What this is, and how to use it
The Constitution of the United States is a piece of paper. So was the five-page letter that Clarence Gideon wrote in pencil from a prison cell, and the letter Mildred Loving wrote to the Attorney General, and the permit that the city of San Francisco would not give Lee Yick. Every reading here is about the distance between the paper and the person: what a right written down is worth when one person, usually an ordinary one, tries to use it.
The first reading is not about the Constitution at all. It is about a man digging rock on a hillside in Congo, rock that ends up inside the computers that run artificial intelligence. He has no court to write to. Keep him in mind. The twelve readings that follow show people claiming rights against a government: a sheriff, a judge, a customs officer, the Army. Near the end, the readings turn to a question those people did not face: what happens when the power on the other side is not a government but a company, an employer, or the owner of the place where people talk. The last reading gives you two arguments about that question and asks you to weigh them, which is exactly what the test's essay asks.
The same five parts, every time
Each reading has the same shape, so that by the third one you will know where everything is.
- The story. The paragraphs are numbered so the questions can point to them.
- In the Constitution. The actual words at stake, with a plain note on what they mean. The test asks you to read founding documents; here you read them one clause at a time, next to a story that shows what the clause does.
- Reading the passage. Four multiple-choice questions, built the way the test builds them. Check your answers, then open the key. The key does not just say which answer is right; it says why the wrong ones tempt.
- Thinking it through. Two questions to talk over in class or write about. These are as important as the multiple choice. The test cannot ask questions like these. That does not make them less important.
- Your turn, and writing. One question about your own life, and one writing prompt. The prompts get harder as you go: a paragraph, then a summary, then a letter, then an argument with evidence, and at the end the test's own task, a 45-minute response to two arguments.
Under each set of questions is a line that says which quizzes teach the skills the questions use, in the Talking Hands Series for language arts and the Ancient America series for social studies. If a question stumps you, that line tells you where to go.
Easier first, harder later
The readings are in order from easiest to hardest. Reading 1 is the shortest and plainest. Reading 13 is the test's own kind of work. The level under each title tells you where it sits. You do not have to go in order, but if a reading feels heavy, the one before it is a good place to stand.
Two tests at once
For Reasoning Through Language Arts, these are practice in reading closely: main idea, details, inference, evidence, vocabulary in context, tone, and the relationships between ideas. For Social Studies, the Constitution, the Bill of Rights, the Fourteenth Amendment, the Supreme Court, and the way a law is made, applied, and changed are half of the test, the half called civics and government. The stories here are that half, told through the people it happened to. Several readings also practice the social studies tools: primary and secondary sources, timelines, cause and effect, point of view.
Printing
To print one reading by itself, use the "Print this reading" button under its title. To print the whole handout, use the print button at the top or the bottom of the page. Nothing here is graded or stored; if you want a record of your answers, print the page after you check them.
The readings
- 1
- 2
- 3
- 4
- 5
- 6The Laundries of San FranciscoLevel 3a fair law applied unfairly, and "any person" · Fourteenth Amendment
- 7
- 8
- 9
- 10
- 11
- 12
- 13
A short word on the Constitution
You will meet these words in every reading. Here they are once, plainly.
The words the stories use
- The Constitution
- The written plan of the United States government, agreed to in 1787. It says what each part of the government may do, and what none of them may do.
- An amendment
- A change added to the Constitution. There are twenty-seven. Each one needed two-thirds of Congress and three-fourths of the states.
- The Bill of Rights
- The first ten amendments, added in 1791. They are a list of things the government may not do to people: it may not silence them, search their homes without cause, try them without a lawyer, or punish them cruelly.
- The Fourteenth Amendment
- Added in 1868, after the Civil War. It says who is a citizen (anyone born here), and it tells every state two things: it may not take a person's life, liberty, or property without due process of law, and it may not deny any person the equal protection of the laws. Most of the stories here run through this amendment.
- Due process
- Fair procedure: knowing what you are accused of, having a hearing, having a chance to answer. Courts have also read it to protect some basic freedoms, like the freedom to marry. Which freedoms count is where the arguments are.
- Equal protection
- The law must treat people alike. It may not single out a group for worse treatment.
- The Supreme Court
- Nine justices, appointed for life. Since 1803 the Court has held that it decides what the Constitution means, and that a law which conflicts with the Constitution is no law at all. This power is called judicial review.
- A precedent
- A decision that later courts follow. When the Supreme Court rules for one person, the rule applies to everyone in the same situation. That is why a letter from one prisoner can change what every state must do.
- To appeal
- To ask a higher court to review what a lower court did. Cases climb: a trial court, then a state's higher courts, then, rarely, the Supreme Court.
- Jurisdiction
- The reach of a government's law: the places and people it applies to.
One more thing to hold onto, because the last readings depend on it. The Bill of Rights begins "Congress shall make no law." The Fourteenth Amendment says "No State shall." The rights in these pages are rights against governments. What they mean for an employer, a landlord, or a company that owns the place where you speak is a different question, and the readings will get to it.
Reading 1 · Level 1
From Rubaya to the Rack
At stake: a man with a shovel, a metal inside every AI computer, and the question of who answers for what happens between them.
1Picture a man standing on a hillside of gray mud. He holds a shovel. He is digging for a dark, heavy rock called coltan. He is paid about forty dollars a month. The hill is above a town called Rubaya, in the east of the Democratic Republic of Congo, a large country in the middle of Africa. It rains most afternoons.
2Coltan matters because a metal called tantalum comes out of it. Tantalum goes into tiny parts called capacitors. A capacitor holds a small amount of electricity and lets it out evenly, so that a computer chip never loses power, even for a moment. The computers that run artificial intelligence, or AI, are full of these parts. One rack, a tall shelf of computers, can hold thousands of them. About forty percent of the world's coltan comes from Congo, and nearly all of it is dug by hand.
3At the edge of the pit stands another man. He has a notebook. He works for an armed group that took control of Rubaya in 2024. He writes down the weight of every sack, and he collects a tax on every kilo that leaves the ground. The sacks are carried over the border into Rwanda. There, the paperwork is changed. The rock is now called "Rwandan." From that point on, every document says the rock is clean.
4The big technology companies have rules against buying minerals from armed groups. They hire auditors, people whose job is to check. But the auditors check the smelter, the factory where rock from hundreds of mines is melted together into one batch of metal. Once the metal is melted, no test in the world can tell which mine any piece of it came from. So the auditors read the paperwork, and the paperwork is in order, because it was changed at the border. In June 2026, a watchdog group called Global Witness traced more than two thousand tons of this rock into the supply chains of some of the largest companies on earth, among them Apple, Amazon, Microsoft, and Nvidia, the company whose chips train nearly every large AI model.
5On January 27, 2026, a news crew filmed the miners at Rubaya. One of them, Hakizimana Damaru, had worked on the mountain for five years. The work, he said, had given him a house, land to farm, and children in school. The next afternoon, after days of rain, the hillside gave way and buried the pits. Hundreds of people died: miners, children, and the women who sold food at the market. Hakizimana is among the missing. Five weeks later, a second slide at a nearby site killed more than two hundred more, about seventy of them children. Shipments paused for the funerals, and the price of the rock went up ten percent in a week.
6Who is responsible? The miner said that his part ends at the edge of the pit. He digs, he sells, and what happens after that is decided above him. He is right. The price, the tax, the border, the paperwork, the audit, and the rack are all decided by people far away, and each of them could answer for it. So far, the people with the most power have answered with a form, filled out truthfully. The miners have answered with their lives.
7Somewhere in the rows of tiny parts on a server board is rock from Rubaya. No test could ever point to the piece. The odds say it is there.
This is a short, simpler telling of a longer article on this site. The full piece, with its sources, the video from the terraces, and a list of the minerals one by one, is here: From Rubaya to Rack.
This reading has no amendment beside it. It stands here so that you can carry one question through the rest: the man on the hill has no court to write to, and no paper that promises him anything. Everyone in the readings that follow has at least that.
Four words, pictured
- Coltan and tantalum
- Coltan is the rock. Tantalum is the metal refined out of it.
- Capacitor
- A part the size of a grain of rice that holds a sip of electricity and feeds it out evenly. A chip's power supply needs thousands of them so that it never stutters.
- Smelter
- A factory that melts rock from many mines into one batch of metal. Think of many creeks running into one reservoir: you can test the reservoir all day and never learn which creek the water came from.
- Auditor
- A person paid to check whether a company followed its own rules. The auditors in this story check the smelter's paperwork. They never see the mines.
