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  • 1. Student Page Title Introduction Task Process Site Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for a 12 th grade government class Designed by Annie Silbernagel [email_address] Based on a template from The WebQuest Page
  • 2. Student Page Title Introduction Task Process Sites Evaluation Conclusion Credits [ Teacher Page ] In our country the term "right" is a powerful thing. If something is a right, then it is the whole purpose of our country--of any decent country--to protect it. In that case, the definition of rights matters very much. To help us understand the foundation of our rights, we should consider what is said in the Declaration of Independence and the Constitution. The protections outlined in the Bill of Rights are specific or "positive" rights because they are made by a positive act of human beings. We recognize these rights because we perceive them necessary to the preservation of our natural rights.
  • 3. Student Page Introduction Task Process Sites Evaluation Conclusion Credits [ Teacher Page ]
    • You are a team of lawyers and you have been approached on several occasions by prospective clients seeking your advice. They themselves have violated the rights of others, or have had their rights infringed upon. Your team of lawyers will need to put together a case that will strongly support your clients. Your case needs to include how and which Bill of Right was infringed upon, examples of past cases that relate to your clients case, and a rationale of how your team plans on protecting the rights of your clients.
    • FINISHED PROJECT SHOULD INCLUDE
    • Cornell Notes:
      • answer BIG QUESTION
      • summarized points of the case
      • An organized argument
      • Identify which case you are working on
    • You are required to present your case to the class
      • You can choose how you deliver this to the class
        • Oral delivery
        • Power Point
        • Mock trial
      • YOUR TEAM NEEDS TO HAVE SOME TYPE OF VISUAL FOR THE CLASS.
    Title
  • 4. Student Page Title Introduction Task Process Sites Evaluation Conclusion Credits [ Teacher Page ]
    • First you'll be assigned to a team of 3 students (you are a team of lawyers so the task will be divided between all of you).
    • You all need to pick at least two cases to work on (that makes it a total of 6 cases for the entire team)
    • Read over the selected cases and highlight and summarize the main issues associated with the case (ie. Your client was subjected to cruel and unusual punishment)
    • Identify what Bill of Right was infringed upon
    • Check the following sites for clarification on the Bill of Right you are focusing on and search for cases that that have previously been associated with this Bill of Right. (The sites are listed in the next slide)
    • Answer the following questions for each case
    • THE BIG QUESTIONS
    • How does this current events issue relate to the Bill of Rights?
    • How does this event show that our government today is still following or abusing the principles stated in the Bill of Rights? (Give specific details, facts, and examples to support your point of view).
    • How do you plan on protecting your clients rights? Create your case….
    • 7. You will be presenting your cases to the class.
    • 8. Use Cornell notes as a means of organization
  • 5. Title Introduction Task Process Sites Evaluation Conclusion Credits The Sites
    • Bill of Rights Document-
    • Bill of Rights Institute-
    • Characters of Freedom-
    • Explaining the Bill of Rights-
    • Rights of the People-  
    •  
    • Library of Congress-http://memory.loc.gov/cgi-bin/query
    • Historical Cases-
    • Supreme Court Media-
    • Important features on the site
    • Browse Cases
    • Audio features
    • Tools to Create an Effective Argument-
    •  
    [ Teacher Page ] Student page
  • 6. Student Page Title Introduction Task Process Sites Evaluation Conclusion Credits [ Teacher Page ] Exemplary 4 Accomplished 3 Development 2 Beginning 1 Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic. Student is able to accurately answer most questions posed by classmates about the topic. Student is able to accurately answer a few questions posed by classmates about the topic. Student is unable to accurately answer questions posed by classmates about the topic. Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well. Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. Often mumbles or can not be understood OR mispronounces more than one word. Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience. Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them. Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience. Uses several (5 or more) words or phrases that are not understood by the audience
  • 7. Student Page Title Introduction Task Process Sites Evaluation Conclusion Credits [ Teacher Page ] Through this activity you will have acquired a better understanding of the Bill of rights and the role that government plays in society. Your self focused research will contribute to this understanding. Through cooperation you and your team will have collectively developed strong rational cases that would benefit your clients. You will have demonstrated your understanding of government and the basic constitutional principles of the United States; how citizens exercise the roles, rights, and responsibilities of participation in civic life; and political institutions and the theories that have developed and changed over time, by constructing a presentation for the class that identifies and defines specific amendments in relationship to citizens everyday rights and limitation based on the Constitution.
