The right to keep and bear arms

Transcription

E. 24
Contents
by Stefan Erhardt
Facts
The United States of Arms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Laws and acts concerning firearms in the USA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Time line of events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Books on the topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Films on the topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Topics · Worksheets · Keys
Topic 1: The Second Amendment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Topic 2: America as a gun culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Topic 3: Knarre for free – USA: Kontroverse Geschäftsidee . . . . . . . . . . . . . . . . .
Topic 4: Statistically dangerous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Topic 5: A case file . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Topic 6: Protect yourself from violent crime . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Topic 7: Shooting sprees – is there nothing to be done about them? . . . . .
Topic 8: Little Red Riding Hood or an assault weapon? . . . . . . . . . . . . . . . . . . . . . .
Topic 9.1: Role play – Are we any better? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Topic 9.2: Debate – Are we any better? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Test:
Guns and gun control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Kompetenzprofil
I Niveaustufe: B 2 (Europäischer Referenzrahmen)
I Kompetenzbereiche: Reading, writing, listening, speaking, mediation, research, analysis
I Aufgabenformate: Presentations, working with a text, talking activities, creative activities,
mediation, analysing statistics, role play, research, two-minute speech, discussion/debate,
comment, cartoon/picture analysis, listening comprehension
I Medien: Ausschnitt aus der amerikanischen Verfassung, Ausschnitte aus Gerichtsurteilen,
Sachtext, Bilder, Zeitungsartikel, Statistiken, Briefe, Cartoons, Hörtext
I fachübergreifende Aspekte: Gesellschaft, Politik, Geschichte, Ethik/Religion
E. 24
Survey
Survey of topics and methods
Main Focus
Material
I
Different
interpretations
of the Second
Amendment
•
•
I
History of
America’s love
for guns
Guns in the life of
Americans today
•
•
I
I
Autohändler
nutzt Gratis-Kalaschnikow als
Werbemaßnahme
I
A comparison of
guns owned and
number of homicides/gun deaths
in different
countries
I
Dangers of gun
ownership
Mediating in
conflicts
Acting out a
court case
I
I
Topic 1
I Extract:
Bill of Rights
I Court decisions
•
•
•
Topic 2
I Magazine
article: America
as a gun culture
I Picture
cards
•
•
•
•
•
Topic 3
I Zeitungsartikel:
Knarre for free
Topic 4
I Graphs and
charts
•
Topic 5
I Newspaper
article: Vancouver man shot in
fight over mall
parking spot
I Role cards
Zusätzliche Mediendateien finden Sie auf www.stark-verlag-digital.de unter „Zu meinen
Digitalpaketen“ im Ordner zu diesem Beitrag.
E. 24
Survey
Main Focus
Material
I
What can you do
to avoid dangerous situations?
•
I
After shooting in
an elementary
school children
ask for stricter
gun laws
Teacher stops
school shooting
with compassion
Can guns make
your life/classrooms safer?
•
I
I
I
I
I
I
•
•
•
News report:
Teenager fights
burglars with his
father’s gun
Guns and children: a dangerous
combination
School shootings
in Germany
How can we
prevent them?
Topic 6
I List: A list of tips
for adults on
staying safe
•
•
•
•
•
Topic 7
I Newspaper
article: Keep the
guns out of my
classroom
I Letters from
school children
to President
Obama
I Cartoons
•
•
•
Topic 8
I Audio
file
I Campaign advertisement:
Moms demand
action
Topic 9.1
I Magazine article:
‘We Have No
Grounds for
Mocking the
NRA’
Zusätzliche Mediendateien finden Sie auf www.stark-verlag-digital.de unter „Zu meinen
Digitalpaketen“ im Ordner zu diesem Beitrag. Hier finden Sie eine farbige Variante eines
Cartoons und der Werbekampagne „Moms demand action“.
E. 24
Survey
Main Focus
I
Vergleich der
Diskussion um
Waffengesetze
mit der Debatte
um ein Tempolimit auf Autobahnen
I
Hillary Clinton
now in favour of
stricter gun laws
Would schools be
safer if teachers
carried guns?
Support for
stricter gun laws
throughout the
years
I
I
Material
•
•
•
•
•
Topic 9.2
I Zeitschriftenartikel:
Tempolimit auf
Autobahnen
•
Test
I Article: Hillary
Clinton says
US must rein in
gun culture
I Cartoon
I Graph
I Zeitungsartikel:
South Dakota
erlaubt Waffen
für Lehrer
Bildnachweis:
p. 9 sheet of paper: © Pitris / Dreamstime.com; p. 11 gun on constitution: Stephanie Frey. Shutterstock; p. 13 crowd: SFC. Shutterstock; p. 14 hammer: © webdata / Fotolia.com; p. 15 hunter: Mert
Toker. Shutterstock; p. 24 both photographs: Kyle Cassidy; p. 25 both photographs: © Davewebbphoto / Dreamstime.com; p. 26 all photographs: © Judith Bicking / Dreamstime.com ; p. 46 burglar: Antonio Gravante. Shutterstock; p. 60 silhouette: © John Leaver / Dreamstime.com; sketch
(girl): © Maigi / Dreamstime.com; boy: © Pavel Losevsky / Dreamstime.com; sketch (boy): © Bernd
Wiedemann; girl: © Jelenaprastalo / Dreamstime.com; p. 76 freeway: 06photo. Shutterstock
E. 24
Facts
The United States of Arms
The Second Amendment has always been one of the most controversial political subjects in the history of the United States of America. The right of the
people to keep and bear arms has been interpreted in many forms; some defend this right as an inalienable, absolute right, some see it as being closely restricted to the historic situation of militia in the 18th century.
Europeans usually see the USA as a gun crazy nation, a country that allows
its citizens to buy firearms with hardly any restrictions and use them freely.
Reports about shooting incidents and individuals running amok were and still
are big news in European media, but not only in Europe.
Incidents of school shootings like the one at Sandy Hook elementary
school in Newtown, Connecticut, in December 2012, or the killing of a teacher at a Nevada middle school by a student in October 2013, or, most recently,
a shooting at Reynolds High School in Troutdale, about 12 miles east of Portland leaving one student and a suspect dead (June 2014) are just three notable
examples of a long list presenting a sad picture of gun violence.
This unit tries to offer different views of the phenomenon of USA’s seemingly fanatical love of its weapons: starting with historic documents and
some controversial interpretations (Topic 1). It looks at American gun culture
in relation to national character or pride (Topic 2) and shows bizarre results
of America’s lax gun laws (Topic 3). To fully understand the phenomenon a
number of recent statistics are presented (Topic 4). In a “court case” the pupils discuss the dangers connected to gun ownership in everyday life (Topic 5)
and they talk about other ways to protect themselves from violent crime (Topic 6). Talking about well known school shootings (Topic 7) and advertising
campaigns against gun ownership (Topic 8) the students discuss how the
topic is dealt with by the media, politicians, parents and teachers. In an intercultural approach the pupils have a look at the way German politicians and
the German press have dealt with school shootings in Germany (Topic 9.1)
and they compare American gun laws to the German transport policy (Topic
9.2) in the form of a debate. At the end of the unit there is a short Test.
6481 Unterrichts-Materialien Englisch Stark Verlag
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Facts
All the material can be used as a compact unit or separately in the classroom; the topics can also be combined in various order. Different methods
and approaches are incorporated in the tasks to appeal to different types of
learners, including tasks which enable the teacher to differentiate between
more and less capable learner groups (Topic 1 and 9). At the same time, the
material offers opportunities to connect thematically to other subjects, like
German, History, Political Education, Ethics or Religious Education.
Laws and acts concerning firearms in the USA
National Firearms Act, June 26, 1934
The National Firearms Act (“NFA”) is an Act of Congress in the United States that puts a tax on
manufacturing and selling certain firearms and establishes their registration. This Act was passed shortly after Prohibition was stopped.
The NFA requires owners to sell registered firearms only through the federal NFA registry. Furthermore, transporting NFA firearms across state lines by the owner must be reported to the
Bureau of Alcohol, Tobacco, Firearms and Explosives (ATF, or BATFE).
Gun Control Act of 1968, Oct 22, 1968
The Gun Control Act of 1968 is a US federal law regulating the firearms industry and firearms
ownership. It allows the transferring of firearms between states only through licensed manufacturers, dealers and importers. This Act was supported by America’s traditional manufacturers like Colt, Smith & Wesson, etc. as they feared even greater restrictions after many incidents of domestic violence involving guns.
Brady Handgun Violence Prevention Act, Feb 28, 1994
The Brady Act requires that individuals must undergo background checks before they can buy a
firearm from a federally licensed dealer, manufacturer or importer (with some exceptions). If
there are no additional state restrictions and if the National Instant Criminal Background Check
System (NICS) maintained by the FBI approves, a firearm can be sold to an individual. In some
states, however, this check can be bypassed with proof of a previous background check.
Section 922(g) of the Brady Act makes transporting, buying or possessing a firearm impossible
for certain persons like convicted criminals, fugitives, drug users, mentally ill, illegal aliens, or
people under court order restraining them from harassing, stalking, or threatening an intimate
partner or child.
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Facts
Violent Crime Control and Law Enforcement Act, Sept 13, 1994
This Act, commonly known as the Federal Assault Weapons Ban or Semi-automatic Firearms
Ban, stopped the making of 19 specific semi-automatic firearms, classified as “assault weapons”, as well as any semi-automatic rifle, pistol, or shotgun that can hold a detachable magazine. It also banned possession of newly-manufactured magazines with more than ten rounds
of ammunition.
However, this law expired on September 13, 2004, because it was not prolonged. Therefore, it
is once again legal to possess the firearms and magazines in question. Additionally, the National
Rifle Association and other pro-gun organizations argued that the ban was unconstitutional
and violated the Second Amendment.
Gun Free School Zones Act 1990/Gun-Free School Zones Amendments Act of 1995
The Gun-Free School Zones Act prohibits armed citizens from using a public sidewalk, road, or
highway that lies within one thousand feet of the property of any K-12 school in the nation.
NY SAFE Act, Jan 15, 2013
The New York Secure Ammunition and Firearms Enforcement Act of 2013 (known as the NY
SAFE Act) is a gun control law of the state of New York. The restrictive legislation – one of the
harshest in the United States – was passed as a reaction to the Sandy Hook Elementary School
shooting in Newtown, Connecticut.
Some of the NY SAFE Act key items are:
• No possession of high-capacity gun magazines.
• Maximum capacity for a detachable magazine reduced from ten rounds to seven.
• Ammunition dealers must do background checks and report all sales to the state. Internet
sales of ammunition are allowed, but the ammunition must be sent to a licensed dealer in
New York State.
• A registry of assault weapons: Those New Yorkers who already own such weapons are
required to register their guns.
• A therapist who believes that a mental health patient threatened to harm others must report
this threat to a mental health director, who then must report serious threats to the state
Department of Criminal Justice Services. A patient’s gun could be taken away.
• Stolen guns must be reported within 24 hours.
• Background checks for all gun sales except to family members.
• No internet sale of assault weapons.
• Increased sentences for gun crimes, including upgrading the offense for taking a gun on
school property.
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Facts
Time line of events
• A detailed list of US school shootings (1760 – present) can be found at
https://en.wikipedia.org/wiki/List_of_school_shootings_in_the_United_
States
• a timeline of worldwide school shootings (1996 – present) at
http://www.infoplease.com/ipa/A0777958.html
• and a shorter timeline of US school shootings (1927 – present) at
http://edition.cnn.com/2013/09/19/us/u-s-school-violence-fastfacts/index.html
The following list gives an impression of the situation in the US:
List of school shootings in school year 2013 – 14
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Aug 20, 2013
Decatur, Georgia: man fires 6 shots in elementary school; no casualties
Aug 23, 2013
✝
Sardis, Mississippi: 15-year-old pupil is shot during a football game at North
Panola High School, 2 injured people (gang related crime)
Aug 30, 2013
Winston-Salem, North Carolina: 15-year-old male pupil is shot in the neck
and shoulder; non-life-threatening injuries
Sep 28, 2013
✝
Gray, Maine: 19-year-old man dies of self-inflicted gunshot in parking lot of a
High School during homecoming weekend
Oct 4, 2013
Pine Hills, Florida: 2 victims with non-life-threatening injuries after a fight
Oct 15, 2013
✝
Austin, Texas: 17-year-old commits suicide in front of other pupils
Oct 21, 2013
✝✝
Sparks, Nevada: 12-year-old pupil injures 2 fellow pupils, kills a teacher and
then himself
Nov 2, 2013
Greensboro, North Carolina: 21-year-old student is shot and wounded at
North Carolina A&T State University; non-life-threatening injuries
Nov 3, 2013
Lithonia, Georgia: Two bystanders (a pupil and a janitor) are injured during a
fight at Stephenson High School
E. 24
Facts
Nov 13, 2013
Pittsburgh, Pennsylvania: 3 pupils are injured in front of their high school
(one is grazed in the head, one hit in the neck and shoulder and one in leg
and foot); drug-related crime
Nov 26, 2013
✝
Rapid City, South Dakota: Physics professor commits suicide
Dec 4, 2013
Winter Garden, Florida: 15-year-old pupil is shot and wounded by a
17-year-old
Dec 13, 2013
✝✝
Centennial, Colorado: 18-year-old fatally injures 17-year-old pupil and then
commits suicide (he is armed with a shotgun, 3 Molotov cocktails, and a
machete trying to find a faculty member that has disciplined him)
Dec 19, 2013
Fresno, California: 4 teens shoot an athletic trainer in leg and stomach in a
gang-initiation process
Jan 9, 2014
Jackson, Tennessee: teenager shoots fellow pupil in the thigh
Jan 13, 2014
New Haven, Connecticut: 14-year-old boy suffers wounds in hands and leg
Jan 14, 2014
Roswell, New Mexico: 12-year-old boy injures 11-year-old boy, 13-year-old
girl and a staff member
Jan 17, 2014
Philadelphia, Pennsylvania: 17-year-old shoots two victims in the arm
Jan 20, 2014
Chester, Pennsylvania: 1 person is critically injured outside the university
sports complex
Jan 21, 2014
✝
West Lafayette, Indiana: 21-year-old student is shot and killed on campus
Jan 24, 2014
✝
Orangeburg, South Carolina: 20-year-old student is shot and killed
Jan 25, 2014
✝
Los Angeles, California: man is shot and killed at college
Jan 27, 2014
Carbondale, Illinois: 18-year-old injures another pupil in a fight
Jan 28, 2014
Nashville, Tennessee: Student is shot in the leg at Tennessee State
University
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Facts
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Jan 30, 2014
Palm Bay, Florida: one student shoots another (who had been beating him
with a pool cue in a fight) in the stomach as an act of self-defence
Jan 31, 2014
Des Moines, Iowa: 15-year-old girl is injured in a parking lot of a high school
after a basketball game
Feb 8, 2014
✝
Bend, Oregon: 17-year-old commits suicide in a classroom
Feb 10, 2014
Salisbury, North Carolina: 16-year-old is shot in the stomach on the campus
of a high school
Feb 10, 2014
Lyndhurst, Ohio: 5 shots are fired; no casualties
Feb 12, 2014
Los Angeles, California: male victim is shot in the back
Mar 12, 2014
✝
Miami, Florida: elementary school teacher is shot and killed after a fight
with a man
Mar 25, 2014
College Park, Georgia: shooting at a high school; no casualties
Apr 9, 2014
Greenville, North Carolina: shooting at a high school; no casualties
Apr 11, 2014
✝
Detroit, Michigan: 19-year-old is shot after a Friday evening student award
ceremony
May 4, 2014
Augusta, Georgia: 2 men fire shots inside a dormitory, injuring 1 student in
the head
May 5, 2014
Augusta, Georgia: 2nd shooting incident at the college campus in 2 days
May 8, 2014
Lawrenceville, Georgia: 1 person injured on a parking lot roof
May 14, 2014
Richmond, California: 14-year-old is injured during a drive-by shooting in
front of John F. Kennedy High School
May 23, 2014
✝✝✝✝✝✝✝
Isla Vista, California: 22-year-old goes on a stabbing and shooting rampage
just outside the main campus of the University of California, Santa Barbara,
killing 7 people and injuring 13
Jun 5, 2014
✝
Seattle, Washington: 3 people are shot at Seattle Pacific University, one of
them dies
Jun 10, 2014
✝✝
Troutdale, Oregon: a 15-year-old boy kills a 14-year-old freshman, injures a
teacher and commits suicide
E. 24
Facts
Books on the topic
In the 2002 young adult novel GIVE A BOY A GUN by Todd Strasser (a.k.a.