1. What is this passage mostly about?
2. According to paragraph 4, why can't the auditors tell which mine the metal came from?
3. The passage says the paperwork is "in order." What does the writer want you to understand?
4. In paragraph 4, the word auditors means
The key, and why the tempting answers tempt
Thinking it through
5. The miner says his part "ends at the edge of the pit." List three decisions that paragraph 6 says are made "above him," and for each one say who you think makes it.
6. The week after the collapse, the price of the rock went up ten percent. Explain the chain of cause and effect that connects the deaths on the hill to the price in the market. Name each link.
Your turn
7. Think of something you use every day that came from far away. Do you know where it was made, or who made it? Does this passage change how you think about it?
Writing
8. Write one paragraph, five to seven sentences, that tells a friend in your own words what happens to the rock between the hill and the computer. Keep the events in order. Use the word then at least once and the word finally once.
Connects to: Talking Hands Quiz 1 (main idea), Quiz 2 (details), Quiz 3 (summarizing), Quiz 4 (inference), Quiz 7 (vocabulary in context). Ancient America Quiz 1 (reading a social studies passage) and Quiz 7 (cause and effect). On the Social Studies test, this is an economics and geography passage: a supply chain, a tax, a border, and a price.
Reading 2 · Level 2
Clarence Gideon's Pencil
At stake: the right to a lawyer when you are put on trial and cannot pay for one. Sixth Amendment.
1Early on the morning of June 3, 1961, someone broke into a pool hall in Panama City, Florida. A cigarette machine and a jukebox were broken open, and some money and a few bottles were gone. A young man told the police that he had seen Clarence Earl Gideon leaving the building that morning with a bottle of wine in his hand and his pockets full of change.
2Gideon was fifty-one years old. He had left school after the eighth grade. He had drifted from town to town for most of his life, and he had been in prison before. He was poor. When he came into the courtroom for his trial, he had no lawyer, because he could not pay for one.
3Gideon stood up and asked the judge to appoint a lawyer for him. The judge said no. Under Florida law at that time, the court gave a free lawyer only to a person charged with a crime that could bring the death penalty. Breaking into a pool hall was not that kind of crime. Gideon would have to defend himself.
4He tried. He questioned the witnesses. He made a closing speech to the jury. But he did not know the rules of a trial, and the young man's story stood. The jury found Gideon guilty, and the judge sent him to prison for five years.
5In prison, Gideon went to the library. He read law books. Then he took a pencil and lined paper and wrote a letter to the Supreme Court of the United States. The letter was five pages long, printed in careful capital letters. It said that the state of Florida had denied him a fair trial, because the Constitution promises the help of a lawyer, and he had been refused one.
6Thousands of prisoners write to the Supreme Court every year. Almost all of the letters are turned down. Gideon's was not. The Court agreed to hear his case, and it appointed a famous Washington lawyer, Abe Fortas, to argue for him.
7On March 18, 1963, the Court ruled for Gideon, and every one of the nine justices agreed. Justice Hugo Black wrote that in our courts a lawyer is a necessity, not a luxury, and that a poor person put on trial without one cannot be sure of a fair trial. The ruling did not apply to Gideon alone. From that day on, every state had to provide a lawyer to any person charged with a serious crime who could not afford one.
8Gideon got a new trial. This time he had a lawyer, a local man named Fred Turner, who found the holes in the young witness's story. The jury talked for about an hour and found Gideon not guilty. He walked out of the courtroom a free man. He had spent two years in prison for a crime he did not commit, and he had changed the law for everyone who came after him.
The Sixth Amendment, 1791. "Counsel" means a lawyer.
In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence.
This one sentence is a list of what a person on trial for a crime is owed: a fast and open trial, a fair jury, the charge in writing, the accusers in the room, the power to call witnesses, and a lawyer. The last item is the one Gideon asked for. Notice that the amendment does not say "a lawyer, if you can pay." The Court's job in 1963 was to decide whether the words meant what they seem to mean for a man with no money. It decided that they did.
One more step. This amendment was written to limit the federal government. Gideon was tried by the state of Florida. The Court applied it to Florida through the Fourteenth Amendment, which forbids any state to take a person's liberty without due process of law. Reading 9 tells the story of how that came to be.
1. Why did the judge refuse to give Gideon a lawyer?
2. Which sentence best states the central idea of paragraphs 5 and 6?
3. The second jury found Gideon not guilty in about an hour. What can you conclude from that?
4. Justice Black wrote that a lawyer is "a necessity, not a luxury." What does that mean?
The key, and why the tempting answers tempt
Thinking it through
5. The ruling "did not apply to Gideon alone." Using the passage and the word precedent from the opening section, explain how one man's letter changed what every state must do.
6. Gideon's handwritten letter still exists in the National Archives. This passage was written in 2026. Which is a primary source and which is a secondary source? Name one thing you could learn from the letter itself that this passage cannot give you.
Your turn
7. Gideon left school in the eighth grade and wrote to the highest court in the country. What do you think gave him the nerve? Have you ever asked for something you were told you could not have?
Writing
8. Gideon wrote a letter asking for what the Constitution promised him. Write a short letter, about a page, to a judge, a landlord, a boss, or an official, asking for something you believe you are owed. Say what you are asking for, why you are owed it, and exactly what you want the person to do. Write in full sentences, the way you would want a court to read them.
Connects to: Talking Hands Quiz 1 (central idea), Quiz 2 (details), Quiz 4 (inference), Quiz 7 (vocabulary in context), and for the letter, Quiz 31 and Quiz 32 (whole sentences). Ancient America Quiz 2 (primary and secondary sources). Social Studies content: the Sixth Amendment, the Fourteenth Amendment, precedent, and how a Supreme Court ruling reaches every state.
Reading 3 · Level 2
Dollree Mapp at the Door
At stake: the right to say no to a search of your home when the police have no warrant, and what happens to evidence when they search anyway. Fourth Amendment.
1On the afternoon of May 23, 1957, three police officers knocked on the door of a two-family house on the east side of Cleveland, Ohio. Dollree Mapp lived upstairs with her young daughter. The officers said they were looking for a man wanted in a bombing case, and they thought he might be hiding inside. They asked to come in.
2Mapp did not open the door. She called her lawyer on the phone, and he told her what to say. She came back and told the officers that she would let them in if they showed her a search warrant, the paper a judge signs to give the police permission to search a home. The officers did not have one. They stood outside and watched the house.
3About three hours later, more police cars arrived. There were at least seven officers now. They forced open a back door and came up the stairs. Mapp met them and again demanded to see the warrant. One officer held up a piece of paper. Mapp grabbed it and stuffed it down the front of her dress. The officers wrestled with her, took the paper back, put handcuffs on her, and made her sit on her bed while they searched every room of her home.
4They did not find the man they said they were looking for. In a trunk in the basement they found a few books and drawings that the law of Ohio at that time called obscene. Mapp said the trunk belonged to a man who had rented a room from her and moved out. It did not matter. She was arrested, tried, and found guilty of possessing obscene material, and she was sentenced to as long as seven years in prison.
5At her trial, the police never produced the paper the officer had held up. No search warrant was ever found. The court convicted her anyway.
6Mapp appealed, and her case went all the way to the Supreme Court of the United States. In June 1961, the Court threw out her conviction. Justice Tom Clark wrote for the Court. The Fourth Amendment forbids unreasonable searches, he said, and a search of a home without a warrant is unreasonable. But a rule with no penalty is only words. So the Court set a penalty: when the police break the rule, whatever they find cannot be used against the person in court. This is called the exclusionary rule, because the evidence is excluded, kept out. Federal courts had followed the rule since 1914. Now every state court had to follow it too.
7The men who forced Dollree Mapp's door were looking for someone else. What they found had nothing to do with a bombing. But because they searched without a warrant, the case against her fell apart, and the rule that protects every home in the country grew stronger. Mapp later moved to New York, and she died there in 2014, at the age of ninety-one.
The Fourth Amendment, 1791. "Effects" means belongings. "Probable cause" means a real reason to believe, sworn to under oath.
The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.
Two promises are here. First, no unreasonable searches. Second, a warrant is not a blank check: a judge may sign one only when someone has sworn to a real reason, and the paper must name the place and the things to be looked for. That is why Mapp asked to see it, and why the missing paper mattered so much at her trial. A warrant that no one can produce is, as far as the law is concerned, a warrant that does not exist.
1. Why did Mapp refuse to open the door?
2. Which of these happened first?
3. Paragraph 5 says the police "never produced the paper" at the trial. What does the writer want you to conclude?
4. As the passage explains it, what is the exclusionary rule?
The key, and why the tempting answers tempt
Thinking it through
5. Justice Clark wrote that "a rule with no penalty is only words." Explain what he meant. Do you think the penalty the Court chose, keeping the evidence out, is the right one? What other penalty could the Court have chosen, and who would it have fallen on?
