Introduction:

Since World War II the power of the American Presidency has grown greatly. The development of large standing armed forces, nuclear weapons and a nearly constant threat of attack from foreign powers has made national security a major policy concern of the government. These concerns have resulted in the passage of laws giving the President executive powers that have greatly expanded his role in a way that have affected the lives of most Americans.

This expansion of power has been viewed by most Americans as necessary and reasonable. However, recent legal changes, made mostly in response to the 9/11 attacks, have made some people call for a review of the direction this is taking the nation. Always a concern, the issue of Presidential power has once again taken a major role in our national political process.

As a student of U.S. history you are being asked to research the laws and public policies that have been adopted since World War II to improve national security. Your report, to your class, is expected be expanded to a forum that will be presented to the school. Coverage from the media is possible and the outcome of the debate will be communicated to elected officials in Washington D.C. Thus your research can be an important addition to people understanding of this vital national issue. Good luck!

Task:

Several laws have been passed since World War II that have tended to give more power to the Executive Branch of government. Among these laws are the National Security Act of 1947 (and amended) The Homeland Security Act and the Patriot Act of 2002. As a result some people feel that these laws and related policies have raised Constitutional and social issues involving privacy as well as the excessive concentration of power. To study this issue:

1: You will be divided into groups of FOUR. This will be explained in the Process section of the web quest.

2: Each member of the group will produce a FIVE page paper using the American History Public Policy Analyst as your guideline

3: The paper will be typed, double spaced, using MS Word

4: You will include pictures, illustrations, charts or graphs gotten from Internet research and properly placed into your report

5: Your group will then give a 10 MINUTE oral presentation using the AHPPA model for your outline. This report will be available for the Principal to review and (hypothetically) be used in a large group forum at the school. Your oral presentation should be creative and use illustrations to prove your points

Process:

I: The class will be divided into groups of four as follows

Student # 1: Recorder & Writer-Who will keep track of materials found and will write reports on the group’s progress.

Student # 2: Researcher- Who will look at the suggested websites and related materials seeking to complete the American History Public Policy Analyst and give each group member information needed to write their individual papers.

Student # 3: Timekeeper and Organizer-Who will keep the group on track, plan the research effort and assist others in their tasks.

Student # 4: Presenter -Who is responsible for communicating the group’s findings to the class

The presenter will coordinate the oral report, but all members will take part in the presentation in some form.

ALSO NOTE: Each member of the group will submit a five page paper.

II: Each group member will have to research the social problem of
increasing Executive Power. As a group, you will complete the
American History Public Policy Analyst.

III: Your group will become public policy analysts:

You will use the four-step procedure below to structure you products and complete the research

The Four Step American History Public Policy Analyst

LINKS AND WORKSHEETS

STEP # 1: Identify the Social Problem the Policy
tried to deal with

Step # 2: Research the Impact of the Policy

Step # 3: Determine the Causes of the problem
(Using your knowledge of history)

Step # 4: Evaluate the Policies that have been
developed during the time
period. Mostly you will look at the National
Security Act, the Patriot Act and the Homeland
Security Act.

IV: You will complete ALL the worksheets on the links

to the AHPPA and these will be used as resource

Material for your products

V: You will be graded by the Rubrics in the

“Evaluation” section of the WebQuest

VI: You will use the INTERNET RESOURCES given

below along with printed material to complete the

worksheets and products.

Resources:

Web Resources On The National Security Act Of 1947:

National Security Act of 1947

The National Security Council

National Security Law – Georgetown University Law School

Bill Clinton’s view (50^th Anniversary of NSA)

National Security Documents Viewed Historically

Encyclopedia of Espionage, Intelligence, and Security

The White House Cabal

Did the National Security Act of 1947 destroy freedom of the press?

Web resources on the Homeland Security Act

Homeland security FOIA exemption leaves us in dark

Analysis for the Homeland Security Act – US Government Description

Full text of Homeland Security Act

Web resources on the Patriot Act

Full text and summary of the Patriot Act

Fact Sheet on Patriot Act from U.S. Justice Dept.

Criticism of the Patriot Act from the American Civil Liberties Union

Comments on the Patriot Act from Slate Magazine

Comments on the Patriot Act from the American Library Association

Commentary on President Bush’s View of the Patriot Act by the Boston
Globe

A White House View on the Patriot Act

More General Search Engines- You may want to look at more sites

WWW.Google.com

WWW.Ask.com

WWW.Yahoo.com

Your teacher may add other readings and articles.-Be sure to check!

Evaluation: Notice how these rubrics will be used:

Research Report:

National Security and Executive Powers

RUBRIC

CATEGORY	4 EXCELLENT	3 SATISFACATORY	2 NEEDS IMPROVEMENT	1 UNSATISFACTORY
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized. 8)
Amount of Information	All topics are addressed and all questions answered with at least 2 sentences about each.	All topics are addressed and most questions answered with at least 2 sentences about each.	All topics are addressed, and most questions answered with 1 sentence about each.	One or more topics were not addressed.
Sources worksheets	All sources (information and graphics) are accurately documented in the desired format. Uses all 4 worksheets	All sources (information and graphics) are accurately documented, but a few are not in the desired format. Uses 3 worksheets	All sources (information and graphics) are accurately documented, but many are not in the desired format. Uses 2 worksheets	Some sources are not accurately documented and worksheets are missing
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Internet Use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Diagrams & Illustrations	Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are accurate and add to the reader's understanding of the topic.	Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.	Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic.

GRADING: “A” = 21-24 POINTS “B”= 16-20 POINTS “C”= 11-15 POINTS

“F”=BELOW 11 POINTS

Oral Presentation Rubric:

National Security and Executive Power

CATEGORY	4 EXCELLENT	3 VERY GOOD	2 SATISFACTORY	1 UNSATISFACTORY
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
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 of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Props	Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better.	Student uses 1 prop that shows considerable work/creativity and which make the presentation better.	Student uses 1 prop which makes the presentation better.	The student uses no props OR the props chosen detract from the presentation.
Stays on Topic	Stays on topic all (100%) of the time.	Stays on topic most (99-90%) of the time.	Stays on topic some (89%-75%) of the time.	It was hard to tell what the topic was.
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.

GRADING: “A” = 21-24 POINTS “B”= 16-20 POINTS “C”= 11-15 POINTS

“F”=BELOW 11 POINTS

Conclusion:

You should have learned from this WebQuest that National Security concerns are a major social problem all over the country. You have seen the gravity of the problem for all concerned. National security concerns student academic performance as well as the student’s future in America. . You also have learned the role of the Public Policy Analyst. This person examines social problems and finds solutions that improve the lives of all in the community and nation. Let’s hope your investigation makes a difference.

Social Studies Standards

Standard 5:   Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional Democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

English Language Arts Standards

Standard 4 Students will read, write, listen, and speak for social interaction.

Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.