Due Process: To what extent does the government protect the rights of the accused?
Informational or Explanatory Module
Module title:
Due Process: Know Your Rights!
Module
description
(overview):
Due Process is a key component of American Government that has high student engagement, historical relevance
and a tangible impact on our students’ lives. Including this literacy module in the accompanying unit is a
seamless fit and will increase literacy in the United States Government classroom. Students will use primary
texts from the Constitution, articles and a film for enrichment and engagement.
Task 12: [Insert question]. After reading ________(literature or informational texts), write a _________
(essay, report or substitute) that defines _______ (term or concept) and explains___________ (content).
Support your discussion with evidence from your research. (Informational or Explanatory/Definition)
Template task
(include
number, type,
level):
Teaching task:
Task 12: To what extent does our government protect the rights of the accused? After reading
informational texts, write a report that defines “due process” and explains to what extent due process
protects the rights of the accused. Support your discussion with evidence from your research.
Grade(s)/Level: 10th Grade
Discipline:
Social Studies
Course:
American Government
Author:
Baltimore City Public Schools
Contact Info:
Baltimore City Public Schools
Grade 10 Government
Baltimore City Public Schools
Page 1
Section 1: What Task?
Teaching
task:
Task 12: To what extent does our government protect the rights of the accused? After reading informational
texts, write a report that defines “due process” and explains to what extent due process protects the rights of the
accused. Support your discussion with evidence from your research.
Reading
texts:
Unreasonable Search and Seizure:
“Enforcing the Fourth Amendment: The Exclusionary Rule.” Cornell University Law School. Accessed 6 December
2011. <www.law.cornell.edu>.
Liptak, Adam. “Strip-search of Girls Tests Limit of School Policy.” The New York Times. 24 March 2009. Accessed 6
December 2011. <www.nytimes.com>.
Mapp v. Ohio. 367 U.S. 643. Supreme Court of the United States. 1961.
Right to a Lawyer
Glaberson, William. “The Right to Counsel: Woman Becomes Test Case.” The New York Times. 19 March 2011.
Accessed 6 December 2011. <www.nytimes.com>.
Gideon v. Wainwright. 372 U.S. 335. Supreme Court of the United States. 1963.
“History of the Right to Counsel.” National Legal Aid and Defender Association. 2011. Accessed 6 December 2011.
<www.nlada.org>.
Right Against Self-Incrimination
Barnes, Robert. “Supreme Court: Children are different when it comes to Miranda Warning against self-incrimination.”
The Washington Post. 16 June 2011. Accessed 6 December 2011. <www.washingtontpost.com>.
“Fifth Amendment, Rights of Persons, Self-Incrimination.” Cornell University Law School. Accessed 6 December
2011. <www.law.cornell.edu>.
Miranda v. Arizona. 384 U.S. 436. Supreme Court of the United States. 1966.
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards Maryland Core Learning Goals
source:
NUMBER
CONTENT STANDARDS
1.2.1
The student will analyze the impact of landmark Supreme Court decisions on governmental powers, rights, and
1.2.4
1.2.5
responsibilities of citizens in our changing society.
The students will evaluate the principle of Due Process.
The student will analyze elements, proceedings, and decisions related to criminal and civil law.
Grade 10 Government
Baltimore City Public Schools
Page 2
COMMON CORE STATE STANDARDS
READING STANDARDS FOR INFORMATIONAL OR EXPALANTORY
“Built In” Reading Standards
“When Appropriate” Reading
1- Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the test.
3- Analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
2- Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
5- Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g. a section, chapter, scene,
or stanza) relate to each other and the whole.
4- Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how
specific word choices shape meaning or tone.
7- Integrate and evaluate content presented in diverse formats and media,
including visually and quantitatively, as well as in words.
6- Assess how point of view or purpose shapes the content and style of a text.
8- Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
10- Read and comprehend complex literary and informational texts
independently and proficiently.
9- Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors take.
WRITING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built In” Writing Standards
“When Appropriate” Writing Standards
2- Write informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective selection,
organization, and analysis of content.
1- Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence.
4- Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
3 - Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details, and well-structured event
sequences.
5- Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
6 - Use technology, including the Internet, to produce and publish writing
and to interact and collaborate with others.
9- Draw evidence from literary or informational texts to support analysis,
reflection, and research.
7 - Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation.
10- Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audience.
8- Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
Grade 10 Government
Baltimore City Public Schools
Page 3
SCORING RUBRIC FOR INFORMATIONAL OR EXPLANATORY TEMPLATE TASKS
Not Yet
1
Scoring
Elements
Focus
Controlling
Idea
Reading/
Research
