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The Marshall-Brennan Constitutional Literacy Project is a program designed to mobilize talented second- and third-year law students, as well as LLM students, to teach courses on constitutional law and juvenile justice in public high schools. Headquartered at the Washington College of Law in Washington, D.C., the Marshall Brennan Project was founded In the fall of 1999 by Professor Jamin Raskin. This movement for constitutional literacy is rooted in the belief that students will profit for a lifetime from learning the system of rights and responsibilities under the U.S. Constitution. Many citizens do not participate and feel disengaged from politics. The Marshall-Brennan Fellows work with teachers, administrators and lawyers to teach students their rights as citizens, the strategic benefits of voting, how lawmaking occurs, and other fundamental constitutional processes.

Since its inception, the Marshall Brennan Project has expanded to nineteen law schools in the United States and has established a global presence in South Africa and China.

History of the Marshall-Brennan Constitutional Literacy Project
The Marshall Brennan Project was conceived by law professor Jamin Raskin when he was approached by a group of high school students in Montgomery County, Maryland, who felt their freedom of speech was being violated. The students were part of a communications academy at their school and helped run a talk show on a local cable television station affiliated with the school. They had put together a program called "Shades of Gray," during which they interviewed experts on difficult topics of the day. One particular show included a debate on gay marriage, and the students had lined up two speakers in favor of gay marriage and two against. The program was taped and approved by the teacher who oversaw it.

However, the show was pulled before it aired. School officials deemed the show "inappropriate" for the station. When the students contacted him, Professor Raskin wanted to go straight to court, but the students asked for help in first exhausting all remedies at the school district level before pursuing litigation. In the end, the students appealed to the school board and won a reversal of the superintendent's censorship of the program. The program aired six times instead of the one or two times it would have aired had the superintendent allowed it in the first place.

This experience led Professor Raskin to the realization that high school students, especially urban students, are not taught about the Constitution and how it affects their daily lives. When he compared the resources he had to this need for constitutional literacy, the idea for the project was born.

The project officially started in the fall of 1999 with 20 law students who volunteered to teach in eight public schools in Washington D.C. and Montgomery County.

Current chapters
The Marshall Brennan Project currently has nineteen chapters :


 * American University Washington College of Law, Washington, D.C.
 * University of California Hastings College of the Law
 * Yale Law School in New Haven, Connecticut
 * Sandra Day O'Connor College of Law, Arizona State University, Tempe, Arizona
 * Howard University Law School, Washington, D.C.
 * Rutgers School of Law, Camden, New Jersey
 * University of Pennsylvania Law School, Philadelphia, Pennsylvania
 * Earle Mack School of Law, Drexel University, Philadelphia, Pennsylvania
 * Louis D. Brandeis School of Law, University of Louisville, Louisville, Kentucky
 * Suffolk University Law School, Boston, Massachusetts
 * Southern University Law Center, Baton Rouge, Louisiana
 * William Mitchell College of Law, Saint Paul, Minnesota
 * University of Colorado Law School, Boulder, Colorado
 * William & Mary Law School, Williamsburg, VA
 * Washington University School of Law, St. Louis, Missouri
 * University of New Mexico School of Law, Albuquerque, New Mexico
 * Santa Clara University School of Law, Santa Clara, California
 * Phoenix School of Law, Phoenix, Arizona
 * University of Pittsburgh School of Law, Pittsburgh, PA

Curriculum
The Marshall Brennan Project utilizes two different text books for its two sets of curriculum: Youth Justice in America and We the Students. Both books utilize case law and constitutional analysis to walk students through complex legal issues in an easy to understand fashion. Youth Justice in America focuses on criminal law and criminal procedure as they pertain to students, while We the Students gives students a broad survey of the United States Constitution.

Youth Justice in America
Youth Justice in America combines thoughtful commentary with selections from actual federal and state constitutional criminal law cases to explore issues of juveniles and justice. The book addresses tough, important issues that are part of many high school curriculums and directly affect today’s young people, including:


 * How should we balance liberty with the need for an ordered society?
 * How do we enforce order while maintaining constitutional rights?
 * Should we treat juveniles differently than adult offenders?

Focusing on cases that relate to the Fourth, Fifth, Sixth, and Eighth Amendments of the U.S. Constitution, the subject matter comes alive through a unique blend of content, including:


 * Selections from key cases that affect students;
 * Easy-to-read definitions of important terms and concepts;
 * Sidebar features;
 * Engaging photos;
 * Individual and class exercises;
 * Age-appropriate sources for further reading.

We the Students
Filled with real-life examples and exercises, We the Students helps students gain a greater understanding of constitutional law in an interesting and thought-provoking way. Designed for students and teachers in regular and A.P. social studies, history, journalism, constitutional law, and government classes, We the Students is full of interesting examples and exercises to provide students with a greater understanding of constitutional law in a way in which they can relate and enjoy.

Specific cases covered include:
 * Tinker v. Des Moines Independent Community School District No. 21
 * Melton v. Young
 * Bethel School District v. Fraser
 * Hazelwood School District v. Kuhlmeier
 * Engel v. Vitale
 * Lee v. Weisman
 * New Jersey v. T.L.O.
 * Vernonia School District v. Acton
 * Goss v. Lopez
 * Brown v. Board of Education of Topeka
 * Plus 16 additional key cases

Designed for the Library and the Classroom:
 * Suggested activities offer innovative ideas for team projects
 * Historical material provides valuable context and points of reference
 * Glossary definitions clarify fundamental concepts and terms
 * Biographies of Justices introduce the men and women who shape our laws.

National Moot Court Competition


The National Marshall Brennan Moot Court Competition serves as an opportunity for high school students participating in Marshall Brennan classes to showcase their oral advocacy skills, network, and learn about careers in the law.

Usually held in the Spring, the National Moot Court Competition presents high school students with a unique legal issue each year, ranging from First Amendment violations to Eighth Amendment prohibitions against placing juveniles in prison for life without parole. Each student is assigned the role of either Petitioner or Respondent and must argue their case in front of a three judge panel, comprised of law students, law professors, and practicing attorneys. After advancing through the preliminary rounds, the final rounds are often heard by actual judges who volunteer their time in order to help students garner an understanding of a real appellate level courtroom.

Notable Speakers
During the National Moot Court Competition in 2012, Mary Beth Tinker of the famous Supreme Court case Tinker v. Des Moines Independent Community School District spoke to the competitors about the importance of knowing one's rights and of knowing how the justice system can affect their everyday lives.