Newsroom: CNN: Bogus on Second Amendment

Similar documents
WHAT DOES IT MEAN TO BE AN AMERICAN?

Reading Essentials and Study Guide

AIM: How did the Articles of Confederation impact the U.S.?

Toward Independence: Years of Decision

The colonists formed the Continental Congress to act as a government during the American Revolution.

Guided Reading Activity 5-1

Focus Question: What events led the colonists to declare their independence from Britain?

Illustration of the Boston Tea Party. Mansell Time Life Pictures/Getty Images

Partner Response. "Join, or Die" is a political cartoon, by Benjamin Franklin, and it was published before the Revolutionary War.

The American Revolution: From Elite Protest to Popular Revolt,

Origins of American Government. Chapter 2

Learning Goal 5: Students will be able to explain the events which led to the start of the American

LECTURE 3-2: THE AMERICAN REVOLUTION

CHAPTER 2: REVOLUTION AND THE EARLY REPUBLIC

CHAPTER 7 CREATING A GOVERNMENT

The Birth of a Nation

Lesson 8: Terms of Importance

AMERICANS AND THE EMPIRE

Causes of the American Revolution. The American Revolution

Chapter 2: Origins of American Government Section 2

Ch. 8: Creating the Constitution

American Revolution Vocabulary Matching

Labeling a Map. Geography & History Combine Assignment. Name: Date: 7 Points

ELEMENT B: Evaluate how weaknesses in the Articles of Confederation and Daniel Shay s Rebellion led to a call for a stronger central government.

Name Per. 2. Identify the important principles and issues debated at the Constitutional Convention and describe how they were resolved.

American Revolution Study Guide

Guided Reading Activity

Unit 2 American Revolution

Origins of American Government Guided Reading Activity Section 1

Unit 3: Building the New Nation FRQ Outlines. Prompt:Analyze the reasons for the Anti-Federalists opposition to ratifying the Constitution.

Level 2 NEW GOVERNMENT IN OPERATION ESTABLISHING STABILITY

Chapter 7 APUSH Lecture

Chapter 5 Place & Time: The British Colonies

Creating the Constitution

New Nation. establishing the government of the US during the 1780s & 1790s

Power Point Accompaniment for Carolina K-12 s Lesson: American Self Government: The First & Second Continental Congress

The Americans (Reconstruction to the 21st Century)

8th grade I. American Revolution A. A New Nation ( ) *Unit 3 1. The Thirteen Colonies Rebel a. Tighter British Control (1) Main

What types of things did the new states do to make the governments more democratic?

These Intolerable Acts are NOT COOL bro.

During the, the majority of delegates voted to declare independence from Britain. What is known as the official beginning of the America Revolution?

Chapter 9: The Confederation and the Constitution,

Declaring Independence. ESSENTIAL QUESTION: What motivates people to act?

Shays' Rebellion: Crisis in the Infant U.S. Republic

8th Grade History. American Revolution

George Washington s Presidency. ch?v=obupqgv8ybm

Underpinnings of the Constitution

CHAPTER SIX: FROM EMPIRE TO INDEPENDENCE,

Level 1 NEW GOVERNMENT IN OPERATION ESTABLISHING STABILITY

The Constitution. Multiple-Choice Questions

Lexington, Concord and Independence

Describe the methods the colonists used to protest British taxes. Understand the significance of the First Continental Congress in 1774.

2:Forging a New Constitution. Essential Question How do new ideas change the way people live?

UNIT 3 NOTES George

7/10/2009. The first political cartoon by Ben Franklin. What does it mean?

WHY DID AMERICAN COLONISTS WANT TO FREE THEMSELVES FROM GREAT BRITAIN?

The Two Sides of the Declaration of Independence

From Protest to Rebellion Constitutional Issues

WS/FCS Unit Planning Organizer

Forming a New Government

The American Revolution

SSUSH5 The student will explain specific events and key ideas that brought about the adoption and implementation of the United States Constitution.

