Sample Legislation

1. In this Act, “personal location data” means records held by a company that reveal where an identifiable individual has been over time, such as cell-phone or app location history.
2. A government agency must obtain a warrant, based on probable cause and issued by a judge, before requiring a company to disclose an individual’s personal location data.
3. In an emergency involving an imminent threat to someone’s life, an agency may obtain the data without a warrant for up to 48 hours, after which a judge must review whether the emergency justified it.
4. Location data obtained in violation of this Act may not be used as evidence in court.
5. This Act takes effect 180 days after passage.

Founding anchor: The Fourth Amendment grew directly out of colonists’ fury at “writs of assistance” and general warrants — open-ended permission for officials to search where they pleased. James Otis argued against them in 1761; John Adams later said American independence was “then and there born.”

Why it matters today: The phone in your pocket keeps a near-constant record of where you go. The framers never imagined it — so who should be able to see it, and under what rules?

Whereas the founders treated civic duties such as militia and jury service as part of belonging to a free republic; and

Whereas shared service can build common ground among citizens of different backgrounds and beliefs; therefore be it

Resolved, that the United States should establish a program asking young adults to complete one year of national service — with civilian or military options, fair pay or benefits, and accommodations and exemptions for hardship.

Founding anchor: Benjamin Franklin’s line — “A republic, if you can keep it” — captured a founding worry: self-government survives only if citizens take part. Early Americans expected duties (jury service, the militia) as the price of liberty.

Why it matters today: Gap years, AmeriCorps, and military service already draw many young people. Should service be a shared expectation — or a personal choice?

1. Before graduating, each public-school student must pass an exam on the Constitution, the Bill of Rights, and the basics of American government, modeled on the test new citizens take when they naturalize.
2. Students may retake the exam as many times as needed, and accommodations are provided for students with disabilities and English learners.
3. Funds are provided to schools to support civics instruction so the requirement does not fall hardest on under-resourced schools.
4. This requirement applies to students who enter grade 9 after the Act takes effect.

Founding anchor: Thomas Jefferson argued that a self-governing people must be an educated one: “If a nation expects to be ignorant and free… it expects what never was and never will be.” The promise that all are “created equal” assumes citizens equally prepared to govern themselves.

Why it matters today: Surveys regularly find that many adults can’t name the branches of government — yet every new citizen passes a civics test to join the country.

1. Citizens who are at least 16 years old may vote in municipal (city and town) elections.
2. Citizens may pre-register to vote beginning at age 16.
3. This Act does not change the voting age for state or federal elections.
4. This Act takes effect for the next regular municipal election cycle.

Founding anchor: “No taxation without representation” was a founding rallying cry, and American history has steadily widened who may vote — most recently the 26th Amendment (1971), which lowered the age to 18 under the banner “old enough to fight, old enough to vote.”

Why it matters today: Many 16-year-olds work and pay taxes, drive, and are directly affected by local decisions about schools, parks, and safety — but can’t vote on them.

1. Government may not substantially burden a person’s exercise of religion unless doing so is necessary to achieve a compelling public interest and is the least restrictive way to achieve it.
2. An accommodation may not be granted if it would impose a significant harm on other people.
3. This standard applies to public employment and public schools — for example, requests regarding religious holidays, head coverings, or dietary needs.
4. Agencies and schools shall publish a clear, simple process for requesting an accommodation.

Founding anchor: The First Amendment protects the “free exercise” of religion. James Madison’s 1785 Memorial and Remonstrance argued conscience is a right no government may override, and early Americans accommodated Quakers who refused to bear arms.

Why it matters today: Students and workers regularly ask for small accommodations — a day off for a holy day, a head covering, a meal that fits their faith. When should the answer be yes?

Whereas the First Amendment forbids government from establishing religion while protecting each person’s free exercise of it; and

Whereas a moment of silence lets students pray, reflect, or simply rest without the school endorsing any belief; therefore be it

Resolved, that public schools should observe a brief, voluntary moment of silence at the start of each day, during which each student may pray, think, or sit quietly as they choose.

Founding anchor: Jefferson described a “wall of separation between church and state.” In Engel v. Vitale (1962) the Supreme Court held that government may not compose or lead official school prayer — while leaving room for voluntary, private practice.

Why it matters today: Many students report stress, and schools experiment with mindfulness and quiet time. Where is the line between supporting reflection and endorsing belief?