he have committed? How might the judge's sentences differ
in either type of court because of his opinion about the juvenile's
level of maturity? What irony does this suggest about John Adams's
assertion that the United States is "a government of laws, and
not of men"?
4. Find out about the First
Amendment Schools Project. What are its goals? Do you support
these goals? Why or why not? Do you think participation in such
programs would justify not only an earlier assumption of adult
rights, but also an earlier justification for the application
of adult penalties in various types of juvenile cases? If you
agree with this position, specify which types.