6. This passage is told from Mapp's side of the door. Write two or three sentences the officers might have used to tell their side. What facts would they stress, and what would they leave out?
Your turn
7. Has anyone ever asked to look inside your home, your bag, your car, or your phone? What did you do? What do you wish you had known at the time?
Writing
8. Write a summary of what happened at Dollree Mapp's house on May 23, 1957, in no more than five sentences and in your own words. Keep the events in the order they happened. Leave out your opinion; a summary reports.
Connects to: Talking Hands Quiz 2 (details), Quiz 3 (summarizing), Quiz 4 (inference), Quiz 6 (sequence and cause). Ancient America Quiz 8 (point of view). Social Studies content: the Fourth Amendment, warrants, and how the Supreme Court makes a state court follow a federal rule.
Reading 4 · Level 2
Gerald Gault, Fifteen
At stake: whether a child facing a court gets the same fair procedure an adult gets. Fourteenth Amendment, due process.
1On June 8, 1964, in the small copper-mining town of Globe, Arizona, a woman named Mrs. Cook picked up her telephone and heard a boy's voice saying rude things. She called the sheriff. That afternoon a deputy picked up two boys, Ronald Lewis and Gerald Gault, who was fifteen years old. Gerald's parents were both at work. No one called them. No one left a note at the house.
2When Gerald's mother came home that evening, he was gone. She sent his older brother out to look for him. From the Lewis family she finally learned that Gerald was locked in the county's detention home for children. She went there at once. A probation officer told her there would be a hearing the next day.
3The hearing was held in the judge's office. Mrs. Cook, the woman who had made the complaint, was not there. No one wrote down what was said. Gerald had no lawyer, and no one told him or his parents that he could have one. The judge asked Gerald questions. Gerald said he had dialed the number but that his friend had done the talking. The judge sent him back to the detention home.
4A week later there was a second hearing. Mrs. Cook was absent again. At the end of it, the judge declared Gerald a "delinquent child" and ordered him sent to the Arizona State Industrial School "for the period of his minority," which meant until his twenty-first birthday. Gerald was fifteen. The sentence could last six years.
5If an adult had made the same phone call, the most the law of Arizona allowed was a fifty-dollar fine or two months in jail.
6Gerald's parents could not appeal, because Arizona law gave no right of appeal from a juvenile court. So they did the one thing left. They asked the courts to order the state to show by what right it was holding their son. The case went up, and up, and in 1967 it reached the Supreme Court of the United States.
7The Court ruled for Gerald, eight to one. Justice Abe Fortas wrote the opinion. The juvenile courts, he said, had been built with good intentions. They were meant to help children rather than punish them, and so they had dropped the protections that adults got. But a child who could be locked up for six years, Fortas wrote, needed those protections at least as much as an adult. Being a boy, he said, does not justify a kangaroo court, a court where the result is decided before the case is heard. From then on, a young person facing a juvenile court had the right to be told the charge, to have a lawyer, to face and question the witness who accused him, and to refuse to answer questions that could be used against him.
8Gerald Gault did not serve six years. He was released long before the Supreme Court ruled, and as a grown man he served in the Army. The phone call took a few minutes. The case that came out of it is still the rule in every juvenile court in America.
The Fourteenth Amendment, Section 1, 1868. The middle clause.
… nor shall any State deprive any person of life, liberty, or property, without due process of law …
Twenty words, and most of the cases in this handout run through them. "Due process" is the process a person is owed before the state may take something from them: notice of what they are accused of, a hearing, a chance to answer, and, the Court decided in Gerald's case, a lawyer and the right to face the accuser. The clause says "any person." It does not say "any adult."
1. Which sentence best states the central idea of paragraphs 3 and 4?
2. Why couldn't Gerald's parents appeal?
3. Why does the writer include paragraph 5, the sentence about the fifty-dollar fine?
4. In paragraph 4, a "delinquent child" most nearly means
The key, and why the tempting answers tempt
Thinking it through
5. Justice Fortas said the juvenile courts were "built with good intentions." Explain, step by step, how a system built to help children ended up doing this to Gerald. What was the cause, and what were the effects?
6. Paragraph 7 lists four rights the Court gave to young people in juvenile court. Write them out, and beside each one, name the thing that went wrong at Gerald's hearings that the right would have prevented.
Your turn
7. Many of us are parents. If this happened to a child of yours, what would you have done in the first hour? What would you have needed to know, and who would you have called?
Writing
8. In one paragraph, explain what "due process" means, using Gerald's story as your example. Begin with a sentence that says what due process is. Then give two things from the story that show what happens without it. End with one sentence about why the Court said a child needs it as much as an adult.
Connects to: Talking Hands Quiz 1 (central idea), Quiz 5 (citing evidence), Quiz 6 (contrast), Quiz 7 (a common word's legal meaning); on the Map, Quiz 11 (the function of a sentence). Ancient America Quiz 7 (cause and effect). Social Studies content: due process, the Fourteenth Amendment, the difference between juvenile and adult courts.
Reading 5 · Level 3
Mildred and Richard Loving
At stake: whether a state can make a marriage a crime because of race. Fourteenth Amendment, equal protection and due process.
1Richard Loving was a bricklayer. Mildred Jeter had grown up a few miles from him in Central Point, a farming corner of Caroline County, Virginia, where Black, white, and Native American families had lived and worked side by side for generations. Richard was white. Mildred was Black and Native American. They fell in love. In June 1958 they drove north to Washington, D.C., got married, and drove home. They hung the marriage certificate on their bedroom wall.
2In Virginia, their marriage was a crime. A state law from 1924 made it illegal for a white person to marry anyone who was not white. The law even made it a crime to leave the state to marry and then come back.
3Five weeks after the wedding, at about two in the morning, the sheriff and two deputies opened the Lovings' unlocked front door, walked into their bedroom, and shone flashlights in their faces. The sheriff asked Richard who the woman in the bed was. "I'm his wife," Mildred said. Richard pointed at the certificate on the wall. The sheriff said that paper was no good in Virginia. The Lovings were arrested and taken to jail. Richard was let out the next day. Mildred, who was pregnant, was held for several more nights.
4In January 1959 they pleaded guilty. The judge sentenced them to a year in prison, then suspended the sentence on one condition: they had to leave Virginia, together, for twenty-five years. So they moved to Washington. They lived in a cousin's house in the city and missed the fields, the family, and the quiet. Mildred could not go home to visit her mother without breaking the law.
5In 1963, Mildred sat down and wrote a letter to the Attorney General of the United States, Robert Kennedy. She asked whether the new civil rights laws could help her family come home. Kennedy wrote back and told her to contact the American Civil Liberties Union. Two young lawyers took the case for free.
6The lawyers asked the Virginia judge to cancel the sentence. He refused. God, the judge wrote, had made the races and placed them on separate continents, and the fact that He had separated them showed He did not mean for them to mix. The lawyers took the case up to the Supreme Court of the United States. Richard did not go to Washington for the argument. He gave the lawyers one message to carry to the justices: tell the Court I love my wife, and it is not fair that I cannot live with her in Virginia.
7On June 12, 1967, the Court ruled for the Lovings, and all nine justices agreed. Chief Justice Earl Warren wrote that the freedom to marry is one of the basic rights of a free person, and that a state cannot take it away because of race. Virginia's law, he said, denied the Lovings the equal protection of the laws and took their liberty without due process. The same day, the marriage laws of sixteen states stopped being enforceable.
8The Lovings went home to Caroline County. Richard built a house for his family with his own hands. He died in a car crash in 1975. Mildred lived in that house for the rest of her life. In the few interviews she gave, she said that they had not set out to change anything. They had wanted to go home.
The Fourteenth Amendment, Section 1, 1868. The whole section this time.
All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any State deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.
The Court used the last two clauses. Equal protection: Virginia's law sorted people by race and punished one arrangement of races and not others; a law like that must have a very strong reason behind it, and the Court found none except the wish to keep races apart. Due process: the Court read "liberty" to include the freedom to marry, one of the oldest freedoms there is, and said a state could not take it away without a reason the Constitution allows. Notice the first sentence too, "All persons born": Reading 7 is about that sentence.
1. Why did the Lovings get married in Washington, D.C.?
2. The judge "suspended the sentence on one condition." What does suspended mean here?
3. What did Mildred's letter to Robert Kennedy accomplish?
4. Which sentence from the passage best supports the idea that the Lovings' case reached far beyond their own family?
The key, and why the tempting answers tempt
Thinking it through
5. Reread the judge's reason in paragraph 6 and the Chief Justice's reason in paragraph 7. Each man claims an authority for his decision. What is each one's authority? Which one belongs in an American courtroom, and why?