  • 8. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Bill of Rights Document- http://www.billofrights.com/images/home_collage.jpg Bill of Rights Institute- http://www.billofrightsinstitute.org/ Characters of Freedom- http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html Explaining the Bill of Rights- http://content.scholastic.com/browse/article.jsp?id=4699 Rights of the People- http://usinfo.state.gov/products/pubs/rightsof/introd.htm   Historical Cases- http://public.findlaw.com/civil-rights/civil-rights-basics/key-civil-rights-cases.html Supreme Court Media- http://www.oyez.org/   Library of Congress-http://memory.loc.gov/cgi-bin/query   Find more websites with current issues Bill of Rights image- http://tbn0.google.com/images?q=tbn:sNLCU7pFHoYJ::http://img141.imageshack.us Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.
  • 9. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for a 12 th grade government class Designed by: Annie Silbernagel [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  • 10. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed by Annie Silbernagel, a fourth year History Undergraduate at Colorado State University. The purpose this lesson it to familiarize students with their everyday rights that are established in the Bill of Rights. This webquest will guide students through a series of events that will enrich their knowledge of their rights and the rights of their countrymen, The role of the students is to create strong case on behave of American citizens whose rights have been infringed upon by either the government or a private party. Evaluation Teacher Script Conclusion
  • 11. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This Webquest was designed for a 12 th grade government class. The main focus of this activity is to enrich the students understanding of the Bill of Rights and help them make connection to everyday life. This webquest was designed to deepen the students understanding; therefore, it should be used in addiction to a unit of the Constitution, not as an alternative. Students will acquire and strengthen many skills because of this project. This webqwest requires that the students work in cooperative groups, summarize and synthesize information, self-guided research, creative problem solving, critical thinking, and argument composition, This webqwest can be modified, but because it requires self motivation, and self guidance it is not recommended for younger learners. This lesson should be taught in conjunction with the Constitution as a whole. Students should have a base understanding of what the Constitution is, how it came about, and what the main elements of the Constitution are. Students should also be aware of the happenings of the Constitutional Convention and the ratification process, during which a Bill of Rights was promised. Students should understand the background of the framers and their experience with British law in the pre-Revolution American colonies that inspired these 1st 10 amendments Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well. Evaluation Teacher Script Conclusion
  • 12. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • By the end of this activity students will be able to:
    • Define the Bill of Rights
    • Be able to identify and explain each amendment
    • Understand why these amendments were included in the Constitution
    • Make connection between the Bill of Rights and citizens everyday freedoms
    • CIVICS STANDARDS
    • STANDARD 1: Students understand the purposes of government, and the basic constitutional principles* of the United States republican form of government.
    • STANDARD 4: Students understand how citizens exercise the roles, rights and responsibilities of participation in civic life* at all levels - local, state, and national.
    • HISTORY STANDARDS
    • STANDARD 5:
    • Students understand political institutions and theories that have developed and changed over time.
    • Students will acquire and strengthen many skills because of this project.
    • This webquest requires that the students work in cooperative groups, summarize and synthesize information, self-guided research, creative problem solving, critical thinking, and argument composition,
    Evaluation Teacher Script Conclusion
  • 13. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Please consult the “student” process slide
    • This webquest needs to be in conjunction with instruction pertaining to the Bill of Rights. The webquest should be assigned one week prior to the desired completion date. It is recommended that the students are given some class time to work on this because it requires group interaction.
    • The Final Presentations are going to consume the most time. 3-5 class periods should be allotted for this portion of the activity.
    • This webquest is structured around cooperative groups. It is recommended that the group assignments are arranged by the teacher. The final assessment of this assignment is given through the presentation; therefore, it is really important the groups are have multiple personality types within this webquest. If the majority of the group is shy then they may face many obstacles in relation to the presentation.
    • TEACHER KNOWLEDGE
    • Though ratified in 1787, the United States Constitution came under heavy criticism by anti-federalists who were upset that certain guarantees of individual rights were not included. Others in the Constitutional Convention only approved of the Constitution on the understanding that a guarantee of such rights would be added. The Bill of Rights, written by James Madison were the first additions, or amendments made to the Constitution. They guarantee certain individual rights like freedom of speech, religion, the right to petition the government for redress of grievances, the right to a jury, the right to bear arms, and other rights. The Bill of Rights was ratified in 1791.
