Due Process Teacher Resources

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Students discuss the difference between substantive and procedural due process. They research the uses of due process on the internet and books. They also discuss cases involving students and due process.
Young scholars examine the United States Constitution and how the application for due process differs in two amendments. They research the changing definition of the term since the Civil War. They use the internet to research press coverage of due process.
Students examine the term due process and its historical origins. They compare and constrast the requirements of due process in the United States Constitution and the Indiana Constitution. They also discuss the difference between procedual and substantive due process.
Students explore the basic Constitutional protections of due process and then consider the balance of these basic protections with issues of national security. A variety of segments of U.S. Supreme Court cases are examined in this lesson.
Students analyze eight case studies of Supreme Court decisions regarding due process of law and their impact on American society in the early 20th century. They digest that although the 14th amendment was intended to give federal rights to all Americans it did not occur.
Students examine due process and equal protection. In this current events lesson plan, students read the provided article, "Due Process and Equal Protection for Gays and Lesbians." Students respond to the provided discussion questions and participate in a critical thinking activity on the topic.
Students explore how immigration, citizenship, due process of law, and the freedoms of speech and assembly have shaped American values throughout American history
Students view a Reader's Theater focusing on the story of Goldilocks and the Three Bears. The story is used as a springboard into a videotaped mock trial of Gold E. Locks developed by the American Board of Trial Advocates (ABOTA). They are challenged to identify and explain how Goldilocks benefits from due process provisions found in the US Bill of Rights.
Students review the history and language of the Alien Enemies Act, the meaning of writs of habeas corpus, and the various amendments to the Constitution covering issues of due process. They know how national security measures collide with issues of due process and human rights during times of war.
Students explore the concepts of martial law, writ of habeas corpus, due process, discovery and human and constitutional rights during World War II. They assess the roles and responsibilities of government leaders and citizens during times of war.
Students use the Internet to read a brief description of Magna Carta (link provided). They "walk through" the document with the teacher, identifying four major themes. Students read and discuss "The Rhetoric of Rights: Americans are 'Englishmen' and Englishmen Have Constitutional Rights." They complete a chart comparing/contrasting the Magna Carta, the Constitution, and the Bill of Rights.
Why were laws created? Spark a group discussion on why we need laws to co-exist. Should the sale of some things be outlawed on Sundays? Read a case summary between Target and the state of Minnesota that debated this issue. Ask your learners to discuss how laws evolve over time. Why are changes necessary? Are they fair? Wrap up the lesson by presenting them with a list of bizarre Sunday laws. For example, "On Sunday in Cicero, Illinois, it is illegal to be humming on the streets." 
Students trace the historical background of the sixth Amendment to the Constitution. They identify the legal issues and legal arguments in the cases studied, and evaluate the court's decisions.
Learners analyze the Fourteenth Amendment. They discuss Reconstruction, read the provisions of the Fourteenth Amendment, define the provisions, and in small groups analyze a Supreme Court case that was impacted by the due process clause.
Tenth graders engage in writing, discussion, cooperative learning, art, and theatrical activities in gaining an understanding of the Fifth Amendment and its concepts.
Fifth graders experience simulations in order to meet the required Social Studies standards. In this simulation lesson, 5th graders experience a teacher set-up simulation of students being put in the Responsible Thinking Classroom for no apparent reason. They experience the feelings of those who live in countries where due process does not exist. They experience a second simulation of events that could have happened along the Silk Road and the resulting consequences.
Young scholars are introduced to the three functions of government (legislative, judicial, and executive). They read and discuss a story about an overworked king who must handle all the tasks of government. Students give a description of the three functions of government. They create a job description for lawmakers, executives, and judges.
Students investigate Leonard Peltier. In this contemporary issues instructional activity student research contemporary issues through a variety of methods. Students engage in debate over the controversial issues that they research.
In this online interactive American history worksheet, students answer 17 fill in the blank questions regarding the U. S. Constitution. Students may submit their answers to be scored.
Students explore how Americans reacted to communism. In this Red Scare lesson, students listen to their instructor present a lecture regarding the details of the Palmer "Red Raids" and its implications. Students respond to discussion questions regarding the lecture.

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Due Process