Morton Rhue) two harassed kids decide to turn the school hierarchies upside
down: they take over their school armed with guns and homemade bombs.
At the end of this drama, the questions are raised: Who is to blame? What
could have been done to prevent this?
SHOOTER (2005) by Walter Dean Myers presents the different perspectives of three student friends and their gun attack on their school. With interviews, newspaper reports, diary excerpts and other reports a contrasting and,
in parts, contradictory picture of the motives behind the deed is painted, leaving the reader to find their own version of why this tragedy happened and
how it may have been prevented.
HATE LIST (2010) by Jennifer Brown is a portrait of the girlfriend of a boy
who took the hate list they both cooked up seriously and killed students in
the school cafeteria. When she returns to school, she has to deal with her feeling of guilt, her family, her former friends and a girl whose life she saved during the shooting.
Amongst the many books dealing with the incident at Columbine High
School in 1999, author Dave Cullen’s COLUMBINE is a deep insight into the
minds of the two students who committed the crime. He studied a host of
interviews, police files, FBI psychologists’ reports and the boys’ tapes and
diaries to deliver the first complete account of the tragedy.
Films on the topic
Film-maker Michael Moore released BOWLING FOR COLUMBINE in 2002,
after the Columbine school massacre. He tries to present a view of what lies at
the roots of American gun culture and confronts several people to find answers to the question of why guns play such an important role in the USA.
Also in 2002, HOME ROOM was released (director: Paul F. Ryan). It tells
the story of the aftereffects of a high school shooting which leaves one of the
most popular girls seriously wounded and nine others dead, including the killer. In the search for someone to hold responsible, a student outsider comes
under suspicion. She is made to visit the still-hospitalized girl who struggles
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Facts
with her new situation. Surprisingly, both young women develop a kind of
friendship in their attempt to cope with the shock of the shooting.
A non-Hollywood-like film that deals very convincingly with two highschool students on a shooting spree is ELEPHANT (2003) by director Gus van
Sant. Its technique is simple: there is hardly any dialogue, it is most of the
time a hand-held camera that follows several students through their daily
routine although not in strict chronological order. Still, the viewer gets a good
insight into the little school universe and its daily confrontations and personal violations amongst students, which lead two of them to a fatal crusade.
AMERICAN GUN (2005, dir. by Aric Avelino) shows portraits of disparate
people who are affected by gun violence and therefore connected in their destinies. Amongst the people portrayed are a single mother, a student, a school
principal and a gun-shop owner.
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Topic 1
The Second Amendment
Bill of Rights
Congress OF THE United States,
begun and held at the City of New-York,
on Wednesday the fourth of March,
one thousandseven hundred and eighty nine.
THE Conventions of a number of the States, having at the time of their
adopting the Constitution, expressed a desire, in order to prevent misconstruction
or abuse of its powers, that further declaratory and restrictive clauses should be
added: And as extending the ground of public confidence in the Government,
will best ensure the beneficent ends of its institution. […]
ARTICLES in addition to, and Amendment of the Constitution of the United
States of America, proposed by Congress, and ratified by the Legislatures of the
several States, pursuant to the fifth Article of the original Constitution. […]
Amendment I
Congress shall make no law respecting an establishment of
religion, or prohibiting the free exercise there-of; or abridging
the freedom of speech, or of the press; or the right of the
people peaceably to assemble, and to petition the Government
for a redress of grievances.
Amendment II
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. […]
Amendment X
The powers not delegated to the United States by the
Constitution, nor prohibited by it to the States, are reserved
to the States respectively, or to the people.
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Topic 1
Worksheet: The Second Amendment – Group 1
Getting started
1. Read the first passages of the “Bill of Rights”. What is the “Bill of Rights”
and what is its purpose?
Presentations
2. In law, there is a distinction between certain rights. Read the definitions
below and decide what kind of right the “right of the people to keep and
bear arms” is.
INDIVIDUAL RIGHT
Rights held by individuals regardless of their
membership of a certain group or lack thereof. An
example for an individual right is freedom of speech.
COLLECTIVE or GROUP RIGHT
A right held by a group rather than by its members
separately. It applies to people acting together in a
group instead of individuals acting on their own.
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Topic 1
3. a) Find a proper definition for the term “militia”.
mi • li • tia [m« ÈlIS«] noun (countable)
b) Discuss if the Second Amendment is to be understood as referring to a
“well regulated militia” only. Take notes.
4. Analyse if any of the other articles enable people to intervene in the use
or abuse of firearms.
5. Present your results to the class.
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Topic 1
Getting started
Presentations
2. Competing models were offered to interpret the Second Amendment:
In the last few decades, courts and commentators have offered
what may fairly be characterized as three different basic
interpretations of the Second Amendment.
1
5
10
15
The FIRST is that the Second Amendment does not apply to individuals;
rather, it merely recognizes the right of a state to arm its militia. This
“states’ rights” or “collective rights” interpretation of the Second
Amendment has been embraced by several of our sister circuits1. The
government commended the states’ rights view of the Second Amendment to the district court2, urging that the Second Amendment does not
apply to individual citizens.
Proponents of THE NEXT MODEL admit that the Second Amendment recognizes some limited species of individual right. However, this supposedly “individual” right to bear arms can only be exercised by members of a functioning, organized state militia who bear the arms while
and as a part of actively participating in the organized militia’s activities.
The “individual” right to keep arms only applies to members of such a
militia, and then only if the federal and state governments fail to provide
the firearms necessary for such militia service. […] A number of our
sister circuits have accepted this model, sometimes referred to by commentators as the sophisticated collective rights model. On appeal3 the
government has abandoned the states’ rights model and now advocates
the sophisticated collective rights model.
1 Groups of courts
2 A court for cases involving federal law
3 A court trial reviewing a previous (lower) court decision
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Topic 1
20
25
The THIRD MODEL is simply that the Second Amendment recognizes the
right of individuals to keep and bear arms. This is the view advanced by
Emerson4 and adopted by the district court. None of our sister circuits
has subscribed to this model, known by commentators as the individual
rights model or the standard model. The individual rights view has enjoyed considerable academic endorsement, especially in the last two decades.
Source: http://caselaw.findlaw.com/us-5th-circuit/1332436.html
4 Dr Timothy Joe Emerson was accused of possessing a firearm whilst under a
restraining order in a domestic violence case.
a) Explain the three models in your own words.
b) In reference to the original passages, make a personal decision which
interpretation you find most plausible, then discuss it with your
group.
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Topic 1
Getting started
Presentations
2. In a court case, some judges presented the following view:
DISTRICT OF COLUMBIA, ET AL., PETITIONERS v.
DICK ANTHONY HELLER
1
5
10
15
Guns are used to hunt, for self-defense, to commit crimes, for
sporting activities, and to perform military duties. The
Second Amendment plainly does not protect the right to
use a gun to rob a bank; it is equally clear that it does
encompass the right to use weapons for certain military
purposes. Whether it also protects the right to possess
and use guns for nonmilitary purposes like hunting
and personal self-defense is the question presented by this case. […]
The view of the Amendment we took in Miller1 – that it protects the
right to keep and bear arms for certain military purposes, but that it
does not curtail the Legislature’s power to regulate the nonmilitary use
and ownership of weapons – is both the most natural reading of the
Amendment’s text and the interpretation most faithful to the history of
its adoption. […]
The Amendment’s text does justify a different limitation: the “right to
keep and bear arms” protects only a right to possess and use firearms in
connection with service in a state-organized militia. … Had the Framers2
wished to expand the meaning of the phrase “bear arms” to encompass
1 Court case from 1939, United States v. Miller
2 Those who worked out the text of the amendment.
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Topic 1
20
25
civilian possession and use, they could have done so by the addition of
phrases such as “for the defense of themselves”, as was done in the Pennsylvania and Vermont Declarations of Rights. The unmodified use of
“bear arms,” by contrast, refers most naturally to a military purpose, as
evidenced by its use in literally dozens of contemporary texts. The absence of any reference to civilian uses of weapons tailors the text of the
Amendment to the purpose identified in its preamble.
Supreme Court of the United States, No. 07– 290. District of Columbia, et al., Petitioners v. Dick
Anthony Heller. June 26, 2008.
a) Describe which rights are covered by the Second Amendment and
which are not according to the text.
b) Explain what the judges’ interpretation of the Amendment text is.
c) Outline the arguments the judges come up with to support their view.
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Key: The Second Amendment
Getting started
1.
Read the first passages of the “Bill of Rights”. What is the “Bill of Rights”
The Bill of Rights aims at clarifying some passages laid out in the Constitution. It amends the individual’s right to exercise their religion freely, the
freedom of speech, the freedom of the press, the right to meet in groups
and to address the government in case of problems.
The Second Amendment claims the necessity of a military institution
safeguarding the citizens of a state, including its right to possess and use
firearms.
The Tenth Amendment ensures that states and citizens hold those rights
that are not covered by the US government.
Presentations – Group 1
2.
In law, there is a distinction between certain rights. Read the definitions below and decide what kind of right the “right of the people to keep and bear
arms” is.
Possible arguments:
Individual right: Each citizen of the USA is not denied the freedom of
possessing firearms by the Constitution nor the government – therefore
individuals are allowed to keep firearms, also as a consequence of the
Tenth Amendment
Collective right: The Second Amendment refers the right to possess
firearms to ‘milita’ only, i. e. a certain group of people, safeguarding peace
– therefore it is a collective right
3.
a) Find a proper definition for the term “militia”.
Militia: A group of people /citizens who are not part of the armed
forces of a country but are trained like soldiers, called in cases of emergency; also, all male citizens who are required by law to do military
service.
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b) Discuss if the Second Amendment is to be understood as referring to a
“well regulated militia” only. Take notes.
There is some uncertainty regarding whether the first part – “a well
regulated militia” – is connected to the second part of the text – “the
right of the people to keep and bear Arms”; also there is no explanation whether the right to keep arms is only in connection to the case
of a military group in existence, i. e. whether the right to keep arms
continues to exist even if there is no militia at that time.
4.
Analyse if any of the other articles enable people to intervene in the use or
abuse of firearms.
The First Amendment enables people to address the government “for a
redress of grievances”, i. e. when someone feels bothered by the individual
use of guns, they could ask the government to change that. Also, the
Tenth Amendment may support someone in their view that keeping
arms is not an individual right and therefore not included in the Constitution nor in the Bill of Rights and therefore states may decide if or if not or
how firearms can be used.
5.
Present your results to the class.
ad lib.
2.
Competing models were offered to interpret the Second Amendment:
a) Explain the three models in your own words.
Model 1: Keeping arms is NOT an individual’s right; it only refers to a
military group.
Model 2: It IS an individual right for individuals belonging to a military group and only as long as they belong to it; as a military group
consists of more than one individual, the right to keep arms in this
group is a collective right.
Model 3: Keeping arms is ENTIRELY an individual right.
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b) In reference to the original passages, make a personal decision which
interpretation you find most plausible, then discuss it with your group.
ad lib.
3.
ad lib.
2.
In a court case, some judges presented the following view:
a) Describe which rights are covered by the Second Amendment and which
are not according to the text.
According to the court, the basic conflict lies in the interpretation of
the Second Amendment: whether the right to keep and bear arms
does not only refer to military, but also to individual, personal purposes. It states that interpreting the Amendment as protecting the
right to keep arms when used for a military group and enabling the
legislation to make laws concerning the individual use of firearms is
“the most natural […] and most faithful” interpretation: only if a person is part of a military group have they got the right to possess firearms.
b) Explain what the judges’ interpretation of the Amendment text is.
The court interprets the text in such a way that both military and
legislative rights are included. The Legislature, i. e. the government,
may regulate the private use of weapons, which means it may enact
gun laws and other restrictions on nonmilitary use.
c) Outline the arguments the judges come up with to support their view.
The court supports their view by saying that the original text does not
contain an explicit passage pointing out the individual or private use
of firearms. If the originators of the Amendment had wanted to refer
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to private use, they would have done so, the author claims. Similar declarations in other states like Pennsylvania or Vermont do have such a
passage.
The text also points out that guns are and always have been used for
different purposes, like hunting, sports, self-defense, military actions,
and criminal actions. All of these activities except for the last one are at
the core of the Second Amendment: it is not explicitly clear, whether
activities like hunting or sport are what the makers of the Amendment
had in mind when they wrote the text.
Lastly, the phrase “bear arms” must be understood as for military
actions only, as it was used only in such contexts. Therefore, private
use of firearms is not what the Second Amendment is about.
3.
ad lib.
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Topic 2
America as a gun culture – by Richard Hofstadter
1
5
10
15
20
25
30
Senator Joseph Tydings of Maryland, appealing in the summer of 1968 for an
effective gun-control law, lamented: “It is just tragic that in all of Western
civilization the United States is the one country with an insane gun policy.”