Development
Organization
Conventions
Content
Understanding
Attempts to address prompt, but
lacks focus or is off-task.
1.5
Approaches Expectations
2
2.5
Meets Expectations
3
3.5
Advanced
4
Addresses all aspects of prompt
appropriately and maintains a strongly
developed focus.
Establishes a strong controlling idea
with a clear purpose maintained
throughout the response.
Addresses prompt appropriately,
but with a weak or uneven focus.
Addresses prompt appropriately
and maintains a clear, steady focus.
Establishes a controlling idea with
a general purpose.
Establishes a controlling idea with a
clear purpose maintained
throughout the response.
Presents information from reading
materials relevant to the purpose
of the prompt with minor lapses in
accuracy or completeness. (L2)
Begins to address the credibility of
sources when prompted.
Presents information from reading
materials relevant to the prompt
with accuracy and sufficient detail.
(L2) Addresses the credibility of
sources when prompted.
Accurately presents information
relevant to all parts of the prompt with
effective selection of sources and details
from reading materials. (L2) Addresses
the credibility of sources and identifies
salient sources when prompted.
Presents appropriate details to
support the focus and controlling
idea. (L2) Briefly notes a relevant
implication or (L3) a relevant
gap/unanswered question.
Presents appropriate and sufficient
details to support the focus and
controlling idea. (L2) Explains
relevant and plausible implications,
and (L3) a relevant
gap/unanswered question.
Presents thorough and detailed
information to strongly support the
focus and controlling idea. (L2)
Thoroughly discusses relevant and
salient implications or consequences,
and (L3) one or more significant
gaps/unanswered questions.
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate
organizational structure to
address the specific requirements
of the prompt, with some lapses in
coherence or awkward use of the
organizational structure
Maintains an appropriate
organizational structure to address
the specific requirements of the
prompt.
Maintains an organizational structure
that intentionally and effectively
enhances the presentation of
information as required by the specific
prompt.
Attempts to demonstrate
standard English conventions,
but lacks cohesion and control
of grammar, usage, and
mechanics. Sources are used
without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion. Uses
language and tone with some
inaccurate, inappropriate, or
uneven features. Inconsistently
cites sources.
Demonstrates a command of
standard English conventions and
cohesion, with few errors. Response
includes language and tone
appropriate to the audience,
purpose, and specific requirements
of the prompt. Cites sources using
an appropriate format with only
minor errors.
Demonstrates and maintains a welldeveloped command of standard English
conventions and cohesion, with few
errors. Response includes language and
tone consistently appropriate to the
audience, purpose, and specific
requirements of the prompt.
Consistently cites sources using an
appropriate format.
Attempts to include disciplinary
content in explanations, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows
basic or uneven understanding of
content; minor errors in
explanation.
Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that
demonstrate understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
Attempts to establish a
controlling idea, but lacks a
clear purpose.
Attempts to present information
in response to the prompt, but
lacks connections or relevance
to the purpose of the prompt.
(L2) Does not address the
credibility of sources as
prompted.
Attempts to provide details in
response to the prompt,
including retelling, but lacks
sufficient development or
relevancy. (L2) Implication is
missing, irrelevant, or illogical.
(L3) Gap/unanswered question
is missing or irrelevant.
Grade 10 Government
Baltimore City Public Schools
Page 4
Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1. Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task analysis
Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS
1. Text selection
Ability to identify appropriate texts.
2. Active reading
Ability to identify the central point and main supporting elements of a text.
L2 Ability to identify and analyze competing arguments.
L3 Ability to make clarifying connections or provide examples.
3. Essential vocabulary
Ability to identify and master terms essential to understanding a text.
4. Academic integrity
Ability to use and credit sources appropriately.
5. Note-taking
Ability to select important facts and passages for use in one’s own writing.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging
Ability to begin linking reading results to writing task.
SKILLS CLUSTER 4: WRITING PROCESS
1. Controlling idea
Ability to establish a controlling idea and consolidate information relevant to task.
2. Planning
Ability to develop a line of thought and text structure appropriate to an information/explanation task.
3. Development
Ability to construct an initial draft with an emerging line of thought and structure.
4. Revision
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
5. Editing
Ability to proofread and format a piece to make it more effective.
6. Completion
Ability to submit final piece that meets expectations.
Grade 10 Government
Baltimore City Public Schools
Page 5
Section 3: What Instruction?
PACING
SKILL AND DEFINITION
PRODUCT AND PROMPT
SCORING (PRODUCT “MEETS
EXPECTATIONS” IF IT…)
INSTRUCTIONAL STRATEGIES
Successful completion of KWL chart
and Quick Write.


