Project Overview
Language Arts Unit 1
Language Arts Unit 2
Science Unit
Social Studies Unit 1
Social Studies Unit 2

Studies (1)

Unit Overview

1. Introduction

2. Rights Scorecard

3. Amendment Comics

4. Separation of Powers

5. Vocabulary Assessment

6. Graphic Images

7. Search and Seizure

8. A Debate on Cruel and Unusual Punishment

9. Due Process

10. Project



Lesson 9: Amendments 5 and 6
Due Process and Secret Courts
Evaluation (Differentiated)

Differentiation: This lesson will take advantage of student differentiation by assigning high ability learners more difficult questions that ask for student opinion. Grade-level or below-grade ability learners will be given questions that ask for facts.

Class Time Required: 45 minutes

Purpose, Background and Context: Students will read an article about the rights of accused terrorists, and decide how expansive the 5th and 6th amendment should be.

Objectives for Student Understandings: Students should understand the principles and workings of the Constitution, the limits of executive power, our system of checks and balances, the Bill of Rights, and legal implications of the War on Terror.

Objectives for Student Skill Development: Students should be able to read for understanding, learn to make choices based on reasoned arguments, predict and draw conclusions based on partial information, and predict consequences of actions.

Materials, Resources and Readings: Reading from the New York Times (

blank map of War on Terror from the Truman Presidential Library (;
map of Al Qaeda – countries in red are home to terrorists (;
and Due Process questions (see end of lesson for questions)

Lesson Questions:           
What does the public get from having open justice?
Should the government be more public or less public about terror trials?


Procedure 1 (5 Minutes)
Ask your students what they know about Iowa Courts Online. This is a public record database of all crimes and criminals committed in Iowa, and some of your students may be in it. You may be as well if you ever received a speeding ticket. Once you have explained how it works, ask them why they think it exists. One student may say that it exists to make crimes and punishments public, but if no one does, you can add that information. Again, be sure to write down what students say on the board. Be cautious if students don’t want others to know anything about themselves or their family. A look at this website could be damaging for some students, so you might want to choose someone like the governor, Chet Culver (he has a few civil proceedings against him) to examine. Or, chose a well-known local trial that students know about.

Procedure 2 (10 Minutes)
Explain the global war on terror using the map transparency. I have included a link to blank map so you can fill in your own countries and make your own transparencies as well. They may also use any maps you may have at your school. The maps reveal areas of Al Qaeda activity. Tell your students that terrorists are captured all around the world, and that they are being held in detention facilities all around the world.

Procedure 3 (20 Minutes)
DIFFERENTIATE BY Passing out Due Process questions, and giving questions A, B, H, I, and J, which ask for the respondent’s opinion, to high ability students. Your understanding of high ability students should come form their performance on prior lessons. The other questions look for facts, and may be given to your grade level learners. These questions will be discussed, so make sure that you give each question to a student so that every member of class feels that they are contributing to the assembly of knowledge.

Procedure 4 (20 Minutes)
After they have completed their questions, go over the answers as a class. Make sure they have the answer to every question on the list, as they need this information to continue on to the next part of the assignment. Then, go back to the lesson question, and ask them again about public justice.

Procedure 5 (10 Minutes)
Students should now be put into groups of three students so as to come up with a better method of prosecuting suspected terrorists. The assessment for this lesson should be a plan that incorporates three problems with the current system, and a suggestion for how their plan will solve each problem. Their plan needs to include specifics as to why each of the three problems they specified will be solved. Once the plans are turned in, the students are ready for the final project. Once students describe their plan, they can receive 10 points for the lesson.


Lesson 9: Amendments 5 and 6 - Due Process Questions

A. What does a new legal opinion by the Bush administration conclude is fair treatment for some non-Iraqi prisoners?

B. According to the article, how does this new opinion differ from public statements made by members of the administration since March 2003?

C. How can non-Iraqi prisoners be treated under the new rule?

D. According to the article, what do the Geneva Conventions stipulate about the deportation of protected civilians?

E. Where have Qaeda and Taliban prisoners been sent by the United States?

F. Where will the dozen prisoners taken out of Iraq by the U.S. be taken?

G. When were these prisoners taken out of Iraq?

H. What explanation did the U.S. Justice Department give for only disclosing the information now?

I. How might the new opinion affect prisoner transfers in the future, according to the article?

J. What are some of the factors that might affect a prisoner's status, according to administration officials cited in the article?

K. Of what charges has Lt. Col. Steven L. Jordan been accused?

L. What allegations did Mr. Jordan make about U.S. military policy to register Iraqi prisoners?

M. According to the October 2003 memorandum, can Iraqi prisoners be taken out of Iraq for questioning?


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