In one respect this was an understatement: Western or otherwise, the United
States is the only modern industrial urban nation that persists in maintaining
a gun culture. It is the only industrial nation in which the possession of rifles,
shotguns, and handguns is lawfully prevalent among large numbers of its
population. It is the only nation so attached to the supposed “right” to bear
arms that its laws abet assassins, professional criminals, berserk murderers,
and political terrorists at the expense of the orderly population – and yet it remains, and is apparently determined to remain, the most passive of all the
major countries in the matter of gun control. Many otherwise intelligent
Americans cling with pathetic stubbornness to the notion that the people’s
right to bear arms is the greatest protection of their individual rights and a
firm safeguard of democracy – without being in the slightest perturbed by the
fact that in some democracies in which citizens’ rights are rather better protected than in ours, such as England and the Scandinavian countries, our arms
control policies would be considered laughable.
Laughable, however, they are not, when one begins to contemplate the
costs. Since strict gun controls clearly could not entirely prevent homicides,
suicides, armed robberies, or gun accidents, there is no simple way of estimating the direct human cost, much less the important indirect political costs, of
having lax gun laws. But a somewhat incomplete total of firearms fatalities in
the United States as of 1964 shows that in the twentieth century alone we
have suffered more than 740,000 deaths from firearms, embracing over
265,000 homicides, over 330,000 suicides, and over 139,000 gun accidents.
This figure is considerably higher than all the battle deaths (that is, deaths
sustained under arms but excluding those from disease) suffered by American
forces in all the wars in our history.
It is very easy, in interpreting American history, to give the credit and the
blame for almost everything to the frontier, and certainly this temptation is
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35
40
45
50
55
60
65
particularly strong where guns are concerned. After all, for the first 250 years
of their history Americans were an agricultural people with a continuing history of frontier expansion. At the very beginning the wild continent abounded
with edible game, and a colonizing people still struggling to control the wilderness and still living very close to the subsistence level found wild game an
important supplement to their diet. Furthermore, all farmers, but especially
farmers in a lightly settled agricultural country, need guns for the control of
wild vermin and predators. The wolf, as we still say, has to be kept from the
door.
Finally, and no less imperatively, there were the Indians, who were all too
often regarded by American frontiersmen as another breed of wild animal.
The situation of the Indians, constantly under new pressures from white encroachments, naturally commands modern sympathy. But they were in fact,
partly from the very desperation of their case, often formidable, especially in
the early days when they were an important force in the international rivalries of England, France, and Spain in North America. Like the white man they
had guns, and like him they committed massacres. Modern critics of our culture may fantasise that the Indians fought according to the rules of the Geneva Convention. But in the tragic conflict of which they were to be the chief
victims, they were capable of striking terrible blows. Men and women, young
and old, were all safer if they could command a rifle.
What began as a necessity of agriculture and the frontier took hold as a
sport and as an ingredient in the American imagination. Before the days of
spectator sports, when competitive athletics became a basic part of popular
culture, hunting and fishing probably were the chief American sports. For
millions of American boys, learning to shoot and above all graduating from
toy guns and receiving the first real rifle of their own were milestones of life,
veritable rites of passage that certified their arrival at manhood.
What was so decisive in the winning of the West and the conquest of the
Indian became a standard ingredient in popular entertainment. In the pennydreadful Western and then in films and on television, the western man, quick
on the draw, was soon an acceptable hero of violence. He found his successors
in the private eye, the F.B.I. agent, and in the gangster himself, who so often
provides a semilegitimate object of hero worship, a man with loyalties, courage, and a code of his own. All mass cultures have their stereotyped heroes,
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70
75
80
85
and none are quite free of violence; but the United States has shown an unusual penchant for the isolated, wholly individualistic detective, sheriff, or
villain.
A further point is of more than symptomatic interest: the most gun-addicted sections of the United States are the South and the Southwest. This no
doubt has something to do with the rural character of these regions, but it
also stems from another consideration: in the historic system of the South,
having a gun was a white prerogative. From the days of colonial slavery, when
white indentured servants were permitted, and under some circumstances
encouraged, to have guns, blacks, whether slave or free, were denied the right.
The gun, though it had a natural place in the South’s outdoor culture, as well
as a necessary place in the work of slave patrols, was also an important symbol
of white male status.
American legislators have been inordinately responsive to the tremendous
lobby maintained by the National Rifle Association, in tandem with gunmakers and importers, military sympathizers, and far-right organizations. A
nation that could not devise a system of gun control after its experiences of
the 1960’s, and at a moment of profound popular revulsion against guns, is
not likely to get such a system in the calculable future. One must wonder how
grave a domestic gun catastrophe would have to be in order to persuade us.
How far must things go?
(1 031 words)
Richard Hofstadter: America as a Gun Culture. In: American Heritage, October 1970, Vol. 21, Issue 6.
Copyright 1970 Richard Hofstadter. (Abridged)
Annotations
lawfully prevalent (l. 7): legal and widespread
to abet (l. 9): to support, promote
berserk murderers (l. 9): people killing in rage
perturbed (l. 15): worried
game (l. 35): wild animals like deer or buffalo
vermin (l. 39): wild animals doing damage to farms or crops
predators (l. 39): animals that hunt other animals
encroachment (ll. 43/44): attempts at controlling someone else’s territory
formidable (l. 45): impressive, awesome
Geneva Convention (ll. 49/50): a treaty which regulates the treatment of prisoners of war
penny-dreadful Western (ll. 61/62): cheap, violent, adventurous Western movie
penchant (l. 68): an inclination /tendency toward sth.
prerogative (l. 74): an exclusive right /privilege
indentured servants (l. 75): servants doing paid work for a master for a limited amount of time
22
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Topic 2
Worksheet: America as a gun culture
Working with the text – Use your own words as far as possible
1. Analyse the author’s attitude towards the subject of “gun culture”. Give
evidence from the text and explain. Concentrate on the first paragraph.
2. Explain what the author wants to express with the statistics given in lines
23 to 29.
3. Describe the development of the usage of guns in US history.
Talking activities
4. “How far must things go?” – This is the question the author posed at the
end of his reflections in the year 1970. Discuss with a partner how far
YOU think things must go to find a solution to the gun problem in the
US. Make a note of the outcome of your discussion and present it to the
class.
5. Choose one of the picture cards and prepare a short speech.
Creative task
6. Protesting the protest: Work with a partner or in a group. Look at the pictures from Picture Card 3. Design boards that answer the three messages
displayed in the pictures.
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25
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Key: America as a gun culture
1.
Analyse the author’s attitude towards the subject of “gun culture”. Give
evidence from the text and explain. Concentrate on the first paragraph.
The author presents a rather critical view of the American gun situation.
He calls Senator Joseph Tydings’s statement that the USA are “the one
country with an insane gun policy” (l. 3) an “understatement” (l. 4) and
proves his point in a parallelism (“the United States is the only modern
industrial urban nation” ll. 4/5, “It is the only industrial nation” l. 6, “It is
the only nation” l. 8; the last two are an anaphora as well; the word “nation” is repeated several times). According to him the USA has not yet
been able to cope with its gun culture, i. e. imposed gun control laws (“the
most passive of all the major countries in the matter of gun control”
ll. 11/12).
In saying that it is a “supposed ‘right’ to bear arms” (ll. 8/9), also by using
quotation marks he puts into perspective what many American citizens
consider their personal right or freedom. He contradicts this freedom in a
climactic enumeration of criminals profiting from this right (“its laws
abet assassins, professional criminals, berserk murderers, and political terrorists” ll. 9/10) and contrasts them with law-abiding citizens (“at the expense of the orderly population” l. 10) with the latter being the clear losers.
In the following sentences he derogates the American nation as it seems
to him that as soon as the matter of gun control is at stake, some people
tend to forget all reason and proportion in their reasoning (“Many otherwise intelligent Americans cling with pathetic stubbornness to the notion” ll. 12/13). He criticises their egotism (“without being in the slightest perturbed by the fact” ll. 15/16) or rather their blindness to the notion that in other democratic countries gun control is far more advanced
than in the US (“in some democracies in which citizens’ rights are rather
better protected than in ours, such as England and the Scandinavian countries, our arms control policies would be considered laughable” ll. 16 –18).
With the word “laughable” he puts a very strong verdict on the USA,
who otherwise claim to be the top industrial nation.
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Topic 2
2.
Explain what the author wants to express with the statistics given in lines
23 to 29.
The statistics show that the number of gun related deaths is much higher
than the number of deaths caused by wars (with wars being the original
terrain for gun usage, as implied by the term “battle fields”).
3.
Describe the development of the usage of guns in US history.
The usage of guns in America started with the early settlement. People
were moving further and further west, being confronted with wilderness
wherever they went. At that time guns were used for hunting, i. e. providing the necessary food supply. They were also used for defence against
predators, to protect the lives of the settlers and explorers as well as their
cattle. The Native Americans were also a danger to the settlers. Later, firearms found usage in sport. For the young they were often part of a kind of
rite of passage into adulthood.
In the 20th century, guns became part of the common hero worship like
sheriffs in Western movies, detectives or law enforcement in other films.
During the days of colonial slavery guns were still a white prerogative and
status symbol in the South and the Southwest. As blacks were not allowed
to carry guns at that time, this law helped to maintain white domination.
Nowadays, current gun laws are held up politically through massive lobbying groups, most of all by the NRA.
Talking activities
4.
“How far must things go?” – […] Make a note of the outcome of your
discussion and present it to the class.
Possible answer:
If the number of school shootings in particular, or of people on shooting
sprees and killing innocent citizens, especially children, continued to increase, if whole areas in cities or towns were not safe to live in anymore
because of the abuse of guns, then politics should become more active and
enforce stricter gun laws and more severe penalties.
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Topic 2
However, such gun laws would be very hard to control – there cannot be
enough controls at a federal level; therefore, gun control must also be
exercised locally.
This should be accompanied by nationwide campaigns aimed especially at
the young, to confront them with the terrible consequences of gun abuse.
5.
Choose one of the picture cards and prepare a short speech.
If you need further picture cards in colour you can download
them on our homepage (www.stark-verlag-digital.de). Go to
“Zu meinen Digitalpaketen”, log in and download the files.
Picture card 1
Describe the two pictures and analyse their messages including the statements given.
In picture 1 you can see the inside of an American home, judging from
the furniture and interior decoration a middle-class home. Two people, a
woman and a man in their thirties, are presenting their collection of guns:
four rifles and a handgun. The woman, who seems to be wearing pyjamas
or casual clothes like a T-shirt and slacks, is sitting on the coffee table in
the middle of the room, holding one of the rifles and dominating the picture. She is looking directly at the camera, with a rather decisive look on
her face, not unfriendly, but not too friendly either. Her gun is directed at
the right hand corner of the room (the picture), as if ready to be fired at
any time.
Her partner is holding a gun in his left hand. With his tattoo sleeves, his
moustache, his baggy jeans and his beanie he gives a rather frightening
appearance. He is also looking at the camera with a neutral look on his
face. The gun is pointing towards the carpet, but it also seems as if it is
ready for action.
The way these two people are positioned shows that they are absolutely
determined to use the firearms they possess – not only for protection, as
the woman states, but also as a sort of stress relief, which seems a very
dangerous method of dealing with stress.
In picture 2 there is an elderly man sitting in what looks like a very comfortable armchair next to a small coffee table on which you can see a re-
29
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Topic 2
mote for a TV set and a video recorder, some framed family pictures, a TV
program guide, some napkins and a lamp, all in front of some vertical window blinds. He is holding a white pet dog in his hands and wearing a rather friendly smile on his face. It looks like a comfy living room scene.
On the armrest there are three handguns, which he claims to keep for
protection since he is physically unable to run or use his voice to shout for
help if necessary. He seems like a friendly old man who would use his gun
only in case of emergency. The juxtaposition of the amiable old man in
friendly domestic surroundings with the handguns gives one the feeling
of distrust, or of general insecurity in American households.
Picture card 2
Describe the two pictures and their atmosphere.
The two pictures were taken at a Shooting, Hunting and Outdoor Trade
Show in Las Vegas. Picture 1 shows a young woman in a gun shop or at a
stand squatting in front of a high powered rifle. She is wearing outdoor or
leisure clothes – shorts, a short flannel shirt, cream coloured socks and
hiking shoes; at the same time her blonde hair is made up in a model-like
fashion and not, as could be expected, tied up or bound the way she
would probably do if on a real hiking or hunting trip. It seems as if she
serves as a female attraction – cf. her bare legs and belly – for customers
who may think that if such a woman can get interested in a firearm, they
may get engaged in it, too. Subconsciously, the photo may also hint at a
connection between outdoor activities and shooting.
The second picture shows a part of the trade show with lots of stands
and visitors – it looks like this show is a big attraction to people. The
lighting of the stands and the huge billboards point at a well-prepared and
prosperous enterprise operating here.
Both pictures present a situation which is obviously standard in the USA.
Picture card 3
Describe the three pictures and analyse the messages displayed, including
their tone.
All three pictures show men – and men only – protesting against government gun control in a protest rally in the town of Asheville, NC, USA.
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They are holding up protest signs with handwritten messages, which
shows that they express their personal statements and not a message prepared and pre-formulated by an organization (like the NRA, for instance).
All the men are wearing casual clothes; they seem to be acting rather
peacefully. The messages on their signs read: “Gun control because criminals follow laws, right?” – “Gun control = government control” – “Not
about keeping people safe its [sic] about disarming Americans for a government takeover”.
The first sign uses irony: the protester wants to point out that even if
there were stricter laws for gun control, criminals, who per definition do
not follow laws, would not follow gun laws either. Therefore – and this is
the conclusion he wants the viewer to draw – gun laws are nonsense.
The second sign hints at a widespread fear amongst Americans that their
government in Washington holds too much power and controls their
lives too dominantly. In their mind this impinges on their basic right of
personal freedom and liberty.
The third sign is grammatically speaking incorrect; it should read “Putting
up gun laws is not about keeping people safe, it’s about disarming Americans so that the government can take over”. The jumbled sentence plus
the fact that it contains an obvious mistake (“its” instead of it’s) show
that its writer may not have had a thorough school education. Nevertheless, he wants to express the common opposition to more government
power over his life – to the extent that he is not free to make his own decisions anymore. This right, and this is the message of the protesters, they
want to defend by all means, including the use of firearms.
Creative task
6.
Protesting the protest: Work with a partner or in a group. Look at the pictures from Picture Card 3. Design boards that answer the three messages
displayed in the pictures.
ad lib.
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Topic 3
Knarre for free – USA: Kontroverse Geschäftsidee
„Chef, bin Laden auf Leitung eins.“ Ein Autohändler in Florida hatte den Einfall,
beim Kauf eines Geländewagens eine Kalaschnikow umsonst draufzulegen – mit
durchschlagendem Erfolg.