Convention and Compromise: Chapter 3, Section 2

Study Guide Pre-Revolution, Revolutionary War, Constitution

Lecture Focus Question. Was the American War for Independence inevitable (unavoidable)? Why or why not? Explain.

From Revolution to Government

The Sun Never Sets on the British Empire.

Visual 1: No Chief Executive. Brainstorm Possible Problems

CHAPTER 9 The Confederation and the Constitution,

Essential Question Section 1: The Colonial Period Section 2: Uniting for Independence Section 3: The Articles of Confederation Section 4: The

Analyze the maps in Setting the Stage. Then answer the following questions and fill out the map as directed.

Revolution in Thought 1607 to 1763

CHAPTER TWO EARLY GOVERNANCE AND THE CONSTITUTIONAL FRAMEWORK

GUNS. The Bill of Rights and

1- England Became Great Britain in the early 1700s. 2- Economic relationships Great Britain imposed strict control over trade.

CHAPTER 2. the Constitution.

Section 8-1: The Articles of Confederation

4: TELESCOPING THE TIMES

British Impressment of American Sailors

Chapter 5. Decision. Toward Independence: Years of

i n t e r a C t i v e s t u d e n t n o t e b o o k Mapping Activity 11/02/17

The Articles vs. the Constitution Articles of Confederation. U.S. Constitution A Firm League of Friendship

U.S. Constitution PSCI 1040

The Constitution CHAPTER 2 CHAPTER OUTLINE WITH KEYED-IN RESOURCES

FYI - Guiding Question to Be Thinking About: What events & ideas led to American independence?

Read the Federalist #47,48,& 51 How to read the Constitution In the Woll Book Pages 40-50

Constitutional Democracy: Promoting Liberty and Self-Government. Chapter 2

4. After some negotiating, mostly with the promise of the Bill of Rights, the Constitution was ratified.

U.S. HISTORY I FLASHCARDS and DEFINITIONS

Convention. Guide to Reading

American Government: Roots, Context, and Culture 2

LAUNCHING THE NEW SHIP OF STATE

Objectives: Students will be able to explain that the success and failures of the articles of confederation and be able to give some examples of each.

Name Class Date. MATCHING In the space provided, write the letter of the term or person that matches each description. Some answers will not be used.

Chapter 5: DEFINING AMERICAN WAR AIMS

The Beginnings of a New American Government

Full file at

I. SSUSH1: The student will describe European settlement in North America during the 17th century

America: The Last Best Hope Chapter 4 Reflection and Choice

United States Constitutional Law: Theory, Practice, and Interpretation

Transcription:

Roger Williams University DOCS@RWU Life of the Law School (1993- ) Archives & Law School History 1-27-2011 Newsroom: CNN: Bogus on Second Amendment Roger Williams University School of Law Follow this and additional works at: https://docs.rwu.edu/law_archives_life Recommended Citation Roger Williams University School of Law, "Newsroom: CNN: Bogus on Second Amendment" (2011). Life of the Law School (1993- ). 207. https://docs.rwu.edu/law_archives_life/207 This News Article is brought to you for free and open access by the Archives & Law School History at DOCS@RWU. It has been accepted for inclusion in Life of the Law School (1993- ) by an authorized administrator of DOCS@RWU. For more information, please contact mwu@rwu.edu.

Newsroom CNN: Bogus on Second Amendment Professor Carl Bogus talks to CNN about interpreting the Founders' intentions in drafting the Second Amendment's 'right to bear arms.' CNN: "There's no right of revolution in a democracy" by RWU Law Professor Carl T. Bogus Story Highlights: Carl T. Bogus asks: Was right to bear arms about resisting government tyranny? He says Founders of U.S. opposed armed resistance in early days of the nation Right to bear arms was aimed at empowering militia to serve government, he says In a democracy, the government belongs to the people and there's no right to revolt Editor's note: Carl T. Bogus is professor of law, Roger William University School of Law and visiting professor, Earl Mack School of Law at Drexel University. Bogus is author of "Buckley: William F. Buckley Jr. and the Rise of American Conservatism," to be published in November by Bloomsbury Press. (CNN) January 27, 2010 -- "A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed." -- Second Amendment to U.S. Constitution