6. Build a timeline of the Lovings' story with at least five dated events. How many years passed between the arrest and the ruling? What were the Lovings doing during those years?
Your turn
7. The sheriff came at two in the morning. Why do you think the arrest was made that way, at that hour, through that door? What does the choice tell you about what the law was for?
Writing
8. Some people at the time said the Lovings should have obeyed the law or stayed away, and that courts should not overrule a state's elected lawmakers. Write one paragraph that answers them. State your claim in the first sentence. Support it with two pieces of evidence from the passage and one from the words of the Fourteenth Amendment printed above.
Connects to: Talking Hands Quiz 2 (details), Quiz 5 (citing evidence), Quiz 7 (vocabulary in context). Ancient America Quiz 4 (timelines) and Quiz 8 (point of view). Social Studies content: equal protection, due process, the Fourteenth Amendment as a limit on the states, and how one ruling ends laws in many states at once.
Reading 6 · Level 3
The Laundries of San Francisco
At stake: a law that looks fair on paper and is used as a weapon, and whether the Constitution protects a person who can never become a citizen. Fourteenth Amendment, equal protection.
1In the 1880s, San Francisco had about three hundred and twenty laundries. Most of them were small businesses run by Chinese immigrants, in wooden buildings, because nearly every building in the city was made of wood. The work was hard: washing by hand, boiling water, ironing all day and into the night. For Chinese men who had been shut out of most other trades, a laundry was a way to make a living.
2Anti-Chinese feeling ran high in California. In 1882, Congress passed a law that stopped almost all Chinese immigration and said that Chinese immigrants already in the country could never become citizens. In San Francisco, the city government looked for ways to drive the laundries out of business.
3In 1880 the city passed a rule. Anyone who wanted to run a laundry in a wooden building had to get permission from the Board of Supervisors. The rule said nothing about race. On its face it was about fire safety, and it applied to everyone.
4Then the Board began to decide. About two hundred Chinese laundry owners applied for permission. Every one was refused. About eighty owners who were not Chinese applied. All but one were approved.
5One of the refused laundries was called Yick Wo. Its owner, Lee Yick, had run it for twenty-two years, and he had certificates from the fire inspector and the health inspector saying his building was safe. He was refused anyway. He kept working. He was arrested, tried, and fined ten dollars. He refused to pay the fine, went to jail, and sued the sheriff, Peter Hopkins, for holding him without lawful cause.
6The city's lawyers argued that the rule was fair and that the Board could decide as it pleased. Lee Yick's lawyers pointed to the numbers: two hundred refused on one side, seventy-nine approved on the other.
7In 1886 the Supreme Court of the United States ruled for Lee Yick, and every justice agreed. Justice Stanley Matthews wrote the opinion. A law can be fair on its face, he wrote, and still be unfair in the way it is applied. If the people who enforce it use it with "an evil eye and an unequal hand," so that one group is denied what another group is granted, then the law as applied denies equal protection, and the Constitution forbids it.
8Then Matthews wrote the sentence the case is remembered for. The Fourteenth Amendment, he said, protects all persons within the country, without regard to race, color, or nationality. It does not say "all citizens." Lee Yick could not become a citizen; the law of 1882 made sure of that. He was protected anyway, because he was a person, and he was here.
9That ruling is still the law. A city, a state, or a federal officer cannot take a rule that looks neutral and use it against one group of people. And the protection reaches everyone inside the country's borders, whatever their papers say, or whether they have papers at all.
The Fourteenth Amendment, Section 1, 1868. The last clause.
… nor deny to any person within its jurisdiction the equal protection of the laws.
Read the two words the Court leaned on. Person, not citizen: the writers of the amendment chose the wider word, and the Court held them to it. Jurisdiction, the reach of a government's law: if you are inside the borders, the law reaches you, and so does this promise. The Court also settled something about the word protection: it covers not only what a law says but what officials do with it. A permit office can violate the Constitution with a stack of refusals.
1. What did the 1880 rule require?
2. Which detail best shows that the rule was applied unfairly?
3. Why does the writer mention that Lee Yick had certificates from the fire and health inspectors?
4. In paragraph 7, "fair on its face" most nearly means
The key, and why the tempting answers tempt
Thinking it through
5. The passage says the rule "said nothing about race." Explain, in your own words, how a law that says nothing about race can still be racial discrimination. Then give one example, from today or from your own life, of a rule that is applied "with an unequal hand."
6. Why does it matter that the amendment says "any person" and not "any citizen"? Name three kinds of people in your own community who are protected by that word and who would not be protected by the other one.
Your turn
7. Lee Yick refused to pay a ten-dollar fine and went to jail instead. Would you have paid it? What did his refusal make possible that paying would not have?
Writing
8. The Court looked at numbers, two hundred refused and seventy-nine approved, to decide whether a rule was fair. Write one paragraph explaining how numbers can be evidence of unfairness. Use this case as your first example and one example of your own as the second. Say what the numbers show and what they do not show.
Connects to: Talking Hands Quiz 2 (which detail carries the idea), Quiz 5 (citing evidence), Quiz 7 (vocabulary in context); on the Map, Quiz 11 (what a sentence is doing). Ancient America Quiz 5 (numbers as evidence) and Quiz 8 (bias). Social Studies content: equal protection, the Chinese Exclusion Act of 1882, and the difference between a law as written and a law as applied.
Reading 7 · Level 3
Wong Kim Ark Comes Home
At stake: whether a child born in the United States is a citizen no matter who the parents are, a question decided in 1898 and fought over again in 2026. Fourteenth Amendment, the citizenship clause.
1Wong Kim Ark was born in San Francisco in 1873, in rooms above his father's shop on Sacramento Street, a few blocks from the waterfront. His parents had come from China. They were merchants, not citizens; under the law of the time, no Chinese immigrant could become one. But their son was born on American ground, and that, he would later argue, made him an American.
2He grew up in the city and became a cook. In 1890 his parents went back to China for good. He visited them there, and when he sailed home to San Francisco the customs officers let him in without trouble. He carried a paper signed by three white witnesses swearing that he had been born in the city.
3In 1894 he sailed to China again to see his family. He came back the next summer on a steamship called the Coptic. This time the customs collector refused to let him off the ship. The Chinese Exclusion Act of 1882 barred Chinese laborers from entering the United States, and the collector said Wong was Chinese, whatever his birthplace. Wong was held on ships in the bay, one after another, for about five months, in sight of the city where he was born.
4A Chinese community association hired lawyers, and the lawyers asked a federal court to order him released. The government's lawyers welcomed the fight. They wanted the Supreme Court to rule that the child of Chinese parents was not a citizen, no matter where the child was born. If they won, the ruling would reach every such child in the country.
5The case turned on one sentence. The Fourteenth Amendment, written after the Civil War to make citizens of the people who had been enslaved, begins: "All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States." The government argued that the children of Chinese parents were not "subject to the jurisdiction" of the United States, because their parents still owed loyalty to the emperor of China. Wong's lawyers answered that jurisdiction means the reach of the law. If the law of the United States applied to him, and it did, then he was subject to its jurisdiction, and the sentence made him a citizen.
6In March 1898, the Supreme Court ruled for Wong Kim Ark, six to two. Justice Horace Gray wrote that the rule was old, older than the country itself: a child born within a nation's borders is that nation's citizen, with only a few exceptions, such as the children of foreign ambassadors. The Fourteenth Amendment had written that rule into the Constitution, and it made no exception for race or for the parents' nationality.
7Wong Kim Ark went ashore. He traveled to China and back several more times in his life. Each time, the customs officers questioned him, and each time he had to prove again that he was who he said he was. But he was a citizen, and so were his children, and so was every child born in the country after him.
8In January 2025, on his first day back in office, President Donald Trump signed an order declaring that children born in the United States to parents who were here without permission, or only for a short time, would no longer be citizens. Families and states sued at once. On June 30, 2026, the Supreme Court struck the order down, six to three, and the Chief Justice's opinion rested on Wong Kim Ark. The rule of 1898 held. New orders followed that summer, looking for a narrower way around the ruling, and the argument goes on. But as of this reading, the sentence still means what Wong's lawyers said it meant in 1895: born here, a citizen.
The Fourteenth Amendment, Section 1, 1868. The first sentence. "Naturalized" means made a citizen by law after birth.
All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside.
Two roads to citizenship, and both are in this sentence: birth, and naturalization. The fight in 1895 and again in 2025 was over the six words in the middle, "subject to the jurisdiction thereof." The Court has now said twice, 128 years apart, that they mean what they say: if the law reaches you, you are subject to it, and if you were born here, you are a citizen. The narrow exceptions are people the law does not reach in the ordinary way, such as foreign diplomats and their children.