1
5
10
15
20
25
Chuck-Norris-Nacheiferern dürfte bei dieser Werbeaktion das Herz aufgehen:
Wer derzeit bei einem Autohändler im US-Bundesstaat Florida einen Pick-up
kauft, erhält umsonst eine Kalaschnikow dazu. Mit diesem Angebot ist es dem
Geschäftsführer von Nation Trucks, Nick Ginetta, in der Ortschaft Sandford
gelungen, innerhalb von vier Tagen seine Verkaufszahlen zu verdreifachen.
Seit dem Beginn der Aktion am vergangenen Mittwoch habe er 21 Gutscheine für das Sturmgewehr AK-47 verteilt, sagte Ginetta. „Ich wollte Lärm
machen, eine Debatte auslösen – und dass man von mir spricht“, sagte der
frühere Soldat und Verfechter des Rechts zum Tragen von Waffen.
Doch von dem Erfolg der Aktion sei er selber überrascht. Nun will er das
Angebot bis Ende des Monats fortsetzen. Vorsichtshalber hat er schon einmal
hundert Kalaschnikows zurücklegen lassen.
Die Käufer seien nicht verpflichtet, das halbautomatische Sturmgewehr zu
nehmen, sagte Ginetta, sie könnten auch eine andere Waffe erhalten. Das Angebot sei auf seine Kunden zugeschnitten, zu denen Sportler, Jäger und Angler
gehörten, sagte Ginetta.
Würde er Kleinwagen verkaufen, hätte er sich ein anderes Angebot ausgedacht. Unter den Beschäftigten machen angesichts des Erfolgs der Aktion
Witze die Runde wie dieser: „Chef! Auf Leitung eins will bin Laden einen
Pick-up kaufen!“
Es sei aber nicht so, dass die AK-47 gleich auf dem Beifahrersitz liege, beteuerte Verkäufer Ginetta. Stattdessen bekämen die Käufer einen Gutschein.
„Sie nehmen den Gutschein und gehen runter zum Waffenhändler. Sie füllen
die entsprechenden staatlichen Formulare aus und das wird geprüft. Wenn
Sie dann eine Waffe haben dürfen, bekommen Sie auch eine.“
Der Autohändler stellte aber klar, dass alle Käufer vor dem Erhalt ihrer
Waffe die üblichen Nachweise über mögliche Vorstrafen vorlegen müssten.
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30
Ginetta sagte, er bekomme Anrufe aus dem ganzen Land. Doch nicht alle
sind von seiner Geschäftsidee angetan. „Ich wurde 14 Mal mit solch einem
Gewehr beschossen. Es ist eine teuflische Waffe, die viele Menschen getötet
hat“, zitierte der US-Sender Fox einen früheren Soldaten vom benachbarten
Veteranenverein. „Kein Geschäft sollte so etwas ausgeben.“
(343 Wörter)
süddeutsche.de, 16. November 2010. AFP/dpa/kat/dmo.
Annotations
(Osama) bin Laden (Vorspann) – von den USA für den Terrorangriff auf das World-TradeCenter am 9. 11. 2001 verantwortlich gemachter Führer der al-Qaida-Terrororganisation;
2011 bei der Stürmung seines Anwesens durch US Soldaten erschossen
Kalaschnikow (l. 3) – Gewehr aus russischer Produktion, benannt nach seinem Erbauer,
Serienkürzel „AK“ = Awtomat Kalaschnikowa
Worksheet: Knarre for free – USA: Kontroverse Geschäftsidee
Mediation
1. An international youth panel online puts together some news reports
about gun usage in the USA. You came upon this short article in the Süddeutsche Zeitung – put together in complete English sentences the information about the deal on offer from this car dealer in Florida, the conditions a car buyer must fulfill and any reactions to it.
Discussion
2. In pairs: Discuss whether this offer is scandalous or simply a marketing
gag. Find arguments for your viewpoint first, then exchange your arguments.
Further activity
3. Create a similarly controversial advertising campaign for a product of your
choice. Work in pairs.
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Key: Knarre for free – USA: Kontroverse Geschäftsidee
Mediation
1.
An international youth panel online puts together some news reports […].
A Florida car dealer offers a special deal: if a customer buys a new truck,
they can get a rifle for free. This offer is only applicable to his customers,
he says, and does not include a real gun but a voucher. The customer must
take the voucher to a gun shop and register with the respective institutions. Customers must also declare beforehand whether they have a criminal record. So far, he claims to have given out 21 vouchers and wants to
extend his offer. There have also been some negative reactions from citizens who think that such a deal is unethical. One of the critics is a veteran, who has experienced the devastating effects of this particular rifle.
Discussion
2.
[…] Discuss whether this offer is scandalous or simply a marketing gag. […]
Simply a marketing gag:
• It is normal when you run an advertising campaign to try and get as
much attention as possible.
• Very often ad campaigns or special sales offer something extra – like an
additional item.
• Since guns are a regular product you can buy even in some drugstores
or supermarkets, this is not a very unusual marketing campaign for
Americans.
Scandalous offer:
• Offering a gun as part of a car sale is inviting potential car owners to see
this as a normal transaction.
• Some people may feel like this is an opportunity to get a gun under the
pretense of just buying a car.
• The AK-47 is not just a gun, it is a very dangerous military weapon.
Further activity
ad lib.
34
Alpers, Philip, Marcus Wilson, Amélie Rossetti and Daniel Salinas.
2014. Guns in the United Kingdom: Total Number of Gun Deaths.
Sydney School of Public Health, The University of Sydney.
GunPolicy.org, 16 July.
2014. Guns in the United Kingdom: Number of Privately Owned
Firearms. Sydney School of Public Health, The University of Sydney.
GunPolicy.org, 16 July.
Topic 4
E. 24
Statistically dangerous
A Absolute number of privately owned firearms
B Total gun deaths
35
Alpers, Philip, Marcus Wilson, Amélie Rossetti and Daniel Salinas. 2014.
Guns in the United Kingdom: Homicides (any method). Sydney School of
Public Health, The University of Sydney. GunPolicy.org, 16 July.
2014. Guns in the United Kingdom: Rate of Civilian Firearm Possession
per 100 Population. Sydney School of Public Health, The University of
Sydney. GunPolicy.org, 16 July.
Topic 4
E. 24
36
C Rate of Civilian Firearm Possession per 100 % of the Population
D Homicides (any method)
E. 24
Topic 4
Small Arms Survey 2007: Guns and the City
E America’s unique gun culture
Analysing statistics
1. Analyse and interpret the four charts A – D.
2. Analyse statistics E. What strikes you? Can you find an explanation?
37
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Topic 4
Key: Statistically dangerous
Analysing statistics
1.
Analyse and interpret the four charts A – D.
The four statistics published by the University of Sidney in 2014 show
the absolute numbers connected to firearms and deaths through firearms
in six different countries: the USA, China, Germany, Canada, the UK and
Australia. It presents a striking view of the USA’s leading position with
310 million firearms, followed at quite a distance by China with
40 million, Germany with 25 and Canada with close to 10 million firearms. At the end of the line are the UK with 4 million and Australia with
3.5 million weapons.
These absolute numbers must of course be related to the population. In
the third bar chart the rate of civilian possession of firearms per 100
population is displayed. Again, the USA clearly leads the field. There are a
little more than 101 firearms in the hands of 100 citizens, which means
that statistically every US citizen owns a gun. Germany, ranking third in
the absolute number of privately owned firearms, ranks second in the per
100 population chart with almost every third citizen owning a gun. Interestingly enough, China comes last in this statistics, with only 4.9 firearms
per 100 inhabitatants. Of course the population in China is by far larger
than in Germany, so the number of guns in total spreads out over more
people.
The second and the fourth bar charts show the total numbers of gun
related deaths, and homicides through other methods in a year. The USA
leads both charts, with more than 30,000 gun related deaths and almost
16,000 homicides. France, Germany, Australia and the UK trail far behind, France with 1864 gun deaths but only 428 homicides, Germany
with 903 gun deaths and 662 homicides, Australia with 236 gun deaths
and only 188 homicides and the UK at the lowest position with 146 gun
deaths and 653 homicides.
All graphs compared, the statistics show that there is a connection between the relative number of firearms in private possession and gun related deaths in the USA – the country with the highest number also has
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Topic 4
got the highest rate of gun deaths. However, this is not true for other
countries like Germany or Australia. In the UK, the low rate of gun deaths
corresponds to the low number of privately owned firearms.
One can also see that the number of homicides that are not gun related is
very high in the US compared to other countries. However, the statistics
only present absolute numbers and not the ratio per population. So without those ratios one cannot draw a conclusion about the rate of violent
crimes.
2.
Analyse statistics E. What strikes you? Can you find an explanation?
The chart entitled “America’s unique gun culture” shows a long list of
countries and their respective numbers of guns per 100 people, published
by the Small Arms Survey in 2007. Americans not only have more guns
than anyone else – there are 270 million privately owned firearms – the
USA also has the highest gun ownership per person in the world with an
average of about nine guns for every 10 Americans. The second highest
gun ownership rate in the world is Yemen. This is surprising as Yemen is
a conflict-torn nation and people there are dealing with poverty and political turmoil while the USA is a rather stable democracy. The ranking of
Iraq (fifth) may also be related to its political instability. It seems surprising that Austria and Germany rank among the top countries; this may
have something to do with the high number of target shooting organisations or clubs.
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Topic 5
A case file
Vancouver man shot in fight over mall parking spot
1
5
10
15
VANCOUVER, Wash. – One man
was hurt in a shooting in a fight
over a parking spot at Vancouver
Mall on Monday, according to police.
Vancouver Police said it happened
after noon near the Outback restaurant when two men got into an
altercation over a parking spot and
one pulled a gun.
Police said a man had been parking his motorcycle in a handicapped
spot to talk to somebody. He was
there only a few minutes. But then
another man, who happened to be
disabled, took offense to this and
started to hit the man with a cane.
20
25
30
That’s when things got even crazier.
The disabled man then accidentally
shot himself in the leg.
“It’s unknown at this time whether the gun was used or if it was on
the person,” Vancouver Police Commander George Delgado said. “We
tend to believe the latter, the gun
was on the person and when they
hit the ground, the gun went off.”
The injured man was taken to
Southwest Washington medical
Center for a non-life threatening
wound. No other details were released.
(178 words)
David Krough: Man shot in fight over mall parking spot. In: KGW.com March 15, 2010. URL:
http://www.kgw.com/news/Vancouver-man-shot-in-fight-over-mall-parking-spot-87705237.html
Annotation
Vancouver, Wash. (l. 1): a city on the north bank of the Columbia River; the oldest city in
the US state Washington
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Topic 5
Worksheet: A case file
1. Describe the structure of this news report referring to the elements
which are typical of this text form.
2. Imagine you and your friend were witnessing the incident. Find some
strategies with which you could have helped to mediate between the two
people involved. Work in pairs.
Role play
3. The disabled man sues the other man for physical assault.
ACT OUT a court case: Prepare the role assigned to you. Work in teams.
Take notes for the trial.
Further activity
4. Web search: Find similar incidents in the USA on the net. Exchange your
findings with your partner. Then find out whether similar incidents have
happened in Germany. What are the differences?
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Topic 5
The Trial
JUDGE opens trial and reads charges
DEFENDANT is questioned concerning his
identity and asked whether he pleads
guilty or not guilty → pleads ‘not guilty’
PROSECUTOR makes OPENING STATEMENT
DEFENCE makes OPENING STATEMENT
DEFENDANT testifies as a witness (questioned by PROSECUTOR and DEFENCE)
VICTIM testifies as a witness (questioned
by PROSECUTOR and DEFENCE)
PROSECUTOR and DEFENCE question the
POLICE
PROSECUTOR and DEFENCE question
further WITNESSES
JUDGE may
intervene
to keep up
the order
and ask
clarifying
questions
CLOSING SPEECH of the PROSECUTOR
CLOSING SPEECH of the DEFENCE
JUDGE sums up and asks JURY to consider
their verdict
JURY gets together and decides the verdict
JUDGE closes the trial
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Topic 5
JUDGE
DEFENDANT
You are the judge. You are responsible for
the orderly progress of the trial. You open
the trial and read the charges against the
defendant (What happened? Where? Who
was involved?). You confirm the defendants
identity and ask him if he pleads guilty or
not guilty. During the questioning you may
intervene to keep up the order or to ask
questions if something remains unclear. If
the jury finds the defendant guilty you
decide the sentence. You close the trial.
You are the defendant. You want to defend
yourself against the charges brought up
against you by the police and the prosecutor. After the judge opens the trial, you
have to state your identity. You plead ‘not
guilty’. When you have to testify as a witness you explain in detail what happened,
why it happened and what you feel your
part in the incident was. You answer
questions asked by the prosecutor, the
defence and the judge.
PROSECUTOR
DEFENCE
You are the prosecutor and you present
the case alleging the guilt of the defendant.
After the defendant pleads ‘not guilty’, you
make your opening speech in which you
inform the jury of the nature and facts of
the case. During the questioning you interrogate the defendant, the victim, the police
and further witnesses. In your closing
statement you summarise the highlights
of the trial as they support your case and
undermine your opponent’s case.
You are the defence. As a lawyer, you want
to prove your client is not guilty. After the
prosecution presents its case you present
the defence case. You may examine the
prosecution witnesses (your client, the
victim, the police and some people who
witnessed the incident). In your closing
statement you summarise the highlights of
the trial as they support your case and
undermine your opponent’s case.
VICTIM
POLICEMAN
You are the victim. You want the
defendant to get convicted of the alleged
crime. During the questioning you have to
answer questions asked by the prosecutor,
the defence and the judge.
Before the trial, imagine what character
traits your role has and how he would act
in a court trial.
You are the policeman / policewoman who
recorded the incident after it happened.
During the trial you are asked questions by
the prosecutor, the defence and the judge.
You should have a clear outline of all the
information relevant in this case.
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Topic 5
WITNESS
WITNESS
You are a witness. You were at the scene
of the incident and saw what happened.
During the questioning you have to answer
defence and the judge. You should have
notes about what you saw.
You are a witness. You were at the scene
of the incident and saw what happened.
During the questioning you have to answer
defence and the judge. You should have
notes about what you saw.
JURY
JURY
You are a member of the jury. The jury
listens closely to the answers given during
the questioning. After the judge’s summing up the jury gets together and discusses the case. Then they decide whether
the defendant is guilty or not.
JURY
JURY
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Topic 5
Key: A case file
1.
Describe the structure of this news report referring to the elements which
are typical of this text form.
It is typical of a news report to sum up the major facts in the first sentence answering the questions who, what, where, when and why. Here,
the report talks about a man who was hurt in a shooting at a parking lot of
a shopping mall in Vancouver, Wash., on Monday, March 15, 2010. It also
mentions the police as the source of the information.
The second sentence reveals more details about the incident: the exact
location and the reason for the fight. This is followed by a third sentence,
which explains the background of the fight. A police officer then is
quoted speculating about the exact sequence of events.
