One of the most perplexing quandaries that has continually confronted proponents of democratic governance centers around the question of how to protect the right of the majority to govern while simultaneously protecting the fundamental rights of those who are, at least temporarily, in the minority (Martinson 1996, 163). The author of this paper contends that the best way to meet this challenge is for the secondary school social studies teacher to assist students in recognizing that a democratic political structure can too easily evolve into a tyranny of the majority that centers around addressing concerns germane to First Amendment freedoms. He bases this recommendation on thirty-five years spend teaching journalism and mass communications programs around the U.S. The author suggests using the work of philosopher John Rawls to assist social studies teachers in addressing this concept by utilizing Rawls's complex philosophical arguments to make important points germane to the workings of a constitutional democracy at a level to which secondary school students can readily relate.