1. Why was Wong Kim Ark refused entry in 1895?
2. The government's lawyers "welcomed the fight." Why?
3. What did the two sides disagree about?
4. Which statement best describes the connection between paragraph 6 and paragraph 8?
The key, and why the tempting answers tempt
Thinking it through
5. Three sources: Wong's 1895 sworn paper from the three witnesses, the text of the Fourteenth Amendment, and this passage. Rank them from most direct to least direct as evidence of where Wong was born, and explain your order. Which is a primary source, and for what question?
6. The Fourteenth Amendment was written to make citizens of people who had been enslaved. Explain how a sentence written for one group came to protect Wong Kim Ark in 1898 and the children of immigrants in 2026. What does that tell you about how the Constitution works?
Your turn
7. Some of us were born here and some of us were not. What does the word citizen mean to you, in daily life? What would change if that word were taken away from you, or given to you?
Writing
8. The government's lawyers and Wong's lawyers each gave a meaning for "subject to the jurisdiction." Write two paragraphs. In the first, explain each side's argument fairly, as if you were the lawyer for each. In the second, say which reading the Court chose and give one reason from the passage that it was the better-supported one. This is the shape of the test's essay: two readings, one judgment, evidence for it.
Connects to: Talking Hands Quiz 2 (details), Quiz 6 (relationships between ideas); on the Map, Quiz 20 (weighing two arguments). Ancient America Quiz 2 (primary and secondary sources) and Quiz 7 (cause and effect). Social Studies content: the citizenship clause, naturalization, the Chinese Exclusion Act, executive orders, and how the Court reviews them.
Reading 8 · Level 4
Fred Korematsu Stays
At stake: what happens when the Supreme Court gets it wrong, and how a country admits it forty years later. Fifth Amendment, due process.
1Fred Korematsu was born in Oakland, California, in 1919. His parents ran a flower nursery. He went to Oakland High School, played football, and after graduation he worked as a welder in the shipyards. He was an American citizen by birth. He had never been to Japan.
2On December 7, 1941, Japan attacked the American naval base at Pearl Harbor, and the United States entered the Second World War. Within days, Fred lost his shipyard job because of his ancestry. In February 1942, the President signed an order that allowed the Army to remove anyone it chose from the West Coast. The Army chose everyone of Japanese ancestry: about 120,000 people, two-thirds of them American citizens. They were given days to sell or abandon their homes, farms, and businesses, and they were sent to camps inland, behind barbed wire, guarded by soldiers.
3Fred's parents and brothers reported as ordered. Fred did not. He was twenty-three. He had a girlfriend, an Italian American named Ida, and he did not see why the government could take him from his home when it was not taking her. He changed his name, said he was of Spanish and Hawaiian descent, and had a small operation on his eyelids to look less Japanese. It did not work. On May 30, 1942, he was arrested on a street corner in San Leandro.
4In jail, a lawyer from the American Civil Liberties Union came to see him and asked whether he would be willing to make his arrest a test of the whole removal. Fred said yes. He was convicted of violating the Army's order and sent to join his family, first in horse stalls at a racetrack south of San Francisco, then in a camp in the Utah desert.
5His case reached the Supreme Court in 1944. In December of that year, the Court ruled against him, six to three. Justice Hugo Black wrote that the country was at war, that the Army had judged the removal a military necessity, and that the Court would not second-guess it. Three justices dissented. One of them, Justice Frank Murphy, wrote that the removal fell into what he called "the ugly abyss of racism." Another, Justice Robert Jackson, warned that the decision left a dangerous principle in the law, ready for any future government to pick up.
6Fred went back to ordinary life. He married, raised two children, and worked as a draftsman. He rarely spoke about the case, even to his children.
7Then, in the early 1980s, a legal historian found documents in government files that had been kept from the Supreme Court in 1944: reports from the Navy, the FBI, and the government's own intelligence officers saying that Japanese Americans posed no danger, and a memo from the government's own lawyers warning that the Army's report on the removal contained "intentional falsehoods." Fred's lawyers went back to court. In November 1983, a federal judge in San Francisco threw out his conviction, forty-one years after his arrest. Fred, then sixty-four, told the judge that he would like the government to admit it had done wrong.
8In 1988, Congress did. It passed a law that apologized for the removal and paid twenty thousand dollars to each survivor. In 1998, President Clinton gave Fred the Presidential Medal of Freedom. Fred Korematsu died in 2005. The 1944 decision was never formally overturned by the Court that made it, but in 2018 the Chief Justice wrote that it had been "gravely wrong the day it was decided." The words that may matter most are still Jackson's, from 1944: a principle like this one, once a court approves it, lies about like a loaded weapon, ready for any hand that can claim an urgent need.
The Fifth Amendment, 1791. The middle of it.
… nor be deprived of life, liberty, or property, without due process of law …
The same words you met in Reading 4, but in a different amendment. The Fifth binds the federal government; the Fourteenth, written seventy-seven years later, repeats the promise and binds the states. Fred was removed by the Army, a federal power, so his case ran through the Fifth. The Court in 1944 did not say the promise did not apply. It said the Army's word about "necessity" was enough to satisfy it. The documents found in the 1980s showed what that word had been worth.
1. Which sentence best states the central idea of the whole passage?
2. Why did Fred change his name and have surgery?
3. What did the documents found in the 1980s show?
4. In paragraph 8, the writer says the decision "was never formally overturned by the Court that made it." What is the writer's tone in that sentence?
The key, and why the tempting answers tempt
Thinking it through
5. Justice Jackson compared the decision to "a loaded weapon" left lying about. Explain the comparison in plain words. What does the weapon stand for? Who might pick it up, and when? Can you think of a time since 1944 when someone did?
6. Compare what Justice Black relied on in paragraph 5 with what the documents in paragraph 7 showed. When a court decides a case on facts supplied by one side, and those facts turn out to be false, what should happen to the decision? What did happen?
Your turn
7. Fred's family reported as ordered. Fred did not. Both choices had reasons behind them. Which one do you understand better, and why? What would you have done at twenty-three?
Writing
8. Two paragraphs. First, summarize what happened to Fred Korematsu between 1942 and 1983 in your own words, in the order it happened. Second, argue whether a court should accept the government's word about "necessity" in wartime without checking it, using at least two pieces of evidence from the passage. Make your claim the first sentence of the second paragraph.
Connects to: Talking Hands Quiz 1 (central idea), Quiz 3 (summarizing), Quiz 8 (tone), Quiz 9 (figurative language); on the Map, Quiz 15 (evaluating evidence). Ancient America Quiz 2 (sources) and Quiz 8 (point of view). Social Studies content: the Fifth Amendment, executive orders, the Second World War at home, and how a wrong decision is repaired by other branches when the Court does not repair it.
Reading 9 · Level 4
Benjamin Gitlow's Pamphlet
At stake: whether the First Amendment, which names only Congress, can stop a state from punishing speech. Gitlow lost, and the answer was yes. First Amendment, through the Fourteenth.
1Benjamin Gitlow was the son of Russian Jewish immigrants who worked in the garment shops of New York. He grew up in the Bronx, joined the Socialist Party as a young man, and in 1917 the voters of his Bronx district elected him to the New York State Assembly. He was twenty-six.
2In 1919, the year after the First World War ended, the country was frightened. Revolution had taken Russia. Strikes shut down steel mills and, for a few days, the whole city of Seattle. Bombs were mailed to public officials. The government answered with raids, mass arrests, and deportations. The time was called the Red Scare.
3That summer, Gitlow and his allies broke away from the Socialist Party and published a long statement of their beliefs called the "Left Wing Manifesto." It ran in a newspaper Gitlow managed. It called for the workers of the world to rise up, take over the government, and replace it with rule by the working class. It did not name a date. It did not tell anyone to pick up a weapon. It argued.
4New York had a law from 1902, passed after an anarchist shot President McKinley, that made it a crime to advocate overthrowing the government by force. In November 1919, Gitlow was arrested under it. At his trial his lawyer was Clarence Darrow, the most famous defense lawyer in America. Darrow argued that a pamphlet of ideas, with no plan and no act behind it, could not be a crime. The jury convicted Gitlow anyway. He was sentenced to five to ten years, and he went to Sing Sing.
5Here is the puzzle that made his case famous. The First Amendment says that Congress shall make no law abridging the freedom of speech. It says Congress. New York is not Congress. For more than a century, the courts had held that the Bill of Rights limited only the federal government, and that a state could restrict speech as it pleased, so long as its own constitution allowed it.