Finally, the last sentence refers to the outcome of the fight, wrapping up
the story.
2.
Imagine you and your friend were witnessing the incident. Find some strategies with which you could have helped to mediate between the two people
involved. Work in pairs.
Strategies to help:
• Find at least one other person or possibly more to assist your attempt
at mediation.
• Start talking to the two men in a loud and clear voice, saying that they
should settle their dispute in a peaceful way.
• Ask them to put down their weapons as there are children /innocent
people around.
• Suggest they listen to each other’s view of the incident.
Role play and Further activity
ad lib.
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Topic 6
Protect yourself from violent crime
A list of tips for adults on staying safe:
1.
Don’t walk or jog early in the morning or late at night when the streets are
deserted.
2.
When out at night, try to have a friend walk with you.
3.
Carry only the money you’ll need on a particular day.
4.
Don’t display your cash or any other inviting targets such as pagers, cell phones,
hand-held electronic games, or expensive jewelry and clothing.
5.
If you think someone is following you, switch directions or cross the street. If
the person continues to follow you, move quickly toward an open store or
restaurant or a lighted house. Don’t be afraid to yell for help.
6.
Try to park in well-lighted areas with good visibility and close to walkways,
stores, and people.
7.
Make sure you have your key out as you approach your door.
8.
Always lock your car, even if it’s in your own driveway;
never leave your motor running.
9.
Do everything you can to keep a stranger from getting
into your car or to keep a stranger from forcing you
into his or her car.
10. If a dating partner has abused you, do not meet
him or her alone. Do not let him or her in your
home or car when you are alone.
11. If someone tries to rob you, give up your
property – don’t give up your life.
National Crime Prevention Council
Source: www.ncpc.org/topics/violent-crime-and-personal-safety/protect-yourself-from-violent-crime
(abbreviated)
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Topic 6
Worksheet: Protect yourself from violent crime
1. Study the list of tips and explain which ones you find useful and which
ones you don’t follow.
2. With a partner: Add tips to the list that you find useful.
Keeping safe – What else can you do:
Two-minute speech
3. Think of a situation when you were out on your own and you felt scared,
or something scary happened. Describe how you reacted. Decide whether
any of the tips listed above would have helped you in that situation.
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Topic 6
Key: Protect yourself from violent crime
1.
Study the list of tips and explain which ones you find useful and which ones
you don’t follow.
ad lib.
2.
With a partner: Add tips to the list that you find useful.
• If you are out buying something that costs more than € 50, take your
credit card or money card with you instead of cash.
• Do not carry your credit or cash card PINs on you.
• After entering your home, double lock your front door.
• When someone rings your doorbell, make sure you can see who it is
first; if you do not know them, ask through your locked door what
they want.
• Do not leave your child or children unattended while you are shopping.
• If you have a constant feeling of insecurity where you live, consider
getting a dog.
• …
Two-minute speech
3.
Think of a situation when you were out on your own and you felt scared, or
something scary happened. Describe how you reacted. Decide whether any
of the tips listed above would have helped you in that situation.
ad lib.
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Topic 7
Shooting sprees – is there nothing to be done about them?
Keep the guns out of my classroom
Our first reaction shouldn’t be to meet violence with violence. This week a
Georgia school clerk showed there is another way.
1
5
10
15
20
25
As a teacher, this time of year means two things: back to school and plenty of
teacher training sessions. If I were in Ohio, though, it’s entirely possible that I
could have been attending summer trainings on how to shoot guns on the
run, how to shoot while navigating obstacles like narrow hallways and staircases, and how to anticipate the actions of a killer.
This training isn’t just for police anymore. The Buckeye Firearms Association offered this class for teachers who wanted to learn how to effectively use
a gun against an intruder to their school. The seminar drew over 1,400 applicants for 24 spots. It seems that teachers in Ohio and in more than 30 other
states which have proposed laws allowing teachers to carry firearms are taking
National Rifle Association executive vice-president Wayne LaPierre’s statement after the awful Newtown shooting to heart: “The only way to stop a bad
guy with a gun is a good guy with a gun.”
The sheer number of teachers applying for the Buckeye Firearms Association seminar belies the fact that, when nearly 11,000 teachers were surveyed
nationwide a month after the Sandy Hook Elementary School shooting,
72.4 % of teachers said that they would not bring a gun to school even if they
could. Our nation is divided on this issue, especially after the brutal killing in
Newtown. Many believe teachers should be armed to protect the safety of the
children, whether they want to or not.
On Tuesday, however, the world saw a new kind of good guy, one who
used compassion rather than violence to stop the bad guy who entered the
elementary school where she worked. Antoinette Tuff, a school clerk at the
Ronald E McNair Discovery Learning Academy in Decatur, Georgia, saw 20year-old Brandon Michael Hill enter the school with an assault rifle and several other weapons. Instead of resorting to violence, the school implemented
its evacuation procedures and Tuff engaged Hill in a conversation. She told
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Topic 7
30
35
40
45
him about her life, her marriage, and her struggles. She also repeatedly told
him that he didn’t have to die, and that he should surrender.
After Hill briefly exchanged gunfire with police officers at the scene, he
did surrender. No one was hurt, and Tuff is a true hero. Tuff was not armed
with anything but her empathy. She saw a young man who needed help, and
she tried to help him before he did harm to anyone in the school. The fact
that Tuff succeeded is a testament to the fact that violence does not always
have to be the first answer and that tragic situations can be resolved without
the use of force.
Allowing teachers to carry guns in school will not necessarily make school
safer. There is always the possibility of a gun being found by a student and
used inappropriately, not to mention the fact that armed teachers who have
taken a seminar or two are not trained officers; in a tense situation, they
might make a fatal mistake.
We don’t need more guns in schools. We need more empathy and compassion. We need to make dealing with mental health and keeping guns out of
the hands of would-be criminals our main priorities in order to prevent these
tragedies in the first place. Our first reaction shouldn’t be to meet violence
with violence. Antoinette Tuff showed us it can be done another way, and we
need to follow her lead.
(602 words)
Samsa, Ashley Lauren: “Keep the guns out of my classroom.” In: theguardian.com (23. 08. 2013).
Annotations
The Buckeye Firearms Association (ll. 6/7) – a small organisation in Ohio advancing the
right of individuals to own guns
Sandy Hook Elementary School shooting (l. 16) – On December 14, 2012, 20 students and
six adults were shot and killed at the Sandy Hook Elementary School in Newtown, Connecticut
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Topic 7
Worksheet: Shooting sprees – is there nothing to be done about them?
Pre-reading activity
1. After the Sandy Hook Elementary School shooting, the White House
homepage published handwritten letters to the President from some children who were at the White House when President Obama unveiled his
plan to prevent gun violence.
a) Explain what reasons were behind publishing such letters.
b) Your opinion: Is this a misuse of children?
Dear President Obama,
I think there should be some changes in the
law with guns. It’s a free country, but I recommend there needs be a limit with guns.
Please don’t let people own machine guns or
other powerful guns like that. I think there
should be a good reason to get a gun. I think
there should be a limit about how many
guns a person can own. We should learn
from what happened at Sandy Hook e. g.
I feel really bad about what just happened.
Sincerely,
Grant
P.S.: I know you’re doing your best.
Dear, Mr. President
My name is Taljah. I am ten years old. I am
writing you to ask you to STOP gun violence.
I am very sad about the children who lost
their lives in Cohn. So, I thought I would
write to you to STOP gun violence. Thank
you Mr. President.
You American,
Taejah
The White House
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Topic 7
Dear President Obama
My name is Julia. I’m a 11 year old who
lives here in dc. There are no word to
explain how sad I am about the school
shooting. Even though I’m not scared
for my safty, I’m scared for others. I
have 4 brothers and sisters and I know
I would not be able to bear the thought
of losing any of them. I may not that
into politics but my opinion is that it
should be very hard for people to
buy guns. The only thing they do is harm or kill and guns should only be used in most
horrible event where others will get hurt it they are not. I know that laws have to be
passed by congress but I beg you to try very hard to make guns not allowed. Not just for
me, but for the whole United States.
My love and regrets,
Julia
2. Looking at the subheading and the first paragraph of the article, analyse
the tone the author applies and the effect it creates.
3. Explain the use of numbers in the second and third paragraph.
4. Describe how clerk Antoinette Tuff managed to stop the young man.
5. “Tuff was not armed with anything but her empathy.” (ll. 31/32)
Analyse the style and the message of this sentence.
Discussion
6. In pairs: “The only way to stop a bad guy with a gun is a good guy with a
gun.”
a) Partner A (pro): Think of situations when this statement could actually apply. Then make notes of arguments which support your opinion.
Partner B (contra): Think of situations in which owning a gun can
harm you or your friends and family. Then make notes of arguments
which support your opinion.
b) Discuss with your partner.
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Topic 7
Comment
7.
Here are three of the 310 comments that this article stimulated.
a) Read the comments and explain what is said in your own words.
b) Write your own comment on what is said in these entries.
Write about 120 words.
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Topic 7
Cartoon analysis
8. Pick one of the cartoons and analyse it concentrating on its construction,
style, background and message.
Steve Greenberg / cartoonstock.com
Cartoon A
Paul Fell/ cartoonstock.com
Cartoon B
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Topic 7
Key: Shooting sprees – is there nothing to be done about them?
Pre-reading activity
1.
a) Explain what reasons were behind publishing such letters.
Clearly, the children’s statements in favour of absolute gun control
were supposed to support the White House policy. As President
Obama suggested new and stricter laws, his policy makers could point
at the children’s views which are demanding an even stricter policy.
b) Your opinion: Is this a misuse of children?
ad. lib.
2.
Looking at the subheading and the first paragraph of the article, analyse the
tone the author applies and the effect it creates.
Subheading: It contains a moral request (“shouldn’t”); “Georgia school
clerk” calls up a picture of an average person, thereby supporting the
author’s belief in a different way of coping with gun violence at schools.
1st paragraph: The first sentence reveals the author to be a teacher,
which means she is affected by / an expert on this topic; the typical beginning of a new school term for teachers is described; the normality of this
procedure is put in sharp contrast to the situation in Ohio (“though” l. 2)
where teachers were able to get gun training; the author describes in detail what the training consisted of and all three actions described sound
like acts of war (cf. ll. 3 – 5).
3.
Explain the use of numbers in the second and third paragraph.
The author contrasts one set of numbers – over 1,400 teachers applying
for 24 training spots; more than 30 states have proposed laws allowing
teachers to carry firearms – with another set – nearly 11,000 teachers
were surveyed nationwide of whom 72.4 % said that they would not
bring a gun to school even if they could – to illustrate how divided
people, including teachers in the US, are over this issue.
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Topic 7
4.
Describe how clerk Antoinette Tuff managed to stop the young man.
She engaged him in a conversation about her private life, telling about the
losses she had suffered and how she was able to cope with them positively. She also told him that he did not have to die if he surrendered.
5.
“Tuff was not armed with anything but her empathy.” (ll. 31/32)
Analyse the style and the message of this sentence.
There is a contradiction between the words “armed” and “empathy” – it is
impossible to use an emotional quality as a weapon; however, with this
sharp contrast the author wants to express that a violent situation can be
solved peacefully through the use of emotion and sympathy for the aggressor.
Discussion
6.
In pairs: “The only way to stop a bad guy with a gun is a good guy with a
gun.”
a) Partner A (pro): Think of situations when this statement could actually
apply. Then make notes of arguments which support your opinion.
Possible situations when the statement could apply:
• Someone attacks you unexpectedly, you cannot run away or get
help and your life is in danger.
• A person attacks a friend or family member violently and there is no
time to call the police.
• A burglar breaks into your home at night and after you surprise
them they start attacking you.
• A person is holding several other people at gunpoint and threatens
to shoot them; you have not been noticed by the person and there
is an opportunity to shoot them from a promising position.
Partner B (contra): Think of situations in which owning a gun can harm
you or your friends and family. […]
Possible situations in which owning a gun is dangerous:
• Someone attacks you with a gun – as soon as they see you reach for
your gun, they will possibly shoot you.
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Topic 7
• A person mugging you will harm you when they see you pulling a
gun.
• A person threatening to shoot a number of people will do so as
soon as they see someone else pulling a gun.
• Shooting a gun at an attacker may lead to legal action.
• You accidently shoot yourself while cleaning the gun, reaching out
for your alarm clock, searching for something in your handbag, taking a selfie with your gun … Things like that happen all the time.
• A child finds the gun and injures/kills somebody.
b) Discuss with your partner.
ad lib.
Comment
7.
Here are three of the 310 comments that this article stimulated.
a) Read the comments and explain what is said in your own words.
•
•
•
First comment: WhyDontWeLearn praises the school clerk’s courage, nevertheless he or she warns that this is not a model for all
such incidents – a more determined killer would probably not react
to someone like her.
Second comment: morbile thinks that the American gun culture is
to blame – the Second Amendment has to be changed.
Third comment: In a direct response to morbile, artistboredom –
obviously from the USA – complains about being lectured; he or
she hints at the fact that most guns used in killings in the US were
made in Austria and by a German company, so this is where protest
should start.
b) Write your own comment on what is said in these entries. Write about
120 words.
ad lib.
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Topic 7
Cartoon analysis
8.
Pick one of the cartoons and analyse it concentrating on its construction,
style, background and message.
The first cartoon looks like an instructional tableau with a headline and
five single scenes or pictures. Its headline, “Five reasons why congress
should not ban assault weapons”, provides the observer with a clear statement indicating a seemingly rational line of argumentation against banning weapons.
Picture 1 shows a shocked deer full of bullet holes; the caption first points
at the common use of guns for hunting in the US, then makes fun of it by
declaring the excessive use of bullets as a good and practical way of preparing the animal for cooking – which is absurd as one can see that there
is hardly any meat left.
Picture 2 shows an elderly man who has obviously just finished putting
on his military uniform and is checking himself in a mirror; the spiders’
webs indicate that his uniform has not been in use for quite some time.
Therefore, the seemingly serious contents of the caption – that a citizen
may have to be ready to fight in the military even at a later age – is being
mocked by the obsolescence of both uniform and uniform bearer.
Picture 3 shows an office worker dozing in front of his computer, obviously taking a break from his work. His boss is checking on him, standing in the door way. This situation would normally lead to the boss firing
his employee; however, the worker is holding a rifle in his arms – to
which the caption comments that it is an advantage for the worker to be
able to carry guns as they may be used to threaten the boss. This is taking
the idea of using guns for protection to the absurd: in reality, a worker
who refuses to work, or does not fulfil the requirements is in no position
to stay in the job.
Picture 4 shows a target (used at a shooting range) that – like the deer in
picture 1 – is full of bullet holes; the caption refers to using guns for sport,
which would not be possible anymore if weapons were banned. However,
this is only a minor aspect of gun usage – so again the seemingly serious
line of arguments is ridiculed.