SKILLS CLUSTER 1: PREPARING FOR THE TASK
Lesson 1
1. Task engagement
KWL Chart
Ability to connect the task
and new content to existing
knowledge, skills,
experiences, interests, and
concerns.
Students complete the chart with
collaborative groups.
Short Response
In a quick write response, what is your
first response to the task prompt?
See Lesson 2.01 – Intro to Task
Opener – students will define Due Process and list as
many due process rights/protections they can think of.
 Discuss student responses.
 Show a short film (recommendation in Lesson Plan)
on Due Process and students make observations on
worksheet found in Handouts.

Breaking down the prompt: KWL Chart (Variation):
what do I already know about the prompt, what do I need
to know to answer it, and what should my final product
look like? Use worksheet found in Handouts.


Clarify timetable and support plans for the task.
Students answer quick-write question “What is your
first response to the task prompt?”

Extra Support- Provide struggling students with
sentence starters for quick write: Due Process is
____________ . . I believe Due Process does (does not
do) enough to protect the rights of the accused
because___________.
Grade 10 Government
Baltimore City Public Schools
Page 6
Lesson 2
2. Task analysis
Bullets
Ability to understand and
explain the task’s prompt
and rubric.
In your own words, what are the
important features of a good response to
this prompt?
Informal check for understanding of
task by reviewing student’s
responses.
Rubric
Students will translate the rubric into their
own words.

See Lesson 2.02 Task Analysis and Rubric
Breakdown
 Share responses from quick write in Lesson 2.01
“What is your first response to the task prompt?”
so that students can hear how each other are interpreting
the task.
 Rubric Translation Activity- Introduce rubric to class. It
is included in Handouts. In small groups, students will
translate their assigned piece of the rubric in their own
words. Students will then participate in a jigsaw and
gallery walk to share and take notes on rubric
translations. See this webpage for example of how a
jigsaw activity should look:
http://www.jigsaw.org/overview.htm

Students answer quick-write question “In your own
words, what are the important features of a good
response to this prompt?”
 Extra Support-Specifically plan groups to provide
ideal peer-support for students who need it.

Teacher work-Review student’s responses to both
to ensure they understand the task fully.
SKILLS CLUSTER 2: READING PROCESS
Grade 10 Government
Baltimore City Public Schools
Page 7
Lesson 3
1. Text selection
Notes
Ability to identify
appropriate texts
For each provided text, list the needed
bibliographic information. Add bullets on
why you think the work is credible and/or
worthy of study
2. Academic Integrity
Ability to use and credit
sources appropriately.

Define “plagiarism” and list ways to avoid
it
Identifies author, title, publisher,
date, and any other needed
information (for example, the
volume for a periodical or the editor
for an anthology).
 Includes reasonable evidence
that work is credible and/or worthy
of study.

Provides accurate definition of
plagiarism.


See Lesson 2.03 Creating a Bibliography
In the Warm Up, ask, “When your teacher gives you
a newspaper article to read, they have to tell you which
newspaper that article is from and who the author is.
Why is this the case?” Discuss.
 Discuss academic penalties for stealing others
thoughts and words.
 Provide guided note-taking sheet that can be found in
Handouts on elements of citations and discuss each
element of citation.

Create student groups, give each group a citation
example (3 examples: book, article, internet article), and
have groups practice writing citations from the examples.