6Gitlow's lawyers argued that this had changed in 1868, when the Fourteenth Amendment forbade any state to deprive any person of liberty without due process of law. Freedom of speech, they said, is part of "liberty." If a state takes it away, the state violates the Fourteenth Amendment, and the Supreme Court can stop it.
7In June 1925, the Supreme Court ruled against Gitlow, seven to two. The majority said that a state could punish speech that tended toward the violent overthrow of the government, even without proof that anyone had been moved to act. Justice Oliver Wendell Holmes disagreed. Every idea is an incitement, he wrote; the only question is whether the speech is likely to cause harm now, and this manifesto was not.
8Gitlow lost. But in the middle of the majority's opinion sat one sentence that changed American law. The Court said it would "assume" that the freedom of speech and of the press are among the liberties the Fourteenth Amendment protects from the states. For the first time, the Court had said that a right in the Bill of Rights applied against a state. In the decades that followed, the Court used that sentence again and again, right by right: speech, press, religion, the right to a lawyer, the right against unreasonable searches. The cases of Clarence Gideon and Dollree Mapp, earlier in this handout, both depend on it.
9Six months after the ruling, Governor Al Smith of New York pardoned Gitlow. Smith said the pardon did not mean that he agreed with Gitlow's ideas. It meant that keeping him in prison any longer would protect no one. Gitlow went home to the Bronx. He had served about three years.
The First Amendment, 1791, in full; and the word that later carried it to the states.
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; 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.
Five freedoms in one sentence: religion (two ways), speech, press, assembly, and petition. And one word at the front, "Congress," that for a hundred years kept the sentence away from the states. The Fourteenth Amendment's word "liberty" is how it got there. Lawyers call this process incorporation: the Court took the rights in the Bill of Rights and, one at a time, read them into the liberty that no state may take without due process. Gitlow's case is where that started. It is the reason a state trooper, a city police officer, or a county judge is bound by the same Bill of Rights as the FBI.
1. According to paragraph 3, what did the Left Wing Manifesto do?
2. The writer says the First Amendment "says Congress" and then, as its own sentence, "New York is not Congress." Why stress that word?
3. Why is the case famous even though Gitlow lost?
4. Holmes wrote that "every idea is an incitement." What did he mean?
The key, and why the tempting answers tempt
Thinking it through
5. The 1902 law followed an assassination. Gitlow's arrest came in the Red Scare. How does fear change what governments do about speech? Give one example from the passage and one from a time you remember.
6. The writer puts the "puzzle" in paragraph 5 before the ruling in paragraphs 7 and 8. Why that order? What would be lost if paragraph 8 came first?
Your turn
7. Gitlow argued in print for taking over the government. Should that be legal to say? Where would you draw the line between an argument and a threat, and who should get to draw it?
Writing
8. Two paragraphs. In the first, make the strongest case you can for New York's side: why a state in 1919 might punish a manifesto like this one. Be fair to it. In the second, answer that case, using Holmes's argument and the words of the First Amendment printed above. An argument that never states the other side has not answered it.
Connects to: Talking Hands Quiz 2 (details), Quiz 6 (relationships between ideas), Quiz 7; on the Map, Quiz 10 (structure) and Quiz 14 (claims and counterclaims). Ancient America Quiz 7 (cause and effect). Social Studies content: the First Amendment, the Red Scare of 1919, federalism (what binds the states and what does not), and incorporation.
Reading 10 · Level 4
Grace Marsh on the Sidewalk
At stake: whether a company that owns a whole town can do what a town government cannot: silence a speaker on the sidewalk. First Amendment.
1Chickasaw, Alabama, was a town in every way but one. It had streets and sidewalks, a business block with stores, a post office, houses, a sewer system, and a policeman. Its people came and went, and the highway ran through it. Anyone could drive in. The one difference was this: the Gulf Shipbuilding Corporation owned all of it. The land, the houses, the stores, the sidewalks. The policeman was a deputy sheriff whose pay came from the company.
2In the middle of the Second World War, a woman named Grace Marsh came to Chickasaw. She was a Jehovah's Witness, and her faith asked her to go from town to town handing out its magazines and talking with whoever would listen. She stood on the sidewalk near the post office and offered her papers to the people walking by.
3The company had posted signs: this was private property, and no one could solicit without written permission. The deputy told Marsh she needed a permit. She asked for one. He told her that no permit would be given. He told her to leave. She said she believed the Constitution gave her the right to stand there, and she stayed. She was arrested and charged with trespass, the crime of staying on someone's property after being told to go.
4Alabama's courts found her guilty, and their reasoning was simple. The First Amendment protects speech and religion against the government. The Gulf Shipbuilding Corporation was not the government. It was an owner, and an owner can tell a visitor to leave.
5The case reached the Supreme Court in 1945, and the question was new. The Court had already held, in Gitlow's case and the cases after it, that a state could not silence speech. But this was a company. Could a corporation that owned a whole town do what a town government could not?
6In January 1946 the Court said no, five to three. Justice Hugo Black wrote the opinion. Chickasaw, he pointed out, worked exactly like any other American town. Its people bought their food there, got their mail there, and learned what they knew of the world on its streets. If the company could shut Grace Marsh out, it could shut out any newspaper, any preacher, any speaker it disliked, and the people who lived there would hear only what the company allowed. The more an owner opens his property to the public for his own advantage, Black wrote, the more his rights as an owner give way to the rights of the people who use it. Marsh's conviction was thrown out.
7The ruling was narrow. It did not say that the First Amendment applies to every private business. It said that when a private owner takes on the whole work of a town, the owner takes on the town's limits too. In the decades since, the Court has kept the rule small. A shopping mall is not a town, it said in 1972. A company's website, the courts have said so far, is not a town either.
8So here is where things stand. The rights in this handout are rights against the government: the sheriff, the judge, the customs collector, the Army. They are not, in general, rights against your employer, your landlord, or the company that runs the app you speak on. Grace Marsh's case is the exception that shows the shape of the rule, and it is the case people go back to, again and again, when they ask whether a private power has grown large enough to be treated like a public one.
The First Amendment again, and the words that name who it binds.
Congress shall make no law … abridging the freedom of speech, or of the press …
"Congress shall make no law." "No State shall." The Constitution names governments. It does not name companies, landlords, employers, or churches. Lawyers call this the state action requirement: to claim a constitutional right, you must show that a government did the thing you are complaining of. One amendment is the exception, the Thirteenth, which bans slavery by anyone. The rest bind governments. Grace Marsh won because the Court decided that a company doing everything a town does had, for that purpose, become one.
1. What made Chickasaw different from other towns?
2. Why did Alabama's courts convict Marsh?
3. In paragraph 6, Justice Black lists what could happen "if the company could shut Grace Marsh out." What conclusion does he want the reader to draw?
4. The writer says the ruling "was narrow." What does narrow mean here?
The key, and why the tempting answers tempt
Thinking it through
5. Compare Chickasaw to three places where people gather today: a shopping mall, a workplace, and a social media app. For each one, say in what ways it is "a town in every way but one," and in what ways it is not. Which of the three is closest to Chickasaw?
6. Paragraph 8 says the rights in this handout are "rights against the government." Go back through Readings 2 to 9 and, for each one, write down who was on the other side of the case: a sheriff, a judge, a customs collector, and so on. Then name one situation from your own life where the other side would not be a government, and say what that means for your rights there.
Your turn
7. Grace Marsh stayed when she was told to leave. What would you have done? Have you ever been told you could not speak, hand something out, or gather somewhere, and by whom?
Writing
8. Three paragraphs on this question: should a company that owns the place where people talk, an app or a platform, be held to the same limits as a town? In the first paragraph, state your claim and give Justice Black's reasoning. In the second, give the strongest reason on the other side. In the third, answer it, using the words of the First Amendment and one example of your own.
Connects to: Talking Hands Quiz 2 (details), Quiz 4 (inference), Quiz 7 (vocabulary in context); on the Map, Quiz 20 (weighing two arguments). Ancient America Quiz 7 (cause and effect). Social Studies content: the First Amendment, state action, and the difference between public power and private power.
Reading 11 · Level 5
The Bakery in Utica
At stake: a law that limited bakers to sixty hours a week, struck down in the name of liberty, and what the word "liberty" meant to each side. Fourteenth Amendment, due process.
1In the 1890s, a bakery was one of the worst places in America to work. Most bakeries were in cellars, because rent was cheap there and the ovens needed a floor that would not burn. The air was thick with flour dust and heat. Bakers worked through the night, so that bread would be ready at dawn, and they worked as long as the owner needed them: fourteen hours, sixteen hours, sometimes more. Many slept in the cellar between shifts. In 1894 a New York reporter walked through the cellar bakeries of the city and described the rats, the damp, and the coughing men.
