Provide a metaview, lifting students into a wider view of the concept. Use another medium (not reading or writing) to connect students' personal knowing to the concept (i.e. visual arts, music, movement, metaphor, etc.) Involve learners in reflective production that blends the emotional and the cognitive.

Hypothetical student suspension

Objective: To integrate the previous experience and reflections (discussion) into the concept of due process.

Activity: Students read the following fact situation and respond to the questions posed (hypothetical student suspension). Mr. Monroe, the seventh-grade teacher assigned to cafeteria duty, came upon a food fight in process. Before he could get across the crowded room to intervene, the food fight turned into a fist fight involving several students. Although the fight broke up as he approached the area, he ordered all the students at the table to report to the principal. The principal explained that all the students were to be suspended for three days because of their disruptive conduct. Jerry replied that he had merely been sitting at the table and he had not taken part. He demanded a hearing in order to question Mr. Monroe, and to have his friends testify in his behalf. After listening to Jerry, the principal decided that he was lying. He told Jerry that he believed Mr. Monroe and that Jerry had just had his hearing. Jerry responded that he knew he was entitled to due process rights before suspension, and that he could sue the principal for violating his constitutional rights. Is he correct? Teacher asks students to identify the arguments which the principal would use to support his actions and the arguments that Jerry would make. What facts support each position? What constitutional provisions apply?

Assessment: Quality of response and understanding of conflicts involved.