Supreme Court Associate Justice Oliver Wendell Holmes Jr. wrote, “I think that we should be eternally vigilant against attempts to check the expression of opinions that we loathe and believe to be fraught with death, unless they so imminently threaten immediate interference with the lawful and pressing purposes of the law that an immediate check is required to save the country.” Do you agree or disagree with Justice Holmes? Why?
That’s a tough question. It takes a ton of work just to understand what Holmes said — let alone figure out what you think, then devise arguments for or against it.
It’s especially hard for a teenager. But this question — and 17 others like it — have inspired an entire Staples High School class, for months.
And at the end of April, they head to Washington to argue those 18 questions, in a national competition that’s a proving ground for future leaders of the free world.
In just their 3rd year of existence, students in Suzanne Kammerman’s “We the People” Advanced Placement Government course finished 2nd in a statewide contest. That qualified them for the DC event.
More than 20 years ago, as a student at Shelton High, Kammerman herself participated in “We the People.” It was so powerful, she helped introduce the course to Staples. Though the high school offers 9 sections of AP Government, this is the only one that includes the contest component.
It’s an added commitment — students spend hours outside of class forming teams, researching questions, developing answers, then arguing them in front of judges who are professors and constitutional experts — but students who are passionate about government embrace it. They compete in “We the People” in addition to their other coursework — which includes preparing for the regular AP exam.
According to Milton Friedman, “The existence of a free market does not of course eliminate the need for government. On the contrary, government is essential both as a forum for determining the ‘rules of the game’ and as an umpire to interpret and enforce the rules decided on.” To what extent, if any, are Friedman’s ideas seen in the development of capitalism in western civilization?
There are 6 units of questions, on topics like “Philosophical and Historical Foundations of the American Political System” and “What Challenges Might Face American Constitutional Democracy in the 21st Century?”
“I’m amazed at how much these kids have to know,” Kammerman — who meets with them on weekends, at the library and Barnes & Noble — says.
“And they really look at the Constitution with genuine civic dialogue. They’re not hyper-partisan. They all have points of view about politics, but they push them aside. It’s very impressive.”
In a speech to his fellow Virginians in 1775 Patrick Henry noted, “I have but one lamp by which my feet are guided, and that is the lamp of experience.” What lessons from history and experiences led the colonists to develop and structure their legislatures and their relationships to their executives and judiciaries the way they did in their new state constitutions?
At the qualifying competition in December, held at Central Connecticut State University, questions were asked about 4th Amendment issues like privacy and search and seizure, in the context of schools. Judges were so impressed with the Staples students’ responses that they continued talking, long after the 6-minute timer went off.
Right now, the class is preparing for the national contest. They’re excited at the chance to participate in mock congressional hearings, and see the sights in Washington. Kammerman has also arranged a meeting with Senator Chris Murphy.
But besides studying for some very tough questions, the “We the People” class has another task. The cost of the trip — including transportation and hotels — is nearly $30,000.
They received a very generous $15,000 donation from the law firm of Koskoff Koskoff and Bieder. But they need more.
If you’d like to help the next generation of leaders, contact Kammerman (email@example.com) or Staples principal James D’Amico (firstname.lastname@example.org).
What do you think Thomas Jefferson meant when he included the right to the “pursuit of happiness” in the Declaration of Independence instead of the more commonly used “right to property”? Where might the concept have come from?