K-12 Teaching and Learning From the UNC School of Education

LEARN NC was a program of the University of North Carolina at Chapel Hill School of Education from 1997 – 2013. It provided lesson plans, professional development, and innovative web resources to support teachers, build community, and improve K-12 education in North Carolina. Learn NC is no longer supported by the School of Education – this is a historical archive of their website.

Learn more

Related pages

  • Goodbye, Bill Of Rights!: Students will enact a scene demonstrating life without one of the first ten amendments. Students will be put into groups of three or four and assigned a specific amendment to research.
  • "I Declare, I believe this document May Flower!": The learner will apply ideas of self-government as expressed in America's founding documents. To be used with/for SLD and other exceptional students.
  • The Bill of Rights and the U.S. Supreme Court: In this lesson, students work in groups and individually to understand how the Constitution/Bill of Rights is a living document and how Supreme Court decisions protect the rights of all Americans.

Related topics


Please read our disclaimer for lesson plans.


The text of this page is copyright ©2008. See terms of use. Images and other media may be licensed separately; see captions for more information and read the fine print.

Learning outcomes

Students will:

  • identify the components of due process found in the Fifth Amendment.
  • analyze information in order to recognize the components in real-life situations.

Teacher planning

Time required for lesson

1 hour


  • text of the Fifth Amendment
  • construction/drawing paper
  • crayons/colored pencils/markers
  • chalkboard or overhead projector


Assess the students’ initial understanding of the due process provided in the Fifth Amendment by writing on the board: “What is due process?” Allow the class approximately five minutes to respond on paper. Upon completion, discuss the students’ responses, giving special emphasis to answers that deal directly with the Fifth Amendment.


  1. Inform the class that the Fifth Amendment is a very complex amendment that provides the protection of due process to citizens in a variety of ways. Citizens accused of crimes as well as personal property are protected by the Fifth.
  2. Distribute copies of the Fifth Amendment. Have students read the text and give correct answers on their paper as to the five components of the Fifth Amendment. (approximately 10 minutes)
    1. Right to remain silent
    2. Confessions given of free will
    3. No double jeopardy
    4. Accused must be indicted by a grand jury
    5. Eminent domain
  3. Once students have been given the opportunity to garner the correct responses, reinforce the information by briefly elaborating a description of each component.
  4. Distribute construction/drawing paper and drawing instruments to each student.
  5. Instruct students to create a simple visual organizer to represent the meaning of each component of the Fifth Amendment. Without restricting students, tell them not to spend too much time detailing their artwork.
  6. Upon completion, briefly discuss the class goal: shedding more light on the details surrounding due process in the Fifth Amendment. Allow students to jot down any important information at this time and correct any misconceptions that are mentioned.
  7. Divide the class into five equally-sized groups. Assign each group a component of the Fifth Amendment.
  8. Tell groups to take the next 15-20 minutes to create an impromptu skit portraying the meaning of their assigned component of the Fifth. Skits should be brief yet informative. Encourage students to be as creative as the class setting allows. Some suggestions include playing skit charades or silent movie skits while still portraying information.
  9. When all groups are ready, begin performing.


When the skits have been completed, ask the students again, “What does due process mean?” Reinforce understanding by encouraging students to describe the rights of the accused and property rights in the Fifth Amendment. Finish class by answering any questions.

  • North Carolina Essential Standards
    • Social Studies (2010)
      • Civics and Economics

        • CE.C&G.1 Analyze the foundations and development of American government in terms of principles and values. CE.C&G.1.1 Explain how the tensions over power and authority led America's founding fathers to develop a constitutional democracy (e.g., mercantilism,...
      • Grade 8

        • 8.C&G.1 Analyze how democratic ideals shaped government in North Carolina and the United States. 8.C&G.1.1 Summarize democratic ideals expressed in local, state, and national government (e.g. limited government, popular sovereignty, separation of powers,...

North Carolina curriculum alignment

Social Studies (2003)

Grade 10

  • Goal 2: The learner will analyze how the government established by the United States Constitution embodies the purposes, values, and principles of American democracy.
    • Objective 2.01: Identify principles in the United States Constitution.
    • Objective 2.04: Describe how the United States Constitution may be changed and analyze the impact of specific changes.
    • Objective 2.06: Analyze court cases that demonstrate how the United States Constitution and the Bill of Rights protect the rights of individuals.