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Topic 7
Picture 5 shows a shocked father (man) observing an alien life form which
was disguised as a child (his child?) taking off a mask; he is holding a rifle
in his arms which he may want to use – according to the caption in this
improbable, unrealistic situation of aliens invading the earth.
With the fifth picture the cartoonist takes his ridiculing to the extreme –
the message of his cartoon being the opposite of what the headline declares
at the beginning, pointing out the absurdity of the pro-con gun debate.
The second cartoon shows a typical situation at a school: parents and
teacher in a meeting about a child. Here we see an angry teacher engaged
in reading out a report to some parents, who are acting strangely nervous,
surprised, or shocked and look like they would like to say something to
the teacher but dare not as the teacher is carrying a gun in a western style
holster. The caption says, “If the NRA got its wish to arm educators, the
tone of traditional parent-teacher conferences would be somewhat different, we’d guess …”
The message is that as soon as teachers are allowed to carry guns at
school, they might indirectly use them to threaten not only possible aggressors but also pupils or parents, which is a contradiction to what the
teacher-student or teacher-parent relationship should be built upon: trust.
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Topic 8
Little Red Riding Hood or an assault weapon?
Listening comprehension
1. Listen to the news report.
a) Rephrase the contents of the news report for a tweet, i. e. using
not more than 140 characters (including blanks).
b) Analyse the tone of the report. Give evidence whether or not you
think it is in favor of the boy’s action.
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Topic 8
© Moms Demand Action for Gun Sense in America, Inc.
Picture analysis
2. Describe the picture with reference to characters, composition and setting.
3. The text asks: “Guess which one.” Guess which one has been banned and
why.
4. Your opinion: Do you think that a campaign using posters like the one
above promotes a more rational debate about guns in the USA?
Put together a list of pros and cons, then come up with a statement.
Discuss it with a partner, present your final statement(s) to the class.
Creative task
5. Choose one of the following tasks.
a) Design or sketch a poster or a video clip that YOU think would support a campaign to stop the abuse of weapons and promote more safety.
b) Where are the dads? – Outline a campaign like the one started by
mothers that fathers could initiate.
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Key: Little Red Riding Hood or an assault weapon?
Transcript
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10
15
20
25
NEWS ANCHORMAN: A 14 year old was at home with his 11 year old sister
when burglars tried to break in. That’s when investigators say the boy
grabbed his dad’s assault rifle and started shooting and he hit one of the
men repeatedly. This all unfolded this afternoon in Houston, Texas. Channel Six News reporter Robert Harley talked with neighbors and investigators …
REPORTER: Anxious family and friends cross the yellow tape into a surreal
crime scene – a 14-year-old boy and his 11-year-old sister had been home
alone. At about 1:30 a pair of home invaders tried the front and back
doors, then broke a back window.
SHERIFF: The young boy was protecting his sister, you know, he was in fear for
his life and and for his sister’s life.
REPORTER: The boy grabbed his father’s assault rifle and knew what to do
with it – his dad is a Precinct One Deputy Constable.
SHERIFF: We don’t try to hide things from our children in law enforcement …
REPORTER: The children were not hurt – the home invaders fled leaving a trail
of blood. Two suspects showed up at St Joseph Medical Center – one, the
adult, had multiple gunshot wounds and was flown to Park Plaza Hospital;
the second, a juvenile, was taken back here – detectives walked the suspect
to the crime scene; meantime neighbors said burglars had recently struck
the two houses next door which included the deputy’s home.
NEIGHBOR: They stole everything what they have inside – they already did it
one time …
REPORTER: … and this may be the last time at least for these suspects. In
Houston Texas, Channel Six News.
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Topic 8
Listening comprehension
1.
Listen to the news report.
a) Rephrase the contents of the news report for a tweet, i. e. using not more
than 140 characters (including blanks).
14y old Texas boy shoots 2 burglars to protect his 11y old sister using
his police dad’s rifle. Invader was wounded and taken to hospital.
(138 signs)
b) Analyse the tone of the report. Give evidence whether or not you think it
is in favor of the boy’s action.
At first the tone is sensationalist, almost like the introduction to a
thriller. Then it turns to a matter-of-factual style (summing-up of the
facts, relying on police investigation), followed by the reporter’s
slightly exaggerated narration of the circumstances (“anxious”, “surreal crime scene”, “home alone”, “home invaders”). This is supposed
to provoke a rather scary feeling in the listener so that they can feel for
the boy and his sister, which is supported by a policeman’s comment
on the boy’s action before the whole story and its outcome is told almost justifying what he did (“protecting”, “fear for his life and his
sister’s life”) .
Further on, the officer’s second statement indirectly makes it clear that
he sympathizes with the boy and his father who obviously showed his
son how to use his dad’s rifle. In addition, the reporter does not directly say that the boy fired at the burglars (“The boy grabbed his father’s
assault rifle and knew what to do with it”), instead using an expression
that sounds like something from a crime or Western film.
The justification of the boy’s action is furthermore supported by a
neighbor’s comment (almost a complaint) about frequent attempts at
burglary in their residential area, which sounds like they are glad that
somebody finally took action against burglars.
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Topic 8
Picture analysis
2.
Describe the picture with reference to characters, composition and setting.
The picture is a well-thought out composition, not a casual shot or a snapshot. It combines the setting of a library with some old-fashioned equipment like a rocking chair for reading stories, the American flag as a symbol of national pride, and a well-kept display of books and magazines.
This impression is diffused by the two people sitting right in the middle
of the foreground and dominating the picture: two girls, about six years
old, one holding a book, the fairy tale Little Red Riding Hood, the other
holding an automatic weapon. This disrupts the rather peaceful atmosphere dramatically, as children do not normally have access to such firearms.
In the picture there is a statement in the top middle, challenging the
viewer to make a decision on the banning of one of the two items displayed by the children – the book or the gun.
The insert “Moms demand action” at the lower right hand corner of the
picture suggests that it is not the gun which was banned, though there is
no explanation given.
3.
The text asks: “Guess which one.” Guess which one has been banned and
why.
Note: In the original picture, an explanation at the bottom says: “We
keep ‘Little Red Riding Hood’ out of schools because of the bottle of wine
in her basket. Why not assault weapons?” The Teacher should present
this caption after the pupils have made their suggestions.
Possible answer: At first guess you may think the machine gun has been
banned, as, according to common sense, children should not have access
to assault weapons. On second thought, you may guess that it is the story
fairytale Little Red Riding Hood that has been banned – possibly because it
contains violent actions.
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Topic 8
4.
Your opinion: Do you think that a campaign using posters like the one
above promotes a more rational debate about guns in the USA?
Put together a list of pros and cons, then come up with a statement. Discuss
it with a partner, present your final statement(s) to the class.
Pro
Con
The campaign (poster) shows the
absurdity of allowing everybody to buy
weapons including children
It polarizes both sides as it contrasts a
fairy tale with a gun – this is not a real
situation.
It highlights that the most precious
individuals in a society – our children – are
the victims of violent gun crimes.
This campaign is organized by mothers
who may be guided by their motherly
instinct to keep their children away from
any danger – however, real life may need
people who are able to defend themselves.
It points out that a library may be more
suitable for children to learn for life than
places they can use a gun.
The story of Little Red Riding Hood DOES
present a gruesome picture of violence to
children, whereas a gun may help them to
protect themselves in their later lives.
Creative task
5.
Choose one of the following tasks.
a) Design or sketch a poster or a video clip that YOU think would support
a campaign to stop the abuse of weapons and promote more safety.
b) Where are the dads? – Outline a campaign like the one started by
mothers that fathers could initiate.
ad lib.
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Topic 9.1
Role play – Are we any better?
The World from Berlin – ‘We Have No Grounds for Mocking the NRA’
Two days after a school rampage that left 15 dead, shocked Germans are demanding measures to prevent future “human time bombs.” Like their country’s
politicians, German commentators aren’t sure what the right solution is – or if
one exists.
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5
10
15
20
25
When German Interior Minister Wolfgang Schäuble finally made himself
available to reporters on Thursday afternoon to comment on the shooting
rampage of 17-year-old Tim K. that left 15 dead, he softly answered into the
microphone that he was “speechless” and asked: “What is wrong with our
society?”
The sentiment of confusion and powerlessness Schäuble expressed is being
felt throughout Germany. And a shocked electorate is calling on politicians to
somehow make sense of the massacre – carried out by a boy whose father reportedly kept 18 licensed firearms in the family’s home – and to do something to prevent such horrors from happening again.
The responses voiced have included: measures to tighten gun restrictions
and change where privately owned weapons are stored; trying to make schools
safer with measures such as electronic cardswipe devices for entry, metal detectors and more psychological counselors; and curbing youth access to
violent video games.
Hans-Peter Uhl, for example, who heads the parliamentary group of Chancellor Angela Merkel’s conservatives, called for a blanket ban on certain video
games. “We need a ban on both manufacturing and distributing these killer
games,” Uhl told the Thüringer Allgemeine newspaper. “And we need one that
isn’t limited in terms of age, but one that is across-the-board.”
Meanwhile, Hermann Sheer, a member of the center-left Social Democrats
(SPD) from the voting district where the massacre took place called for a complete ban on all private weapons ownership. He told the daily Die Tageszeitung that would be “the only effective means of preventing people from going
on shooting sprees.”
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Topic 9.1
30
35
Others, however, didn’t express faith in such measures. In his press conference, for example, Schäuble added that: “After Adam and Eve came Cain
and Abel.”
Franz Müntefering, the head of the SPD’s national party, echoed Schäuble’s
sentiment in an interview with the Nürnberger Nachrichten newspaper.
“There will always be people who go off track and become violent,” Müntefering said. “We will never be able to prevent violence 100 percent by, for example, turning our schools into fortresses.”
In Friday’s papers, some German commentators weigh in on the remedies
to prevent future shooting tragedies. Others, however, express little hope that
anything can be changed without a massive incursion to free speech, certain
ownership rights – and, perhaps, a change in human nature.
The center-left Süddeutsche Zeitung writes:
40
45
50
55
Schools are vulnerable institutions. But they shouldn’t be turned into bunkers,
and they can’t be turned into fortresses without their ability to teach suffering.
After the murders in Winnenden, it’s understandable that people would start
discussing things like swipecards and metal detectors. But there is no such
thing as absolute security, and every added bit of preventative technology
brings with it the danger of making people feel even more vulnerable. If you
go into one of the schools in the United States that has been outfitted to become a high-security facility, you feel anything but safe and secure. Instead,
you feel completely lost at sea.
Schools need to work harder to be places where students feel appreciated
and where their feeling of belonging can be nurtured. Of course, schools cannot replace the emotional stability a family should supply. But, it can still do
something to help youths find some sense in life and be capable of dealing
with setbacks and feelings of aggression.
Schools also shouldn’t just be about preparing people for careers. They
should also help children and youths to confirm, appreciate and protect life –
both theirs and those of others. But is that asking too much from schools?
Many teachers complain that they somehow have to compensate for things
that go wrong in society … The complaint is justified, but the schools don’t
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Topic 9.1
60
really have any other choice than to take on this problem. Schools aren’t therapeutic establishments. But teachers can’t just simply ignore the issue of how
things are going for their students, either.
The center-right Frankfurter Allgemeine Zeitung writes:
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80
The day after the massacre, there was already no lack of suggestions for how
to prevent such events. The police union calls for technical access controls to
schools, the teachers’ association calls for further limits on access to weapons,
and psychologists urge the creation of more jobs for school psychologists.
One accusation that needs to be taken more seriously is the one that says
it’s not just an issue of a lack of school psychologists, but also the lack of
people who are specifically trained to recognize these human time bombs.
The unfortunate thing … is that each new school killing spree confirms
that there have been definite opportunities for recognizing and even preventing them in time. Just like [those who have committed other school massacres
in Germany, Tim. K] was reportedly a “a seemingly completely harmless and
friendly young man.” But now it emerges that his peers viewed him as a gun
freak and that the games he played included not only ping-pong, but also
openly practicing pistol firing. And he secretly acted out his murderous desires on his computer, while at the same time withdrawing more and more
from the kids at his school who constantly ganged up on and harassed him.
That is exactly the kind of ‘inconspicuousness’ that should have “set off all
the alarm bells.” … But, in Winnenden, there was no alarm system – neither
at school, nor in the culprit’s home.
The business daily Handelsblatt writes:
85
One concrete thing coming out of this is that we now know that owning a
weapon and ammunition in Germany has for a long time not been as wellregulated as the lobby for people who own weapons for sport wants us to
think.
Sure, there are weapons permits that require people to prove their competence and need in order to get one. But to prove one’s need, you only need to
show that you use weapons for sport, and the number of people in Germany
who claim to be sports gunmen now numbers around 10 million. And that’s a
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Topic 9.1
90
95
condition resulting from political influence. We have no grounds for mocking
the US gun lobby – the National Rifle Association – when we see the stockpiles of completely legal weapons that German sports gunmen have in their
homes.
How is it that a sports gunman can have several thousand rounds of ammunition in his house for a 9 millimeter pistol? That is no harmless leisuretime instrument for sport-related activities; that is an absolutely deadly weapon of war. Ammunition like that belongs in barracks and not in private residences.
(1 122 words)
Ward, Josh: “The World from Berlin – We Have No Grounds for Mocking the NRA.” Spiegel (March 13, 2009).
Worksheet: Role play – Are we any better?
Three journalists – from the SZ, FAZ and the Handelsblatt – meet three politicians supporting views like the politicians quoted in the article. They meet
for a discussion hosted by a talk show on TV. The topic is, “What can be done
to prevent school shootings?” The audience can participate in this discussion
by presenting ideas from the text on how to respond to the shooting. Adapt
to the respective role.
a) Put together the arguments quoted in the article. Mark the arguments that
fit the role assigned to you. Find counterarguments for the ideas your
character would not support.
b) Collect some more evidence to support your view (take notes). You may
want to add certain phrases and expressions to emphasize what you say.
c) Stage the discussion.
• A host starts the debate with an introduction to the topic.
• Then, each participant gets 1 minute to explain their view.
• After that round, the discussion starts. There will also be questions and
input from the audience.
• After a set time, the host asks all participants to sum up their view including stressing what is most important to them in not more than
1 minute.
• The host ends the debate with a summing up statement.