Did the Founders give us a right to bear arms so we could resist government tyranny? Is that why James Madison drafted the Second Amendment, the First Congress proposed it, and the states ratified it in 1791? And regardless of what Madison and his contemporaries had in mind, what are the ramifications of this idea -- often called the "insurrectionist model" because it means Americans may possess arms to potentially go to war with their own government -- for the Republic today? There is a powerful image in our collective consciousness: the Minutemen, armed with their own muskets, rushing to Concord Green and the North Bridge in Lexington to prevent British troops from seizing a militia arsenal at Concord. We assume the Founders enshrined this tradition -- a right of armed citizens to resist governmental oppression -- in our Constitution with the Second Amendment. That assumption is wrong. First, it overlooks a critical distinction. The Minutemen were not going to war with their own government. They were going to war with British forces. Yes, of course, the American colonies were part of the British Empire. But Americans increasingly had come to see British forces as a foreign army of occupation. At the center of their thinking was the fact that the American colonies were unrepresented in Parliament. Whig ideology of the day -- widely accepted on both sides of the Atlantic -- was that no democratic government could become tyrannical over the people it represented. Americans believed that it was because they were unrepresented that Parliament had few qualms about imposing oppressive taxation on them. Their cry was, "No taxation without representation." Second, the assumption overlooks history.

How did the Founders react when Americans took up arms -- not against the Redcoats -- but against their own government? That happened twice. In Shays' Rebellion in 1786, small farmers and shop owners in western Massachusetts, armed with muskets and angry that the courts were foreclosing on their property to satisfy their debts, forcibly closed the courts and threatened to march on Boston. In the Whiskey Rebellion of 1794, farmers in Pennsylvania and Kentucky took up muskets and threatened government officials who were charged with collecting taxes on whiskey. Madison called Shays' Rebellion treason. The governor of Massachusetts raised an army to crush the rebellion -- an action endorsed by George Washington, Samuel Adams, John Jay, Benjamin Franklin and John Marshall. Eight years later, during the Whiskey Rebellion, George Washington said that permitting citizens to take up arms against the government would bring an "end to our Constitution and laws," and he personally led troops to extinguish the rebellion. The Founders understood that if our Republic is to survive, the people had to understand that the government was now their government. The militia the Founders envisioned was not an adversary of government but an instrument of government, organized by Congress and subject to governmental authority. It was not a tool for insurrection but, as the Constitution itself states, a tool to "suppress Insurrections and repel Invasions." What does the insurrectionist idea mean for us today? Ideas have consequences. But the insurrectionist idea extends beyond debates about guns and the Second Amendment. It reinforces the image of the government and the people being at odds. In a democracy, however, the government is the people's government. Of course, we did not all vote for whomever now sits in the White House and Congress. We are a large and vital democracy -- not a village of Stepford wives -- and there is much about which we disagree. The majority, moreover, can be wrong. Sometimes we are boiling mad, and with good reason. And yet, if we are to preserve the Republic, we cannot see our own government as an enemy. That does not mean we should be a placid people.

We must be eternally vigilant about government errors and abuse. But we must recognize that differences of opinion are the normal order of things. In a constitutional democracy, we correct errors through constitutional means. It will not do to say that we must be armed and ready to go to war with our government in the event that it becomes tyrannical. There are always those who believe that government tyranny is not a future contingency but a present reality. That may not have been the case with Jared Loughner, but it was the case with John Wilkes Booth and Timothy McVeigh. We should tremble for the nation when we hear talk about resorting to "Second Amendment remedies" -- not because insurrectionist rhetoric is invoked by those who oppose such gun control measures as banning the kind of high-capacity ammunition holders that were used in Tucson -- but because it undermines faith in constitutional democracy. In America, we change our government -- our government -- by changing minds. The opinions expressed in this commentary are solely those of Carl T. Bogus. ********** For full story, click here. [http://www.cnn.com/2011/opinion/01/27/bogus.right.rebel/index.html]