Goals and objectives
Students will demonstrate their understanding of the meaning of due process of law as set out in the 5th and 14th amendments.
Students will explain the State’s police power and its relationship to civil rights.
Students will describe the right of privacy and its origins in constitutional law.
Students will explain the State’s police power and its relationship to civil rights.
Students will describe the right of privacy and its origins in constitutional law.
California state content standard
12.5.1 Understand the changing interpretations of the Bill of Rights over time, including interpretations of the basic freedoms (religion, speech, press, petition, and assembly) articulated in the First Amendment and the due process and the equal-protection-of-the-law clause of the Fourteenth Amendment.
12.5.2. Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts).
12.5.2. Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g., the Warren and Rehnquist courts).
common core literacy standards
CCSS.ELA-Literacy.RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.WHST.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CCSS.ELA-Literacy.RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSS.ELA-Literacy.WHST.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Lesson introduction (anticipatory set)
The following statement will be written on the board: “Laws serve the people.” Instruct students to write in their notebook a response either in support of or against this statement. The teacher will lead a discussion based on students’ responses and explain to the class that in this lesson they will be reading about due process of law outlined by the 5th and 14th Amendments.
vocabulary (content language development)
Due Process
Substantive due process
Procedural due process
Police power
5th Amendment
14th Amendment
Right of privacy
The vocabulary will be presented during the pre-reading activity. Students will use these terms when completing their graphic organizer outlining major Supreme Court cases dealing with due process with regards to police power and the right of privacy.
Substantive due process
Procedural due process
Police power
5th Amendment
14th Amendment
Right of privacy
The vocabulary will be presented during the pre-reading activity. Students will use these terms when completing their graphic organizer outlining major Supreme Court cases dealing with due process with regards to police power and the right of privacy.
content delivery (reading)
The content of this lesson will be delivered through reading a section in the textbook (Magruders’s American Government). The section students will read is Chapter 20 Civil Liberties: Protecting Individual Rights, section 1 Due Process of Law. (Page 564)
Pre-Reading Activity: Students will recall what they have learned about the 5th and 14th amendments. The teacher will introduce the vocabulary words for this lesson and pre-read the chapter by reading the headings and sub headings. The students will be asked what they already know on the topic and the teacher will use their response to access prior knowledge. During the reading: Students will be given approximately 20 minutes to read section 1 and will be writing in their notebook. Instruct students to examine the due process diagram in this section and working with a partner, respond to the question: “Why are procedural and substantive due process both necessary?” Students will then work individually to continue the reading and identify the various Supreme Court cases mentioned in this section. As they read about each case, instruct students to explain how it relates to the concept of due process by writing in their notebook. Post-reading activity: Students will use the remainder of the class time to create a graphic organizer on Popplet using the classroom set of ipads. Their graphic organizer will identify at least eight Supreme Court cases students read about in this section, explain its subject matter, and analyze how the Court’s decision relates to due process in terms of police power or right of privacy. |
Student Engagement and critical thinkingStudents will work in pairs to interpret a diagram from the text and demonstrate their understanding of procedural due process and substantive due process. Students will then read the rest of the section individually. As they read, students will identify the Supreme Court cases that deal with due process. Once they have completed the reading, students will create a graphic organizer on Popplet. In their online graphic organizer, they must identify a minimum of eight Supreme Court cases from the reading, and explain how the Court’s ruling relates to due process in terms of police power or right of privacy.
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lesson closure
At the end of the lesson, ask students to consider why the Supreme Court has refused to offer an exact definition of due process. For this exit slip assignment, students will write their response on a separate sheet of paper in 1-2 sentences.
Assessments
Formative: The teacher will activate prior knowledge by asking questions during the pre-reading activity and then later check for understanding by observing pair work (Interpreting the diagram and answering the question). By completing the graphic organizer, students will demonstrate their understanding of important Supreme Court cases that they just read about. Their Popplet should be a means for them to organize information as it relates to due process as well as explain how the Court has interpreted privacy rights and police power.
accommodations for english learners, striving readers, and students with special needs
The vocabulary will be presented prior to the reading so that students ELs can become more familiar with the academic language in this lesson. By pre-reading the section (reading the headings and sub headings) struggling readers can anticipate what the sections will be about and they will be given additional time to complete the reading in needed. As they read students are asked to write down the Supreme Court cases with brief descriptions. This strategy will assist students with special needs to stay on task because they will know what to look for when reading and the information will help them when completing their graphic organizer.
Resources
Textbook- Magruder's American Government
Popplet
Popplet