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Topic 9.1
In the following table the audience can collect the arguments used in the
discussion:
Argument
Counterargument
Süddeutsche
Zeitung
Frankfurter
Allgemeine
Zeitung
Handelsblatt
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Topic 9.1
Argument
Counterargument
Wolfgang
Schäuble
Hans-Peter Uhl
Hermann Sheer
General
suggestions
(audience)
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Topic 9.1
The Discussion
Structure
Time
2 min
Introduction to the topic (HOST)
POLITICIANS and JOURNALISTS introduce max.
themselves and present their ideas
1 min each
Beginners:
Discussion:
5 min
POLITICIANS and JOURNALISTS discuss
the ideas presented in the
Advanced:
introduction round
10 min
AUDIENCE presents suggestions
POL. and JOURN. discuss suggestions
HOST intervenes if necessary
max.
Conclusion:
1 min each
POLITICIANS and JOURNALISTS make a
final statement
Summing up statement (HOST)
2 min
Roles
72
Journalist SZ
Journalist FAZ
Journalist
Handelsblatt
Politician
Schäuble
Politician
Uhl
Politician
Sheer
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Topic 9.1
Key: Role play – Are we any better?
Three journalists – from the SZ, FAZ and the Handelsblatt – meet three politicians supporting views like the politicians quoted in the article. […]
a) Put together the arguments quoted in the article. Mark the arguments that
fit the role assigned to you. Find counterarguments for the ideas your character would not support.
Süddeutsche
Zeitung
Frankfurter
Allgemeine
Zeitung
Handelsblatt
Argument
Counterargument
Installing things like metal
detectors or swipe cards does
not make schools safer.
It can deter most criminals.
On the contrary, students and
personnel may feel even more
insecure.
… or more secure, depending
on your personality.
Schools need to provide more
assistance to students to make
them feel at home.
Parents are the ones who should
provide a good home in the first
place.
Teachers need to care more
for their students’ problems.
Teachers cannot replace parents.
Schools need to create
opportunities to detect
“human time bombs”.
There is hardly any time to
supervise ALL students.
Teachers need to learn more
about their individual students
and their lives and problems.
Again, a question of time and
resources.
Psychological help is more
important than technical
solutions.
Who pays for extra counselors?
When is there time in a busy
school schedule for such
counseling?
Possession of guns should be
better regulated.
Who decides how it is
regulated? Would there be
exceptions?
Claiming that you need a gun
for sport is not enough to
prove your competence with
guns.
As a member of a gun club you
have got the competence as you
are taught how to handle a gun
safely.
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Topic 9.1
The sport shooting lobby is
comparable to the NRA – both
have intervened in favor of
private gun ownership.
The sport shooters only want to
keep up their sporting tradition.
This has led to private gun
owners with ammunition well
suited for military use.
Wolfgang
Schäuble
Hans-Peter Uhl
Hermann Sheer
General
suggestions
(audience)
74
There is something wrong
with our society.
There have always been
violent incidents in societies.
Violence will always be a part
of humanity (“after Adam and
Eve came Cain and Abel”).
Humanity may still evolve into a
more peaceful state.
Certain video games should be
banned.
Who decides which games must
be banned and why?
“Killer games” should be
banned regardless of age.
Even if there was a ban, there
would still be ways to get such
games.
There should be a complete
ban on private ownership of
weapons.
This would mean the end of
sport shooters clubs.
Who would control this ban?
This is the only effective
measure to prevent shootings.
There are many other measures
which can prevent shootings.
We need stricter gun laws.
Who would check the laws that
are put into practice?
We need stricter rules for
storing guns.
Who would check the laws that
are put into practice?
We need electronic cards to
make schools safer.
They could be forged or
manipulated.
We need metal detectors at
schools.
It is impossible (or at least very
expensive) to install them at ALL
entrances including fire escapes.
We need more psychological
counselors.
That would cost a lot of money.
The access to violent video
games for young ones should
be restricted.
Today this is almost impossible
to control as you can download
anything from the Internet.
E. 24
Topic 9.1
b) Collect some more evidence to support your view (take notes). You may
want to add certain phrases and expressions to emphasize what you say.
Further possible arguments and ideas
Counterargument
You could train pupils at schools on how
to cope with the developments in their
lives.
There is not enough time.
Their schedule is too busy.
You could have parents become more
involved in school counseling.
Parents may not have the time to do this.
You could install some kind of students
counsel per class to meet regularly and
discuss problems with acceptance,
bullying etc.
Bullies and victims may not want to
confront each other.
Unprofessional guidance may result in no
improvement of situations or even make
things worse.
You could install (private) security to
watch over school buildings.
This is too expensive.
You could have schools work together
with gun clubs.
This may get students interested in guns
who had no previous interest in them.
c) Stage the discussion. […]
ad lib.
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Topic 9.2
Debate – Are we any better?
Tempolimit auf Autobahnen: Liebe macht blind
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Wenn es um ein mögliches Tempolimit geht, pochen viele Deutsche mit vollkommen irrationalen Argumenten auf das Recht zum Rasen. Die Wahrheit
ist: Es gibt keine guten Gründe gegen ein Tempolimit – und die Debatte darum
erinnert leider stark an den Streit um schärfere Waffengesetze in den USA.
Immer wenn in den USA ein Mensch zur Waffe greift und wahllos unschuldige Mitmenschen tötet, wundern sich die Deutschen. Und echauffieren
sich über den vollkommen irrationalen Umgang der Amerikaner mit ihren
Schießeisen, dieser seltsamen Liebe, die nicht zu rechtfertigen ist. Wir schütteln den Kopf über die schlichten Argumente, mit denen Waffenbefürworter
für ihr Recht kämpfen. So wie jenes, dass nicht die Waffen töten, sondern die
Menschen, die abdrücken.
Und ja, diese Argumente sind bizarr, und man kann darüber zu Recht den
Kopf schütteln. Nur: Wir Deutschen sollten nicht allzu laut lachen. Denn
auch wir pflegen eine unverbrüchliche, höchst irrationale Liebe: zur unbegrenzten Beschleunigung auf deutschen Autobahnen. Und wir verteidigen sie
mit genauso schlichten Argumenten, wie sich nach der Forderung von Sigmar
Gabriel nach einem Tempolimit aktuell wieder zeigt.
Bundesverkehrminister Peter Ramsauer beispielsweise lehnt ein Tempolimit kategorisch mit der Begründung ab, dass deutlich mehr Menschen auf
der Landstraße sterben als auf der Autobahn. Und ja, das stimmt natürlich,
weil dort die Leitplanken fehlen und man bei einem Unfall mit großer Wahrscheinlichkeit in einem entgegenkommenden Auto oder am Baum landet.
Aber das ist Argumentieren auf dem Niveau der US-Waffenlobby. Sicher,
es gibt zahlreiche Zahlen, mit denen sich halbseiden gegen ein Tempolimit argumentieren lässt. Die Anzahl der Verkehrstoten ist auf Autobahnabschnitten
ohne Tempolimit um 28 Prozent höher als auf Strecken, auf denen nicht gerast werden darf. Selbst wenn der Unterschied lediglich ein Prozent betrüge,
dann wären das immer noch genug tödliche Unfälle, die man mit ziemlicher
Wahrscheinlichkeit verhindern könnte.
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Topic 9.2
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35
40
45
50
55
Die Freaks sind wir
Das Festhalten am Recht zum Rasen ist auch deshalb so unverständlich, weil
es keine echten Argumente gegen ein Tempolimit gibt. Der Verweis auf Zeitersparnis durch schnelleres Fahren zieht in der Realität nur in den seltensten
Fällen. Meistens verhindert die Auslastung der Autobahnen ohnehin, dass
man auf Abschnitten ohne Beschränkung entscheidend zügiger vorankommt.
Stattdessen wird beim Versuch, schneller voranzukommen, und beim ständigen Beschleunigen mit teilweise deutlich überhöhter Geschwindigkeit auf
Auffahren und anschließendes Abbremsen unfassbar viel Energie nutzlos verschleudert. Allein wegen des verringerten Schadstoffausstoßes wäre es die
Pflicht der Politik, ein Tempolimit einzuführen, statt es zu verhindern.
Zumal, das sei an dieser Stelle auch ins Bewusstsein gerückt, Deutschland
damit nicht ein freakiger Vorreiter wäre. Im europäischen Ausland und auch
sonst auf der Welt gibt es überall Tempolimits. Und wer einmal auf amerikanischen Highways unterwegs war, wo es zwar ein Tempolimit gibt, dafür aber
kein Verbot, rechts zu überholen, kann ermessen, wie viel angenehmer das
Reisen unter diesen Umständen ist.
Kein ständiges Abbremsen und Beschleunigen, selbst permanente Mittelspurfahrer sind kein Problem, auch der Stress entfällt, beim Überholen Ziel
eines Hochgeschwindigkeitsgeschosses auf der linken Spur zu werden. Es ist
ein gleichmäßiger, entspannter Verkehrsfluss.
Vor allem würde ein Tempolimit auch einen entscheidenden Einfluss auf
die Produktpolitik der Autohersteller haben. Denn solange es noch irgendwo
auf der Welt ein Land gibt, in dem man theoretisch so schnell fahren kann,
wie man will, sieht sich die Autoindustrie offensichtlich verpflichtet, dieses
Versprechen auch zu erfüllen. Wenn aber nirgends mehr Tempo 200, 250,
300 gefahren werden dürfte, würden ganz andere Motoren entstehen, die
ganz anders abgestimmt sind und deutlich weniger verbrauchen.
Seltsamer Ruf nach Freiheit
60
Dabei geht es nicht darum, die Spaßbremse zu geben. Wer mag und es für
wichtig hält, kann sich ja weiterhin Autos kaufen, die theoretisch 300 fahren
– auch wenn er sie dann nicht mehr auf deutschen Autobahnen ausreizen
kann. Aber in den für den Klimaschutz entscheidenden Fahrzeugklassen mit
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Topic 9.2
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70
75
großem Absatzvolumen hätte das gewiss Einfluss. Heute muss jede noch so
schlichte Familienkutsche mindestens 180 fahren und bekommt einen entsprechend großen und starken Motor installiert. Das wäre dann passé.
De facto würde sich selbst bei einem Tempolimit von 120 die reale Reisegeschwindigkeit der meisten Menschen irgendwo zwischen 140 und 150 einpendeln, weil sich kaum jemand strikt an Tempolimits hält. 140 ist eine absolut ausreichende, komfortable Reisegeschwindigkeit.
Dass wir in absehbarer Zeit so entspannt dahinrollen, ist eher unwahrscheinlich. Zwar gibt es inzwischen zum Thema Tempolimit ein deutlich differenzierteres Meinungsbild als noch vor wenigen Jahren. Das Auto verliert
als Statussymbol an Bedeutung, viele Menschen zeigen sich deswegen inzwischen gegenüber rationalen Argumenten offen.
Doch die Zahl der Unbeirrbaren ist immer noch groß, die Debatte hochgradig emotionalisiert. Viele Menschen fühlen sich offensichtlich bedroht, das
zeigt der immer wiederkehrende Ruf nach der Freiheit (zum Rasen), die nicht
eingeschränkt werden dürfe. Aber kommt uns dieser argumentative Gummiknüppel nicht irgendwie bekannt vor? Stimmt, aus der US-Waffendebatte.
(775 Wörter)
Hengstenberg, Michail: „Tempolimit auf Autobahnen: Liebe macht blind“. In: Der Spiegel (08.05.2013).
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Topic 9.2
Worksheet: Debate – Are we any better?
Mediation
1. There is a foreign student at your school with only basic knowledge of
Germany. She found this article online looking for information on the
“Tempolimit” discussion in Germany for a project and would like to
know why the NRA is mentioned.
a) You put together the information in English for her, concentrating on
the arguments against limiting speed on German highways, the
arguments in favor of a speed limit and the parallels the speed
limit discussion has with the discussion about gun control in
the USA.
b) Speed kills just like guns. Find information on the web about how people in Germany think about speed limits.
Debate
2. Stage a debate on the topic “Cars are weapons – We need a general speed
limit in Germany. Cars should not drive faster than 120 km/h.”
The Debate
Structure
Introduction round
Candidate 1 (Pro)
Candidate 3 (Con)
Candidate 2 (Pro)
Candidate 4 (Con)
Time
Order of
presentation
Advanced: 2 min each
Beginners: 5 min
Advanced: 10 min
Discussion
Conclusion
Candidate 1 (Pro)
Candidate 3 (Con)
Candidate 2 (Pro)
Candidate 4 (Con)
Beginners: 1 min each
Order of
presentation
Beginners: 1 min each
Advanced: 2 min each
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Topic 9.2
Key: Debate – Are we any better?
Mediation
1.
a) You put together the information in English for her, concentrating on the
arguments against limiting speed on German highways, the arguments
in favor of a speed limit and the parallels the speed limit discussion has
with the discussion about gun control in the USA.
Firstly, arguments against limiting speed on German highways concentrate on the fact that there are more fatal car accidents on rural
roads than on highways, something which may also be attributed to
the missing guardrails which would protect the cars and their passengers in case of an accident. Additionally, people argue that speed limits
would prolong the time spent on a highway, many drivers would not
stick to a limit and the car industry would lose a large part of production, i. e. in their production of fast cars. A more emotional argument
is that individual freedom would be limited if drivers were no longer
allowed to drive fast.
Arguments in favor of a speed limit refer to the fact that because of the
density of cars on highways most of the time, the actual speed is
limited anyway. There is also the fact that driving fast pollutes the environment more. Fewer fatal accidents would occur and driving a car
would become a rather relaxed activity.
The parallels between the German speed limit discussion and the discussion about gun control in the USA can be seen in the term “freedom”. Thus, both argumentations are rather irrational and driven by
emotions.
b) Speed kills just like guns. Find information on the web about how people
in Germany think about speed limits.
80
Pro
Con
promotes even flow of traffic, which
could be supported by installing
intelligent traffic control systems
(Verkehrsleitsysteme)
too many construction sites hinder a
reasonable flow – with or without
speed limit
E. 24
Topic 9.2
keeps freeways maintenance costs
down
most damage to freeways is done by
trucks, which do not drive faster than
100 km/h
fewer accidents
speed limits do apply for most of the
freeways already
reduction of CO2 emissions
CO2 is reduced only when traffic flows
will improve the quality of the air
reduction of harmful emissions with a
speed limit is only about 1 %
reduces noise emissions of cars
noise reductions would only be reduced
by 0.5 dB – which the human ear does
not register; besides, most traffic noise
comes from trucks
reduces the number of fatal accidents
number of fatal accidents on roads
other than freeways is 3 times higher;
in countries with strict speed limits,
fatal accidents are comparably higher
(e. g. USA)
puts more stress on safety and
economical technology for the car
industry
the so-called recommended speed
(Richtgeschwindigkeit) has already
promoted safety devices like airbags
and improved headlights
leads to a different range of car models
forces the car industry to reduce their
range of car models leading to a layoff
of workers – in Germany, every seventh
workplace is connected with our car
industry
driving on a highway would be more
relaxed and have less danger from
aggressive drivers
every citizen should have the right to
decide whether or not to drive fast
Debate
2.