    • Students will have question about the cases; interpretations of the Supreme Court decisions and the overall comprehension of the amendments; however, there are several resources for you and the students within this webqwest.
    Evaluation Teacher Script Conclusion
  • 14. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Materials:
      • Class set of Government Textbooks
      • E-mail accounts for all students
      • Internet access is required.
      • One computer per group would be ideal
      • Printer access for Cornell Notes
      • One facilitator
    • Websites:
    • Bill of Rights Document- http://www.billofrights.com/images/home_collage.jpg
    • Bill of Rights Institute- http://www.billofrightsinstitute.org/
    • Characters of Freedom- http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html
    • Explaining the Bill of Rights- http://content.scholastic.com/browse/article.jsp?id=4699
    • Rights of the People- http://usinfo.state.gov/products/pubs/rightsof/introd.htm  
    • Historical Cases- http://public.findlaw.com/civil-rights/civil-rights-basics/key-civil-rights-cases.html
    • Supreme Court Media- http://www.oyez.org/
    •  
    • Library of Congress-http://memory.loc.gov/cgi-bin/query
    •   Find more websites with current issues
    • Bill of Rights image-
    • http://tbn0.google.com/images?q=tbn:sNLCU7pFHoYJ::http://img141.imageshack.us
    Evaluation Teacher Script Conclusion
  • 15. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Students need to demonstrate their understanding of government and the basic constitutional principles of the United States; how citizens exercise the roles, rights, and responsibilities of participation in civic life; and political institutions and the theories that have developed and changed over time, by constructing a presentation for the class that identifies and defines specific amendments in relationship to citizens everyday rights and limitation based on the Constitution. The assessment that this webquest offers in one that would objectively measure the understanding and delivery of these objectives; however, modification can be made and additional assessment can be added. ( Evaluation) Suggested Assessment: Monitor students progress by grading their Cornell notes for completion and organization. Evaluation Teacher Script Conclusion
  • 16. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • Pre-Webquest : This webquest should be taught in conjunction with the Constitution as a whole. Students should have a base understanding of what the Constitution is, how it came about, and what the main elements of the Constitution are. Students should also be aware of the happenings of the Constitutional Convention and the ratification process, during which a Bill of Rights was promised. Students should understand the background of the framers and their experience with British law in the pre-Revolution American colonies that inspired these 1st 10 amendments.
    • All of the slides should be read aloud, and then summarized if needed.
    • This page is linked to the Process segment off of the Teacher Page
    • For ESL students it is recommended that they are paired up with a student that shows great communication skills and is able to help guide the student in the process.
    • Print off the slides for the student
    • Run through the webquest with the student, and constantly check for understanding.
    • Graphic organizers are also very helpful for students to understand their task and purpose for the assignment.
    • This webquest is not recommended for younger learners. Extreme modification would have to take place in order for the webquest to be affective.
    Evaluation Teacher Script Conclusion
  • 17. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The major concern that this webquest presents is the fact that student’s may become overwhelmed while they ate researching prior cases, and while they construct their argument. Because this is designed for a 12 th grade Government class emphasis is placed on self guided research. There are resources available to the students and that will give them a great foundation to start on. Once this activity is complete students will be able to demonstrate their understanding of government and the basic constitutional principles of the United States,; how citizens exercise the roles, rights, and responsibilities of participation in civic life; and political institutions and the theories that have developed and changed over time, by constructing a presentation for the class that identifies and defines specific amendments in relationship to citizens everyday rights and limitation based on the Constitution, Evaluation Teacher Script Conclusion
  • 18. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Bill of Rights Document- http://www.billofrights.com/images/home_collage.jpg Bill of Rights Institute- http://www.billofrightsinstitute.org/ Characters of Freedom- http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html Explaining the Bill of Rights- http://content.scholastic.com/browse/article.jsp?id=4699 Rights of the People- http://usinfo.state.gov/products/pubs/rightsof/introd.htm   Historical Cases- http://public.findlaw.com/civil-rights/civil-rights-basics/key-civil-rights-cases.html Supreme Court Media- http://www.oyez.org/   Library of Congress-http://memory.loc.gov/cgi-bin/query   Find more websites with current issues Bill of Rights image- http://tbn0.google.com/images?q=tbn:sNLCU7pFHoYJ::http://img141.imageshack.us Evaluation Teacher Script Conclusion