Paper presented at Annual Convention of National Council of Teachers of English (Milwaukee, Wis., November 29, 1968).

Describes an American journalism history course that is organized around a theme--development of attitudes toward freedom of the press throughout history, with particular emphasis on attitudes of government and society. (HOD)

Argues that if broadcasters are considered "instrumentalities of the state," then they can be liable for damages to individuals denied access to broadcast channels. (FL)

Presents a brief overview of visual and broadcast coverage of American courtrooms from 1935 to 1981; examines "Estes v. Texas," which effectively banned visual and broadcast coverage of the courts as a violation of due process; and examines "Chandler v. Florida" to determine the current status of such coverage. (FL)

Analyzes Judge Potter Stewart's voting record on First Amendment cases and concludes that he is one of the strongest supporters of the First Amendment on the Supreme Court. (FL)

Shares some familiar quotations from those who cherished the freedoms protected by the First Amendment, relates stories about some of the newsgathering operations around the country, and reports on what happened at the First Amendment Congresses held in 1980 and the recommendations made by that body. (HOD)

The "promise principle" seems to push men, but not women, into the upper echelons of academic employment. Available from: P.O. Box 41048, Los Angeles, CA 90041. (Author/CM)

The ways in which academic departments and professional associations limit academic freedom are examined. Obstacles to academic freedom can begin with the appointment process, and include peer review, departmental coherence, preaccepted constraints of academic employment, posttenure security, and specialization. (MSE)

Teachers who desire the academic freedom to discuss all sides of an issue are often branded as disloyal, communistic, or evil. But it is those who propose thought control and oppose total access to knowledge, not teachers advocating their students' right to know, who are America's actual subversives. (Author/SJL)

Presents an instructional unit designed to represent the organization as a social system constraining its members's freedom of speech. Discusses statement of goal and educational objectives, and a proposed strategy for achieving these objectives. (JMF)

Illuminates constitutional and economic problems involved in the process of insuring a free press and demonstrates that the government--armed with antitrust laws through its chief enforcer, the Justice Department--can, but does not, provide adequate safeguards. (Author/GT)

Examines the hecklers and their tactics as well as the major candidates' strategies for dealing with this phenomenon during the 1968 campaign. Assesses the heckling's legitimacy in light of the First Amendment which protects the rights of both the hecklers and speakers to be heard. (JMF)

School personnel should listen to the legitimate concerns and criticisms of citizens and parents, whether they're conservative, moderate, or liberal. First Amendment rights as applied to the public school classrooms, school libraries, and public libraries should be examined. (CJ)

Examines the health of literature, both in the market place and in the schools. Contrasts the pervasive effects of uncensored popular literature with vigorous efforts to censor the classroom study of literature. (RL)

Examines the interpretation and application of the Supreme Court's decision in "Brandenburg vs. Ohio" which prohibits states from limiting political speech unless it is directed at inciting imminent lawless action. Presents four patterns in interpretation characterized by immediacy, speaker's intention, advocacy of nonviolent victimless…