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How Our Government Works

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A web quest activity for a 9th grade class

A web quest activity for a 9th grade class

Published in: Economy & Finance, Education

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  • 1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Based on a template from The WebQuest Page A WebQuest for 9th Grade (Civics and Government) Designed by Alexis Scardello [email_address] Based on a template from The WebQuest Page How Our Government Works
  • 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] By now, you all have been introduced to the United States government several times. You have learned about the branches of government, what the President’s job is, how a bill becomes a law. But how much do you really know about it? Here’s your chance to prove what you know. You’ll be asked to recall that prior knowledge and use research to complete the task at hand.
  • 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Title You have just been contacted by the President of the United States. When redecorating the Oval Office, it appears that the President’s aides have accidently misplaced all the files on how the government works! You’ve been asked by the Commander in Chief to recreate the files that have gone missing! You will work in groups of 3 to create the necessary information to keep our country from forgetting its own history and government setup.
  • 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • As a group, you will be given 3 specific tasks:
      • Branches of Government The President needs you to create a brochure in Publisher or Word giving him the branches of government. Be sure to include:
        • The names of the branches and what they are responsible for and who is in charge of each
        • How they are connected and which branch checks the power of the others
      • How are the citizens represented? /How are laws made?
      • Create a PowerPoint presentation showing the President how a law is created. Be sure to include the entire process. House/Senate Supreme Court
      • Visual Representation of Data
      • In Excel, create some graphs that show the President the percentages of votes needed in both the House and Senate (two separate graphs/pie charts)
  • 5. How You will be graded: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] CATEGORY Poor Fair Good Excellent Laws Does not explain how laws are created, how they are enforced and what consequences exist for people disobeying laws. Only somewhat explains how laws are created, how they are enforced and what consequences exist for people disobeying laws. Mostly explains how laws are created, how they are enforced and what consequences exist for people disobeying laws. Fully explains how laws are created, how they are enforced and what consequences exist for people disobeying laws. Leadership Does not explain who will lead their new government, what kind of leadership they will have and how they will lead. Only somewhat explains who will lead their new government, what kind of leadership they will have and how they will lead. Mostly explains who will lead their new government, what kind of leadership they will have and how they will lead. Explains who will lead their new government, what kind of leadership they will have and how they will lead. Rights of the Citizens Citizens have little to no rights, no mention of responsibilities. Citizens have rights, but rights are not explained well. Responsibilities not thought out. Citizens have rights which are explained, along with vague definitions of responsibility. Citizens have well explained rights and explanations of responsibilities of them as well. Institutions No branches of government. Essentially anarchy. Branches created a named. No description of powers or checks and balances. Branches created, named with vague descriptions of powers, checks and balances. Well named and organized branches with detailed descriptions of powers, checks and balances. PowerPoint PowerPoint presentation is weak, not much information. No images Information present, but cut and pasted. Information is rewritten to students ability. Images a few and not relevant to topic PowerPoint is well done, graphics included are relevant and information is easy to read. Bullets used. Visual Data No graphs done. Graphs are complete, but no explanation Graphs included, have keys. Color is used. Graphs explained through keys and brief summary on the bottom for the President to read Brochure Brochure not completed Brochure contains some information, but is missing vital information Brochure provides key information and images Brochure done nicely, with images and information presentable and accurate. Interesting facts are included
  • 6. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The President thanks you greatly for the completion of this task and offers you all jobs as new White House aides… too bad you still have to finish your education before you can take the position. As a reward instead, you will not be required to write a single essay or take a test for this unit.
  • 7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Research Sources http://www.house.gov/baca/resourcecenter/how.htm http://www.whitehouse.gov/government/ http://bensguide.gpo.gov/9-12/government/branches.html http://clerkkids.house.gov/laws/index.html http://www.congressforkids.net/Constitution_checksandbalances.htm
  • 8. How Our Government Works [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 9th Grade (Civics and Government) Designed by Alexis Scardello [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  • 9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was one that I worked on with the students in my EDUC350 practicum. I have simply modified some of their tasks so that they are completed while integrating technology instead of creating posters. This lesson will be revamped as I gain more ideas, better resources and discover whether students gain from this WebQuest. Evaluation Teacher Script Conclusion
  • 10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This Web Quest is designed for a 9 th grade class. It can either be the beginning of a unit of history (right after covering the American Revolution) or a separate unit on Civics and Government. Through this lesson, the students will be required to revert back to prior knowledge as well as do research to create this projects 3 tasks. Evaluation Teacher Script Conclusion
  • 11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page COLORADO DEPARTMENT OF EDUCATION MODEL CONTENT STANDARDS Civics Standards Standard One: Students understand the purposes of government, and the basic Constitutional principles of the United States republican form of government.   Standard Two: Students know the structure and function of local, state and national government and how citizen involvement shapes public policy.    Standard Four: Students understand how citizens exercise the rules, rights and responsibilities of participation in civic life at all levels - - local, state, and national. Evaluation Teacher Script Conclusion
  • 12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • As a group, the students will be given 3 specific tasks:
      • Branches of Government The President needs you to create a brochure in Publisher or Word giving him the branches of government. Be sure to include:
        • The names of the branches and what they are responsible for and who is in charge of each
        • How they are connected and which branch checks the power of the others
      • How are the citizens represented? /How are laws made?
      • Create a PowerPoint presentation showing the President how a law is created. Be sure to include the entire process. House/Senate Supreme Court
      • Visual Representation of Data
      • In Excel, create some graphs that show the President the percentages of votes needed in both the House and Senate (two separate graphs/pie charts)
    Evaluation Teacher Script Conclusion
  • 13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Describe what's needed to implement this lesson. Some of the possibilities:
      • Class sets of books
      • Computer Lab availability
    • Research Sources
    • http://www.house.gov/baca/resourcecenter/how.htm
    • http://www.whitehouse.gov/government/
    • http://bensguide.gpo.gov/9-12/government/branches.html
    • http://clerkkids.house.gov/laws/index.html
    • http://www.congressforkids.net/Constitution_checksandbalances.htm
    Evaluation Teacher Script Conclusion
  • 14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. You may want to just copy and paste the evaluation section of the student page ( Evaluation ) into this space and add any clarifications needed for another teacher to make use of this lesson. Evaluation Teacher Script Conclusion
  • 15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page As the key facilitator, the teacher must provide the websites and lab time for the students to do this project. The estimated time to do this would be ideally 3-4 days, including 1 or 2 for research and computer lab access. Anytime after that would have to be done at home. Evaluation Teacher Script Conclusion
  • 16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page As every child must be knowledgeable in the history and creation of the government of the country in which they live, the lesson provides the opportunity to have students share their prior knowledge and the ability work in collaborative groups . Also, to do a Web Quest/project of this type instead of a traditional assessment of lecture/text is ideal. It allows for multiple learning styles and skills to come forth, as well as provide a break from the mundane routine of typical traditional assessments. Evaluation Teacher Script Conclusion
  • 17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion