Fourth, Fifth, and Sixth Amendments Discussion Guide

Fourth, Fifth, and Sixth Amendments Discussion Guide 

The Fourth Amendment

• These lessons focus on the Fourth Amendment protection of private property. The lessons will assist discussions in the evolution of the definition of privacy as related to property rights.  
  • Lesson 1: Private Property, Search and Seizure, and the Supreme Court 
  • Lesson 2: The Fourth Amendment and Tire Chalking 
  • Lesson 3: Privacy and Airport Scanners 
  • Lesson 4: Reasonable Expectation of Privacy 

The Fifth Amendment

• These lessons focus on the rights protected by the Fifth Amendment.  
• Lesson 1: The Fifth Amendment 
• Lesson 2: The Fifth Amendment and Private Property 
• Lesson 3: Due Process 

 The Sixth Amendment

• These lessons focus on the rights protected by the Sixth Amendment.  
• Lesson 1: The Sixth Amendment 
• Lesson 2: Jury Trials 

Related Supreme Court Cases  

This list of cases focuses on the Fourth, Fifth, and Sixth Amendments.  

• Playlist of Supreme Court Cases  (also contains Eighth Amendment cases)  
• Mapp v. Ohio (1961) Video  
• Mapp v. Ohio Lesson  
• Gideon v. Wainwright (1963) Video   
• Gideon v. Wainwright (1963) Lesson   
• Miranda v. Arizona (1966) 
• New Jersey v. TLO (1985) Video   
• New Jersey v TLO (1985) Lesson   

 

Sample Questions to Use with Discussion Protocols

You may use the following questions when discussing the rights of the accused and these amendments with your students. Here are suggestions on how to lead discussions in your classroom: Discussion Protocols 

• What is the purpose of protecting the rights of the accused in a democratic society, and why are the rights of the accused considered fundamental? 
• How does protecting the rights of the accused contribute to the functioning of self-government? 
• How do these protections relate to limited government?  
• How has the understanding of the rights of the accused been applied at the local, state, and federal levels?  
• How do we balance the rights of the accused with the need to protect individuals and groups from harm?  
• How should the rights of the accused be protected during times of national crisis or security threats? Can there be justifiable differences during emergencies, and if so, what should they be? Where does the Constitution grapple with this question? 
• What are the challenges and considerations for protecting minors, those with disabilities, or members of other specific groups?