2The bakers had a union, and it had been asking for a shorter day for years. In 1895, with the reporter's stories fresh, the New York legislature passed the Bakeshop Act. It set rules for cleanliness and ventilation, and it set a limit on hours: no employee in a bakery could work more than ten hours a day or sixty hours a week.
3Joseph Lochner owned a small bakery in Utica, in upstate New York. He was an immigrant from Germany, and he ran the shop with a few employees. In 1902 he was charged with letting one of them, a baker named Aman Schmitter, work more than sixty hours in a week. It was his second offense. He was fined fifty dollars. He refused to pay, and his case went up.
4Lochner's argument was this. The Fourteenth Amendment says that no state may deprive any person of liberty without due process of law. Liberty, he said, includes the freedom to make a contract: a baker who wants to work seventy hours, and an owner who wants to pay him for seventy hours, have a right to agree to it. The state had no business getting between them.
5The state's argument was health. A legislature has the power to protect the safety and health of its people, and the hours law was a health law, passed after the legislature had seen the evidence.
6In April 1905 the Supreme Court ruled for Lochner, five to four. Justice Rufus Peckham wrote the opinion. The Constitution, he said, protects the "liberty of contract," and a state may interfere with it only for a real health reason. Baking, he decided, was not an unhealthy enough trade to justify one. The law, he wrote, was really an attempt to regulate labor, and that was not the state's business.
7Four justices disagreed. Justice John Marshall Harlan listed the medical evidence about flour dust and the lungs of bakers and asked how the majority could know better than the legislature. Justice Oliver Wendell Holmes wrote a short, sharp dissent. The Constitution, he said, does not take sides in an argument about economics. A state has the right to try an experiment like this one, and the Court has no right to strike it down because the justices prefer a different theory. Otherwise, he wrote, the majority was reading its own economic views into an amendment that said nothing about them.
8For the next thirty years, the Court used the same idea to strike down laws across the country: minimum wage laws, and laws protecting workers who joined a union. Workers had won those laws through strikes, elections, and campaigns. Judges took them away in the name of liberty.
9Then, in 1937, in the middle of the Great Depression, the Court reversed itself. It upheld a minimum wage law for women, and two weeks later it upheld the National Labor Relations Act, the federal law that gives workers the right to organize a union and bargain with their employer. Holmes's dissent had become the law. Today, "Lochner" is a word lawyers use for a court that mistakes its own opinions for the Constitution.
10The word "liberty" was on both sides of this case. Lochner's lawyers meant the owner's freedom to set the hours. The bakers meant the freedom to go home. The Constitution does not say which one it means. People decide that, one case at a time.
The Fourteenth Amendment, Section 1, 1868. The due process clause, one more time.
… nor shall any State deprive any person of life, liberty, or property, without due process of law …
Look at what the same twenty words did in this handout. In Reading 4 they gave a boy a lawyer and a hearing. In Reading 5 they protected a marriage. Here they were used to strike down a law that protected bakers. The words did not change. What changed was what the justices were willing to count as "liberty," and what reasons they would accept for limiting it. That is why the argument about who sits on the Court never ends: the words are fixed, and the readers are not.
1. According to paragraph 1, why were bakeries in cellars?
2. What did Lochner mean by "liberty"?
3. Which sentence best states Holmes's objection?
4. What is the relationship between paragraph 8 and paragraph 9?
The key, and why the tempting answers tempt
Thinking it through
5. Paragraph 10 says "liberty" was on both sides. Explain both meanings in your own words. Which one did the Court choose in 1905, and which one in 1937? What had changed between those years, in the country and on the Court?
6. Four sources: the reporter's 1894 articles, the text of the Bakeshop Act, Justice Peckham's opinion, and this passage. Which are primary sources? On the question "was baking unhealthy?", which would you trust most, and why? Which would you trust least?
Your turn
7. Many of us have worked long hours because we needed the money, or because the boss said so. Was that liberty? Whose? What would it have taken to say no?
Writing
8. Here are two positions. Position A: Judges should not overturn laws that the people's elected legislature has passed, even if the judges think a law is unwise. Position B: Judges must overturn laws that take away a person's liberty, however popular the law is. Write a response of three or four paragraphs that decides which position is better supported by the readings in this handout. Use at least two readings as evidence; the Lovings' case and this one pull in different directions, and that is the point. The essay does not ask what you believe. It asks which position the evidence supports better, and how you know.
Connects to: Talking Hands Quiz 2 (details), Quiz 6 (relationships between ideas), Quiz 7 (one word, two meanings); on the Map, Quizzes 48 to 52 (the extended response). Ancient America Quiz 2 (sources) and Quiz 8 (point of view). Social Studies content: the Fourteenth Amendment, judicial review, the Progressive Era, the labor movement, and the New Deal turn of 1937. On the test's economics questions: wages, hours, and the rules of the labor market.
Reading 12 · Level 5
Kalief Browder and the Speedy Trial
At stake: a right that was written down and not kept, in the Bronx, in our own time. Sixth and Eighth Amendments.
1On the night of May 15, 2010, Kalief Browder, sixteen years old, was walking home from a party in the Belmont section of the Bronx with a friend. A police car pulled up. The officers said that a man had accused the two of them of robbing him. At first the man said it had happened that night. Then he said it had happened two weeks before. The police searched Kalief and found nothing. They arrested him anyway.
2The charge was robbery: a backpack with a camera, some money, and a credit card inside. Kalief said he had not done it. He was taken to Rikers Island, the jail complex in the East River where the city holds people who are waiting for trial. A judge set bail at three thousand dollars, which his family could not raise. Then, because Kalief was on probation from an earlier incident, a judge ordered him held without bail at all. So he waited.
3The Sixth Amendment promises a speedy trial. New York's own law says the prosecution must be ready for trial within six months in a felony case. But the six months count only the delays the law blames on the prosecutors. Every time a prosecutor stood up and said "not ready," the case was adjourned, put off, for weeks or months. Then it was the court that had no time. Then a prosecutor was on vacation. Kalief's case was adjourned more than thirty times. Six months became a year. A year became two.
4Rikers was violent. Guards and other inmates beat him; some of the beatings were later shown on the news, from the jail's own cameras. Because of fights, he was sent to solitary confinement, a cell where a person is kept alone for twenty-three hours a day. He spent close to two of his three years there. More than once he tried to end his life, and each time he was returned to the cell.
5Again and again, the prosecutors offered a deal: plead guilty and go home, with time served. Kalief said no every time. He had not done it, he said, and he would not say that he had.
6In May 2013, after more than three years, the prosecutors told the court that their witness had left the country and could not be found. They dropped the case. Kalief was twenty years old. He walked out with no conviction, no trial, and no apology.
7He tried to rebuild. He earned his GED and enrolled at Bronx Community College. A magazine writer named Jennifer Gonnerman told his story, and the story spread. He gave interviews and said that he wanted the system changed so that no one else would go through it. But the years at Rikers had done their damage, and in June 2015, at twenty-two, he took his own life.
8What came afterward was a list of changes with his name attached. The President wrote about him. The city ended solitary confinement for sixteen- and seventeen-year-olds at Rikers. New York raised the age at which a person is tried as an adult from sixteen to eighteen. In 2019 the state rewrote its bail law so that most people charged with nonviolent crimes could no longer be jailed for lack of money, and it rewrote its speedy-trial law so that prosecutors could no longer say "ready" without meaning it. The city voted to close Rikers Island. The city paid his family a settlement of more than three million dollars.
9The rights in this handout are written down. Kalief Browder had every one of them: the right to a lawyer, the right to a trial, the right to a speedy one, the right against excessive bail. He had them on paper. What he did not have was a system that kept its promises to a sixteen-year-old from the Bronx who could not pay three thousand dollars. The Constitution is only as good as the people and the systems that carry it out. His story is here because it is the nearest one to us, and because it is not finished.
This reading includes a suicide. If it stirs something painful for you, talk with your teacher, or call or text 988, the Suicide and Crisis Lifeline, at any hour.
The Sixth Amendment, 1791, its first words; and the Eighth Amendment, 1791, in full.
In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial …
Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.
"Speedy" is not defined. Courts decide case by case what is too slow, and New York's law tries to put a number on it, six months, while counting only some of the days. "Excessive" is not defined either. Bail is money left with the court as a promise to come back; the amendment says the amount may not be unreasonable, but it does not say what a sixteen-year-old's family should be able to pay. Both amendments name a right and leave the measuring to the people who run the system. In Kalief's case, they measured badly.
