SAGE Journal Articles

Article 1: Neier, A. (2008). Free speech for all. Index on Citizenship, 37, 20–25.

This brief article discusses the issues with freedom of speech and the case of Skokie, Illinois. The author describes her position at the ACLU and the protection of hate speech. 

Questions to Consider:

  1. What issues arose in Skokie, Illinois?
  2. Why is hate speech protected? What are the limitations of hate speech?
  3. Do you believe that the ACLU should continue to protect the rights of neo-Nazi groups?

Learning objective: Define rights and liberties and their role in a democratic society; Demonstrate how the protections of freedom of speech and of the press have been tested

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Article 2: Kunstler, B. (2013). Ten scenarios for the future of civil liberties along the road to the twenty-second century. World Future Review, 5, 113–126.

The author of this article presents ten scenarios that trace the developments in the area of civil liberties between now and the 22nd century.

Questions to Consider:

  1. How does the author define civil liberties?
  2. Which of the ten scenarios do you believe is most likely to happen and why?
  3. Do all these scenarios affect an individual’s civil liberties today? If so, explain how.

Learning objective: Define rights and liberties and their role in a democratic society; Discuss the extent of an individual’s right to privacy

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Article 3: Parham-Payne, W. (2014). The role of the media in the disparate response to gun violence in America.  Journal of Black Studies, 45, 752–768.

This article discusses the role of the media in portraying gun violence victims of color and low-socioeconomic status. The author examines the disparities of race-related gun violence, and uses empirical analyses and other factors to examine the role of the media and their response to the disparity.

Questions to Consider:

  1. How does the media perpetuate negative stereotypes for people of color?
  2. In what ways can the media influence public policy?
  3. What policies were enacted following the Newtown, Connecticut school shootings?
  4. Are the new regulations of gun control a violation of our 2nd Amendment rights?

Learning objective: Give examples of different interpretations of the Second Amendment’s meaning; Define rights and liberties and their role in a democratic society

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Article 4: Macedo, D. (2000). The colonialism of the English only movement. Educational Researcher, 29, 15–24.

This article discusses the racial and cultural issues associated with the English Only movement. The author analyses the ideology that surrounds the debate of the movement and portrays the movement as portrays the movement as colonialism.

Questions to Consider:

  1. Identify the issues surrounding Proposition 187 and the English Only movement. Was proposition 187 successful?
  2. How is the English Only movement discriminatory against other racial and ethnic groups?
  3. What does the author argue in regards to the movement’s classification as colonialism?

Learning objective: Explain the different paths to equality taken by other racial and ethnic groups; Recognize examples of other groups that face discrimination

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Article 5: Shae Rodriguez, N., & Blumell, L. (2014). What a year! The framing of marriage equality through media’s selected source in 2013. Journal of Communication Inquiry, 38, 341–359.

This article discusses how the media and United States newspapers farmed the stories regarding same-sex marriage in 2013. The authors find that the media used various to highlight same-sex marriage news stories, thus providing insight into how citizens of the U.S. are exposed to salient issues such as this.

Questions to Consider:

  1. What is the equality versus morality debate and how does it apply to same-sex marriage?
  2. How has same-sex marriage been framed in the media?

Learning objective: Recognize examples of other groups that face discrimination

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Article 6: Taylor, C. (2009). Hurricane Katrina and the myth of the post-civil rights era. Journal of Urban History, 35, 640–655.

This article discusses the views of various scholars and activists and their notions that black America is facing a new set of problems that were not addresses by the civil rights movements generation ago. The author analyzes three interrelated uses of the post–civil rights concept and questions its utility in addressing the persistence of urban inequality and the unequal impact of Hurricane Katrina on the African American community.

Questions to Consider:

  1. What are the different views on the post-civil rights era proposed by various scholars? How do these views differ from the civil rights era a generation ago?
  2. How has the aftermath of Hurricane Katrina highlighted the new issues that black Americans are facing?

Learning objective: Summarize key events and outcomes in the struggle for equality of African Americans