Provide MLA citation guide.
Provide actual sources (different for each research
topic – Search and Seizure, Lawyer, No Self-Incrimination)
and students create bibliographies using MLA citation
guide.

Ask students to brainstorm what makes an
author/source credible and/or worthy of study.
Grade 10 Government
Baltimore City Public Schools
Page 8
Lesson 4
2. Active reading
Annotated reading with sticky notes
Ability to identify the central
point and main supporting
elements of a text.
Read selected text and annotate each
paragraph using sticky notes.

Answers questions with credible
response.
L3 Ability to make clarifying
connections or provide
examples.
On-going
See Lesson 2.04 Intro to Active Reading
Have students identify challenging vocabulary words
and find definitions in dictionaries to encourage active
reading. All identified words and accompanying definitions
are posted on the wall using sticky notes. (Optional:
identify difficult vocabulary words prior to reading and
provide definitions).

Instruction for the first reading should be very explicit
and include teacher modeling and student participation.
1. Teacher reads first paragraph of the reading
while modeling annotating using sticky notes in
the margins.
2. Have students help to create an agreed on
annotation for the first paragraph.
3. Students finish reading the rest using a “think
Aloud” process with a partner.
4. Students should number their sticky notes and
each paragraph to keep track of order.
5. Create an outline organizing their annotations.
 This process should be repeated for each text, as
needed.

3. Essential vocabulary
Vocabulary list
Ability to identify and
master terms essential to
understanding a text
On a sticky note, add definitions in your
own words to vocabulary list on the wall.
Grade 10 Government


Provides accurate definitions
and location of words in readings.

In their groups, ask students to share definitions of
difficult terms that others overlooked or misunderstood.

After scoring, be willing to provide direct instruction or
guide a close reading if needed to work through a key
phrase most students missed.
Baltimore City Public Schools
Page 9
Lesson 5
5. Note-taking
Notes

Ability to select important
facts and passages for use
in one’s own writing.
From each text, identify the elements that
look most important for answering the
prompt.

Identifies relevant elements.
Includes information to support
accurate citation (for example, page
numbers for a long text, clear
indication when quoting directly.


See Lesson 2.05 Note Taking and Bridging to Writing
Model Format: using Main Idea Map graphic
organizer, model the selection of important facts/passages
from their active reading outlines. Take note of page
numbers and make clear indication when quoting
direction.
 Each group will have three main ideas:
1. What did you find out about this due process
right?
2. What happened in the Supreme Court case that
involves this right?
3. What has happened recently to prove or
disprove your point?

Check that early student work is in the assigned
format (or in another format that gathers the needed
information effectively).
SKILLS CLUSTER 3: TRANSITION TO WRITING
Lesson 6
6. Bridging
Make Connections
No scoring
Ability to begin linking
reading results to writing
task
In small groups, answer analysis/synthesis
questions connecting _______(content) to
the writing task.

Provide a list of analysis/synthesis questions
connecting the reading results to the writing task.
 Small group discussion using questions followed by
group presentation of answers.
SKILLS CLUSTER 4: WRITING PROCESS
Grade 10 Government
Baltimore City Public Schools
Page 10
Lesson 7
7. Controlling idea
Evaluating Samples
Ability to establish a
controlling idea and
consolidate information
relevant to task.
What makes the examples of opening
paragraphs strong or weak?

Opening paragraph
Write an opening paragraph that includes
a controlling idea and sequences the key
points you plan to make in your
composition
Writes a concise summary
statement or draft opening.
 Provides direct answer to main
prompt requirements.
 Establishes a controlling idea.
 Identifies key points that
support development of argument.


See Lesson 2.07 Controlling Idea
Offer several examples of opening paragraphs
(teacher-created) From “How to Write and Intro
Paragraph” ppt (on TSS)

Ask class to discuss what makes these opening
paragraphs strong or weak.

Introduce HOTT-Hook, Overview, Thesis, Transition
in worksheet titled, “Basic Essay Structure.” In Handouts
 Review the KWL chart that students created on Day
2 to identify needed elements in the prompt.

Students begin writing opening paragraph using
HOTT technique and finish at home if needed.