Stage a debate on the topic “Cars are weapons – We need a general speed
limit in Germany. Cars should not drive faster than 120 km/h.”
ad lib.
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E. 24
Test
Guns and gun control
Hillary Clinton says US must rein in gun culture
1
5
10
15
20
25
30
Hillary Clinton has declared gun culture in the US is “way out of balance” and
the country needs to rein in the notion that “anybody can have a gun, anywhere, anytime”. The former secretary of state and potential 2016 Democratic
presidential candidate said the idea that anyone could have a gun was not in
the “best interest of the vast majority of people”, while arguing that view did
not conflict with the rights of people to own firearms.
Clinton was speaking at the National Council for Behavioural Health conference in Oxon Hill, Maryland, pointing to recent shootings that involved
teens who had been playing loud music and chewing gum, and a separate incident involving the typing of text messages in a movie theatre.
“I think again we’re way out of balance. I think that we’ve got to rein in
what has become an almost article of faith that anybody can have a gun, anywhere, anytime,” Clinton said. “And I don’t believe that is in the best interest
of the vast majority of people. And I think you can say that and still support
the right of people to own guns.”
The Democrat-controlled Senate voted against legislation pushed by President Barack Obama in 2013 that would have expanded background checks for
firearm purchases to gun shows and online sales. The legislation came in the
aftermath of the deadly Sandy Hook elementary school shootings in Connecticut.
If Clinton runs for president her views on gun control would clash with
those of Republicans, who have largely opposed efforts to tighten laws. During a recent conference of the National Rifle Association in Indianapolis, the
Republican governor of Louisiana, Bobby Jindal, a potential 2016 candidate,
said Clinton and the vice-president, Joe Biden, considered the second amendment to be little more than “a phrase from a speech writer”.
Clinton told attendees at the mental health conference that “at the rate
we’re going, we’re going to have so many people with guns everywhere, fully
licensed, fully validated” in settings like movie theatres where shootings had
arisen over seemingly mundane things like loud gum chewing or cellphone use.
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“That’s what happens in the countries I’ve visited where there is no rule of
law and no self-control and that is something that we cannot just let go without paying attention,” she said. […]
(392 words)
Associated Press: Hillary Clinton says US must rein in gun culture. In: theguardian.com, 7 May 2014.
Used with permission of The Associated Press Copyright © 2014. All rights reserved.
Pat Oliphant / cartoonstock.com
Cartoon
Statistics
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E. 24
Test
Mediation:
Gesetz in den USA – South Dakota erlaubt Waffen für Lehrer
Wer schneller schießt, lebt sicherer? Ein neues Gesetz in South Dakota erlaubt
erstmals flächendeckend in einem US-Bundesstaat, dass Schulpersonal bewaffnet wird, und folgt damit einem Vorschlag der Waffenlobby.
1
5
10
15
20
25
Schießen hat in South Dakota Tradition. Kaum ein Bundesstaat ist der Jagd inniger verbunden als der dünn besiedelte Landstrich nahe der Grenze zu Kanada. Wer hier aufwächst, hält oft früher eine Waffe in der Hand als den Führerschein: Softair mit acht Jahren, Tontauben mit zwölf, Schießwettkampf mit
der halbautomatischen Kaliber 22 „boys gun“ nur wenig später. Waffen sind
in South Dakota Alltag.
Nun hat der von Republikanern regierte Bundestaat als erster in den USA
erlaubt, dass Personal an Schulen flächendeckend Waffen tragen darf. Die Begründung: Das Gesetz würde Amokläufe wie jenen an der Sandy-HookGrundschule Ende des vergangenen Jahres verhindern. Im Falle eines Amoklaufs sollen die Lehrer schneller am Abzug sein können als der Täter. Ein entsprechendes Gesetz wurde am Freitag verabschiedet.
Zwar wird bewaffnetes Schulpersonal bereits in einigen Bezirken in Bundesstaaten wie Texas und Ohio erlaubt, South Dakota ist aber der erste Bundesstaat, der ein flächendeckendes Gesetz verabschiedet. Waffen tragen dürfen dem neuen Gesetz zufolge Lehrer, Schulleiter, Hausmeister und andere
Schulangestellte wie eigens engagierte Sicherheitsleute oder Freiwillige. Sie
müssen zuvor dasselbe Training wie andere Ordnungskräfte absolvieren.
Wie die BBC schreibt, hatten sich Schulgremien, Lehrer und andere Mitarbeiter gegen das Gesetz ausgesprochen und argumentiert, Waffen würden die
Schulen gefährlicher machen.
In ländlichen Schulbezirken sei die Polizei oft viele Kilometer entfernt, sodass die Schulen in solchen Gegenden gern über bewaffnete Wachleute verfügten, erklärte ein Sprecher von South Dakotas Gouverneur Dennis Daugaard.
30 bis 45 Minuten würde es an einigen Schulen dauern, bis die Polizei nach
einem Alarm vor Ort sein könnte.
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Test
30
35
40
45
50
55
Während viele US-Bürger und auch Präsident Obama für bessere Waffenkontrollen und eine Erneuerung des Verbots von Sturmgewehren plädieren, fordert die US-Waffenlobby schon damals bewaffnete Einsatzkräfte an Schulen.
„Das Einzige, was einen schlechten Menschen mit einer Waffe stoppt, ist
ein guter Mensch mit einer Waffe“: Aufrüstung schafft mehr Sicherheit, da
sind sich auch die Waffenbrüder um den Vize-Präsident der National Rifle
Association, Wayne LaPierre, einig. Als sich die Schießbegeisterten wenige
Wochen nach dem Amoklauf an der Grundschule in Newtown, Connecticut,
Ende vergangenen Jahres zum ersten Mal zu Wort meldeten, fiel ihnen nichts
Besseres ein, als noch mehr Durchschlagskraft im Privatbesitz zu fordern, um
die „bad guys“ zu stoppen, sollte wieder einer von ihnen den Versuch unternehmen, sinnlos an einer Schule zu morden. LaPierre kündigte an, dass die
NRA ein „Schutzschild für Schulen“ erarbeiten werde.
Gute Waffen, böse Waffen? So einfach scheint es nicht zu sein. Das zeigen
Beispiele an Schulen, die schon heute vereinzelt aufgerüstetes Wachpersonal
beschäftigen beziehungsweise Menschen, die autorisiert wurden, eine Waffe
zum Schutz der Allgemeinheit zu tragen.
An einer Schule im Osten von Texas, die plant, das Tragen von Waffen zu
erlauben, schoss ein Handwerker während einer Feueralarmübung versehentlich auf sich selbst. Und in New York City wurde jüngst ein Polizist suspendiert, der damit beauftragt war, an einer High School zu patrouillieren. Es hatte sich ein Schuss in den Gängen der Schule gelöst, während der Unterricht
lief.
Dass gerade South Dakota nun ein Gesetzt erlässt, wirkt geradezu absurd.
Denn noch nie hat es in dem Bundesstaat einen Amoklauf an einer Schule
gegeben. Nur in einem einzigen Fall kam ein Schüler durch eine Waffe zu
Tode. Am 4. Januar 1961 starb der erst 17-Jährige Donald Kurtz an der
Delmont High School durch den Schuss aus einem Kaliber 22 Gewehr. Es
sollte ein Soundeffekt bei einem Theaterstück sein – und endete tödlich.
(587 Wörter)
Pramstaller, Christopher: „Gesetz in den USA – South Dakota erlaubt Waffen für Lehrer.“
In: Süddeutsche Zeitung, 09. März 2013.
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Test
Worksheet: Guns and gun control
1. Explain what Hillary Clinton means by saying that gun culture in the US
is “way out of balance” (l. 1).
2. Describe political reactions to Clinton’s statement and how the Senate
reacted to Barack Obama’s legislation initiative in 2013.
3. Explain Hillary Clinton’s predictions for the future concerning guns in
the US.
Composition
4. Choose one of the following topics. Write about 300 words.
a) Describe and interpret the cartoon and comment on it.
b) The statistics show several surveys conducted over time by four institutes in support of stricter gun laws. Analyse the graph answering the
question: How popular is gun control?
c) Suicide attempts happen with or without gun control. Discuss.
Mediation
5. In collaboration with an English school, you put together information on
school shootings and how to prevent them. You found this article in a German newspaper. In your text, you point out what the new regulations on
guns for teachers in South Dakota say and what reasons are behind them.
Write a coherent text in English of about 200 words.
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E. 24
Test
Key: Guns and gun control
1.
Explain what Hillary Clinton means by saying that gun culture in the US is
“way out of balance” (l. 1).
Hillary Clinton claims that the possession of guns has become an obsession with the American people. It is widely believed – almost like a basic
law or “article of faith” (l. 12) – that every individual has got the right not
only to own a gun but also to use it against anything that seems to threaten
somebody’s security. She quotes seemingly harmless incidents at movie
theaters where someone sent text messages with their smart phone, or
teens who by chewing gum or playing loud music provoked another person into using their gun against them. In her eyes, the use of guns in such
incidents is totally over the top. She still claims that the right to keep
arms should prevail, but not everybody should be allowed to possess a
gun and you should not be allowed to keep your gun anytime and anywhere.
2.
Describe political reactions to Clinton’s statement and how the Senate reacted to Barack Obama’s legislation initiative in 2013.
Hillary Clinton’s views are in strong opposition to those of Republicans
and even some Democrats. Republicans do not want stricter gun laws and
they insist the Second Amendment allows all people to own guns. In
their view, Clinton and the Democratic vice-president Joe Biden see the
Second Amendment as only a phrase, something that is not valid, or as
they say “a phrase from a speech writer” (l. 26).
The Senate, which is controlled by the Democrats, did not follow
Obama’s initiative to have more background checks for those who want
to buy a gun and voted against it.
3.
Explain Hillary Clinton’s predictions for the future concerning guns in the
US.
Clinton thinks that the number of people in the US who own guns legally will rise dramatically. In her view, there will be many more people who
87
E. 24
Test
carry guns with them even to harmless places like movie theaters where
shootings have already happened. She implies that in other countries
without gun laws, or where people cannot govern themselves, the carrying of guns as well as the use of guns is normal, something she does not
want to happen in the USA.
Composition
4.
Choose one of the following topics. Write about 300 words.
a) Describe and interpret the cartoon and comment on it.
The cartoon wants to highlight the ongoing debate about whether
teachers should be equipped with guns or not in order to be able to
protect themselves and their pupils against gun attacks.
It shows a teacher’s desk in a classroom of an elementary school, as
can be deduced from the pictures hanging on the wall showing some
rather simple sketches of animals used for introducing certain letters.
A lady teacher is sitting behind her desk in front of a blackboard in an
attentive, perhaps nervous posture. It is obviously the beginning of a
lesson since there is nothing written on the board yet. The pupils cannot be seen. On the teacher’s desk are two pencils next to an open
book, ready for use, and a small stack of exercise books. What is most
striking is the machine gun installed on her desk, aimed at her pupils
and ready for firing. There is a little character on the floor next to the
teacher who says, “It’s a dark and dangerous job but somebody has to
do it.”
The firearm is out of place next to the elderly woman and it does not
normally belong in a classroom. However, the cartoonist indicates that
due to a rising number of school shootings there might come a time
when schools and their teachers will carry guns in order to defend
themselves and possibly their pupils. With her arms by her sides, the
teacher seems to be totally confused or helpless in this situation –
which is understandable, since a machine gun is something indicative
of violence and war that does not belong in a place of peaceful learning.
88
E. 24
Test
There have been suggestions by politicians and lobbyists in the US
that teachers be equipped with guns. However, what they meant was a
small gun or a rifle. A machine gun is a military weapon and not what
was suggested. Even if the teacher were able to use the weapon in the
case of an attack, the damage and bloodshed caused by a machine gun
would be tremendous – including the risk of killing innocent people
(like the elementary school children).
So by dramatically exaggerating the teacher’s role as one of a lonesome
fighter against evil (cf. character’s phrase), the cartoonist shows the
absurdity of such suggestions and ridicules the simplicity of pro-gun
supporters.
b) The statistics show several surveys conducted over time by four institutes in support of stricter gun laws. Analyse the graph answering the
question: How popular is gun control?
The line graph shows the results of four different surveys, conducted
between 1990 and today, by four different institutions: ABC/Washington Post, Gallup, Pew Research and YouGov/Economist. The Gallup poll displays the longest time line, starting shortly after the year
1990, followed by Pew Research (starting 1994), the ABC/Washington Post survey joining in five years later (1999). The latest survey by
YouGov/Economist was first conducted in 2011 and covers only a
comparatively short time span.
All four surveys show a constant decline of people’s support of stricter
gun laws, from 80 per cent in 1990 to about 45 per cent today. In other words, gun control has become less and less popular over the past
22 years. Still there is a difference of about ten per cent between the
ABC/Washington Post survey (53 % supporters) and Gallup (42 %).
In the year 1994 there were also some differences with the two competing surveys available, Gallup differed from Pew Research by about
10 per cent. While Gallup showed a falling tendency, Pew registered
the opposite up to the year 1999. The same happened in the year 2000.
At the time when the Columbine shootings took place in 1999 there
was a slight but significant turn-around: more people were in favor of
stricter gun laws (about 65 %). After it came down again, it reached a
89
E. 24
Test
second peek in the period between 2004 and 2008. However, this
trend did not last very long – within the next ten years support
dwindled again. Yet, the latest trend by Pew Research shows less support again.
Even though the falling tendency is clearly visible, it can also be seen
that in all of the three longer term surveys there have been ups and
downs along the line; this could mean that the support of stricter gun
laws is under constant change, perhaps due to shooting incidents accumulating more or less often.
c) Suicide attempts happen with or without gun control. Discuss.
ad lib.
Mediation
5.
In collaboration with an English school, you put together information on
school shootings and how to prevent them. You found this article in a German newspaper. In your text, you point out what the new regulations on
guns for teachers in South Dakota say and what reasons are behind them.
Write a coherent text in English of about 200 words.
A new law in the state of South Dakota allows school personnel to be
equipped with guns. This had been suggested by the gun lobby, whose major organization, the NRA, has been advocating more guns for everyone
and especially for school personnel time and again. After the school shooting at an elementary school in Newtown, Connecticut, their idea for safer
schools was to develop some kind of “protective shield” for schools – i. e.
allowing school personnel to carry guns. This is according to their slogan
that the only way to stop a bad guy with a gun is a good guy with a gun.
The new law which was set up statewide allows teachers, principals, janitors, anybody employed by a school and private security services, or even
volunteers to carry a gun after a special training course so that in the case
of a gun attack, the school would be able to defend themselves. South
Dakota Governor Dennis Daugaard justified this law by saying that in the
case of an alert it would take the police a very long time (up to 45 minutes) to reach schools that were very remote.
90

The right to keep and bear arms

Transcription

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