1. According to paragraph 3, why was Kalief held so long without a trial?
2. In paragraph 9, what does the writer mean by "on paper"?
3. Why did Kalief refuse the deals?
4. Which of these is one of the effects listed in paragraph 8?
The key, and why the tempting answers tempt
Thinking it through
5. Trace the chain from "three thousand dollars" to "three years." Name each link: the bail, the probation hold, the counting rule, the adjournments, the deals. Where could the chain have been broken, and by whom?
6. Compare Clarence Gideon in Reading 2 with Kalief Browder. Both were poor, both were accused, both said they were innocent, and both refused to give in. What did Gideon get that Kalief did not? What does the difference tell you about the distance between a right and a working system?
Your turn
7. This one is close to home. What in Kalief's story do you recognize, from your own life or from people you know? What do you want the people who run these systems to understand?
Writing
8. Write a one-page letter to a New York State legislator or to the mayor. Name one of the changes in paragraph 8. Say whether you think it goes far enough, and why. Then propose one more change of your own. Cite the Sixth or the Eighth Amendment by name, and quote the words you are relying on. Gideon's letter got read because it named the promise and the breach; do the same.
Connects to: Talking Hands Quiz 2 (details), Quiz 5 (citing evidence), Quiz 6 (cause and effect), Quiz 9 ("on paper"); on the Map, Quiz 20 (weighing two arguments) and Quiz 58 (writing to name the world). Ancient America Quiz 7 (cause and effect). Social Studies content: the Sixth and Eighth Amendments, bail, plea bargaining, state law versus constitutional right, and how laws get changed after a public story.
Reading 13 · Level 5
Where the Rights Stop
At stake: the question the earlier readings have been circling, put to you as two arguments, the way the test puts it.
1Twelve readings, and in every one but the first, the person on the other side of the case was a government: a sheriff, a judge, a school for delinquent boys, a customs collector, a Board of Supervisors, the Army, a state legislature, a jail. That is not an accident. The Constitution names governments. Its rights are rights against them.
2But most of us spend most of our waking hours under a different power. An employer decides when we work, what we may say on the job, whether our bag or our phone can be searched, and whether we keep the job. A landlord decides who lives where. A handful of companies own the places where most of the country now talks, reads the news, and looks for work. None of them is a government. The First Amendment does not stop a boss from firing you for what you said. The Fourth does not stop a store from searching your bag at the door. There is no Sixth Amendment hearing before a platform closes your account.
3The rights that workers do have against employers come from somewhere else: from laws passed by Congress and the states. The National Labor Relations Act of 1935 gives workers the right to organize a union. The Fair Labor Standards Act of 1938 sets a minimum wage and the forty-hour week the bakers of Utica wanted. The Occupational Safety and Health Act of 1970 gives you the right to a workplace that will not injure you. These are real rights, and they were won the way the bakers' law was won, by organizing and voting. But they are statutes, ordinary laws, not amendments. A majority in Congress can weaken them, and has. They can be enforced badly, and are.
4And then there is the man on the hill in Rubaya, under a power that is neither a government nor an ordinary employer, with no court to write to at all.
5So here is the question. When a private power grows large enough to run the places where people work and speak, should the rights in the Constitution reach it? Two writers answer below. The passages were written for this handout, one for each side, so that you can weigh them. Read both. Then do what the test asks: decide which argument is better supported, and show your evidence.
Passage A · Treat the new company towns like towns
A1In 1946 the Supreme Court looked at Chickasaw, Alabama, and saw what anyone could see: a town, whoever held the deed. The company ran the streets, so the company had to live with the First Amendment on those streets. That reasoning was right, and it is more right now than it was then.
A2Consider where Americans actually speak in 2026. Not on the courthouse steps. On a few platforms owned by companies, whose rules decide what may be said and who may say it, and whose decisions cannot be appealed to any judge. Consider where Americans work: in warehouses and call centers where the employer can read their messages, count their steps, and fire them for a post. The Constitution promises that no government will do these things to you. It says nothing about the powers that actually do them.
A3The answer is not to rewrite the Constitution. It is to read it the way the Court read it in the Chickasaw case: by what a power does, not by what it is called. When a company performs the work of a town, it is a town. When a platform is the public square, it is the public square. When an employer holds the power of a small state over the hours, speech, and privacy of ten thousand people, the rights that limit a state should limit it.
A4Pass a law instead, the other side says. But a law is exactly what the bakers of New York had in 1895, and a court took it away. Laws are what workers won in 1935, and every Congress since has been asked to trim them. A right that a majority can cancel is a privilege. The Bill of Rights was written so that some things would not be up for a vote.
A5Remember the miner at Rubaya, taxed at the pit by an armed group, with no constitution in reach. The distance between him and a warehouse worker in Queens is smaller than we like to think. Both live under a private power that answers to no court. One of them lives in a country that has a Bill of Rights. It should mean something to her.
Passage B · Keep the line where the Constitution drew it
B1The Constitution limits governments for a reason. Governments have police, prisons, and armies. A company has none of these. If a company fires you, you can sue it, organize against it, or walk down the street and work for its rival. If a government jails you, you cannot walk anywhere. That difference is the whole reason the Bill of Rights aims where it aims, and erasing it would not protect workers. It would hand judges a power they have misused before.
B2Ask what it would mean, in practice, to apply the First Amendment to private owners. A bakery could not fire a worker who insults its customers. A church's website would have to host its critics. A union hall could not turn away a speaker sent by the company. A small landlord could not evict a tenant who threatens the neighbors, because a threat is speech. Every one of these would become a constitutional case, decided by whichever judges happened to hold the seats. The bakers' case of 1905 shows what happens when a court is handed an open-ended word like "liberty" and told to apply it to the economy: for thirty years, it struck down the laws that workers had won.
B3The tools that work are the ones built for the job. The National Labor Relations Act gives workers a legal right to organize and makes it illegal to fire them for it. Wage and hour laws set the floor. Anti-discrimination laws forbid the worst abuses. A privacy law can be written to cover a boss who reads your messages, and a platform law can require notice and an appeal before an account is closed. These laws are specific, they can be revised when they go wrong, and they are made by people who can be voted out. A constitutional rule is neither specific nor revisable, and the people who make it cannot be voted out.
B4Yes, laws can be weakened. So can courts; the Korematsu case is the proof. The answer to a weak law is a better law and a stronger union, not a request to nine unelected people to run the economy. The company town was a real thing, and the Court was right about it. A warehouse is not a town, and a website is not a sidewalk. Keep the line where it is, and fight on the other side of it.
1. What is the main claim of Passage A?
2. Which piece of evidence does Passage B use to argue that giving judges this power is dangerous?
3. On which point do the two writers agree?
4. Which sentence from Passage A does Passage B answer most directly?
The key, and why the tempting answers tempt
Thinking it through
5. Both writers use the Chickasaw case, and both use the bakers of New York. Show how each writer turns the same example toward their own side. What does that tell you about evidence, and about what an essay has to do with it?
6. Passage B says that if a company fires you, "you can walk down the street and work for its rival." Is that true where you work, or in the town you live in? What would the writer of Passage A say about it? Which passage does your own experience support, and does that settle which is better argued?
Your turn
7. Clarence Gideon wrote a letter. Mildred Loving wrote a letter. The bakers' union wrote a law. The man on the hill in Rubaya has no one to write to. Who, if anyone, writes the letter for him? What would it say, and who would have to read it?
Writing: the extended response
8. This is the test's task, at the test's length. Give yourself 45 minutes.
The prompt
Analyze the arguments presented in Passage A and Passage B. In your response, develop an argument in which you explain how one position is better supported than the other. Use relevant and specific evidence from both passages to support your response. The better-argued position is not necessarily the one you agree with.
Before you write, about five minutes. Decide which passage argues better, not which you like. Better argued means: a clear claim, evidence that fits the claim, answers to the other side, and no gaps. Mark two pieces of evidence in each passage.
While you write, about thirty minutes. First paragraph: your judgment, in one sentence, and why in one more. Middle paragraphs: the stronger passage's best evidence, then the weaker passage's best evidence and where it falls short, then how the stronger one answers the weaker one. Last paragraph: the judgment again, earned now.
After, about ten minutes. Read it back. Every claim has a sentence from a passage under it, or it goes. Fix the sentences the language quizzes taught you to fix.
Connects to: Talking Hands Quiz 5 (citing evidence), Quiz 6 (relationships between ideas), Quiz 47 (transitions); on the Map, Quizzes 14 and 15 (claims and evidence), 20 (weighing two arguments), and 48 to 52 (the extended response, step by step). Ancient America Quiz 8 (where an account stands). Social Studies content: state action, statutes versus amendments, the labor laws of 1935, 1938, and 1970, and the difference between a right and a privilege.