Peer review: students peer review opening
paragraphs and identify and label each element of HOTT.
 Extra Support: Provide struggling students with
sentence frames to help write the claim. A _________
economic system is the ideal system because it provides a
country with ____________ and _____________.
Lesson 8
8. Planning
Ability to develop a line of
thought and text structure
appropriate to an
information/ explanation
task.
Grade 10 Government
Outline/organizer
Complete thesis essay organizer based
on your notes and reading in which you
state your claim, sequence your points,
and note your supporting evidence.


Creates an outline or organizer.
Supports controlling idea.
Uses evidence from texts read
earlier.


See Lesson 2.08 Planning
Provide and teach one or more examples of outlines
or organizers. Students used “Thesis Essay Organizer.” In
Handouts. (Optional: use graphic organizer of your
choosing.)

Students complete graphic organizer using any
previously completely materials: Active Reading Outlines,
Main Idea Map, Bridging Questions, and sources.
Baltimore City Public Schools
Page 11
Lesson 9
9. Development
Ability to construct an
initial draft with an
emerging line of thought
and structure.
Initial draft

Write an initial draft complete with
opening, development, and closing;
insert and cite textual evidence.
Provides complete draft with all
parts.
 Supports the opening in the
later sections with evidence and
citations.


See Lesson 2.09 Development
Encourage students to re-read prompt partway
through writing, to check that they are on-track.
 Review strategies for constructing body paragraphs:
TEST – topic sentence, evidence, significance, and
transition- in Handouts

Review strategies for constructing body paragraphs:
STOP – Summarize, Thesis, Omit New Information,
Perspective- in Handouts

Create stations where students can get guidance on
certain aspects of the essay: introduction, supporting
evidence/analysis, conclusion, and transitions. Teach
spends time at each station assisting students (provided in
Handouts).

Extra Support: teacher leads station for students
who need extra support in developing the essay.
Lesson 10

10. Revision/Editing
Multiple drafts
Ability to refine text,
including line of thought,
language usage, and tone
as appropriate to audience
and purpose.
Refine composition’s analysis, logic, and
organization of ideas/points. Use textual
evidence carefully, with accurate citations.
Decide what to include and what not to
include.
Provides complete draft with all
parts.
 Supports the opening in the
later sections with evidence and
citations.

Improves earlier edition.
11. Editing
Ability to proofread and
format a piece to make it
more effective.
Grade 10 Government
Baltimore City Public Schools


See Lesson 2.10 Revision and Editing
Model useful feedback that balances support for
strengths and clarity about weaknesses.

Useful feedback includes peer-read alouds and the
use of a peer-review template- in Handouts

Assign students to provide each other with feedback
on those issues.
 Extra Support: teacher makes individual
appointments with students for extra feedback, and
students can email teacher rough drafts for more
assistance.
Page 12
Lesson 11
Correct Draft

Revise draft to have sound spelling,
capitalization, punctuation and grammar.
Adjust formatting as needed to provide
clear, appealing text.
Provides draft free from
distracting surface errors.

Uses format that supports
purpose.

Briefly review selected skills that many students need
to improve.
 Teach a short list of proofreading marks.

Assign students to proofread each other’s texts a
second time.
Extra Support: teacher makes individual appointments
with students for extra feedback, and students can email
teacher rough drafts for more assistance.
Lesson 12

12. Completion
Final Piece
Ability to submit final piece
that meets expectations
Turn in your complete set of drafts, plus
the final version of your piece
MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS
Grade 10 Government
Fits the “Meets Expectations”
category in the rubric for the
teaching task.

FOR STUDENTS
Baltimore City Public Schools
Page 13
Section 4: What Results?
STUDENT WORK SAMPLES
[Include at least two samples of student work at each scoring level.]
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Classroom assessment
task
Background to share
with students
(optional):
Reading texts:
INFORMATIONAL OR EXPLANATORY CLASSROOM ASSESSMENT RUBRIC
[As of August 2011, this rubric is under construction]
Grade 10 Government
Baltimore City Public Schools
Page 14
Teacher Work Section
Here are added thoughts about teaching this module.
Appendix
The attached materials support teaching this module.
Grade 10 Government
Baltimore City Public Schools
Page 15