WebQuest: Project Legal
Mr. Devery
After the signing of the Declaration
of Independence, it was clear to the delegates of the Continental Congress that
the colonies must be unified under some type of governing document. That was answered in November, 1781 when the final draft of the articles was ratified in
November. The Articles created a Confederation
of loosely aligned states that had great autonomy.
Throughout the 1780’s the Articles of
Confederation were the rule of law. But
the Confederation was unable to solve the problems associated with the newly
independent thirteen states. It was clear
to many delegates as well as citizens that the Articles were simply too weak
and needed to be amended or outright scrapped for an alternative. Here is where your part comes in.
Imagine that you are a delegate for
Now you believe that it is clear that
the Articles of Confederation have failed and something must be done to address
its weaknesses. As a delegate, you have
been summoned by your constituents to go to the Constitutional Convention in
After
a week of traveling, you and your fellow delegates have finally arrived in the
city of
Step#1: You and four other delegates will form teams of five
Step#2: As a team you and your fellow delegates will
use the AHPPA to determine the weaknesses of the Articles of Confederation and
then evaluate the public policies within the Constitutional Convention (which
will be provided). You will be
responsible for the following:
Step#1: The class will be divided into groups
of FIVE as follows. Each team member will have individual responsibilities
decided upon by the group members. The grading for both products will be done
on a group basis so cooperation is a necessity.
TWO RESEARCHERS-These students will access the
resource sites, take notes and complete the AHPPA worksheets. These worksheets will
then be given to the Power point creator. All group members may take part in
research but the researcher will coordinate completion of the worksheets. These
students must be good internet researchers and have an in-depth understanding
of the problems of the Articles of the Confederation and the compromises that
were created.
TWO POWER-POINT
CREATORS-These
students will complete the power point slides using the data from the AHPPA worksheets and from the input of
the two researchers. These students will also be the TME KEEPERS and make sure
the group is on task and on deadline. The power point must include all the
steps from the AHPPA with a focus on steps # 4.
ORAL
PRESENTERS & ORGANIZERS-All students will coordinate the oral
presentation, create a script and construct props along with acquiring detailed
knowledge of the power point slides. The group presenters MUST use all the steps
in the AHPPA.
WRITERS:
RESEARCH PAPER: All students
will contribute in writing the research paper.
But there will be one student who will be the chief editor. This student will delegate instructions to
the other delegates in the team. ALL
members of the team must contribute in the research paper aspect of the
WebQuest. Failure to do so will result
in a zero.
You
must use specific citations from the resources provided in the section below
including your textbook. Using your
resources you must complete the worksheets for the AHPPA.
- Step
# 1: Identify Problem related
to the Articles of Confederation
- Step
# 2: Gather the Evidence that a
problem exists with the Articles of Confederation
- Step
# 3: Determine Causes for each
policy that Congress created in the Constitutional Convention to deal with
the problems related to the Articles of Confederation.
- Step
# 4: Evaluate the Policy Were Congresses new policies within the
Constitution successful?
Step #2- Teamwork
a.
Each
team will be responsible for a research paper.
The paper requirements will be handed out separately but can are linked
here: Fall Research paper Checklist
b.
Each
team of delegates is responsible for a collaborative PowerPoint presentation
that uses the steps of the AHPPA.
Step#3
Research: You must use
internet sites, books, and teacher handouts as resources for your report. These resources will be provided by your
teacher. You must use them within your
PowerPoint presentation and research paper.
Step#4 The Presentation: All
PowerPoint presentations must be citied in correct MLA format at the end of the
presentation in a bibliography
a.
The
Introduction and bibliography slides do not count as part of the total.
b.
MUST
ADHERE TO PowerPoint Guidelines
c.
Throughout your PowerPoint, graphs, pictures, and
audio clips are strongly encouraged to be added to your team of historians
PowerPoint presentation.
Articles of Confederation Websites:
http://www.yale.edu/lawweb/avalon/artconf.htm
http://bensguide.gpo.gov/9-12/documents/articles/index.html
http://home.earthlink.net/~gfeldmeth/chart.art.html
http://en.wikipedia.org/wiki/Articles_of_Confederation
General Constitutional Convention Websites
http://www.teachingamericanhistory.org/convention/themes/
http://www.usconstitution.net/consttop_ccon.html#madison
http://en.wikipedia.org/wiki/Philadelphia_Convention
http://www.sparknotes.com/history/american/statebuilding/section5.rhtml
http://www.law.umkc.edu/faculty/projects/ftrials/conlaw/convention1787.html
Virginia &
http://www.usconstitution.net/consttop_ccon.html#madison
http://en.wikipedia.org/wiki/Virginia_Plan
http://zorak.monmouth.edu/~njhist/njconstconvention.html
Separation of Powers:
http://en.wikipedia.org/wiki/Separation_of_powers
PowerPoint and use of AHPPA
|
CATEGORY |
4 EXCELLENT |
3 VERY GOOD |
2 SATISFACTORY |
1 UNACCEPTABLE |
Grade |
|
Research |
Group researched the subject and
integrated more than 10 sources in their PowerPoint presentations. |
Group researched the subject and
integrated 8 sources in their PowerPoint. Presentation. |
Group researched the subject and
integrated the minimum of 6 sources in their PowerPoint presentation. |
Either no research was done or it was
not clear that the group used it in their presentation. |
|
|
Accuracy of Facts |
All supportive facts are reported
accurately. |
Eighty percent of all the facts were
reported accurately. |
Sixty five percent of the facts were
reported accurately. |
No or very few facts were reported
accurately OR no facts were reported. |
|
|
Speaks clearly |
Speaks clearly and distinctly all of the
time. Knowledgeable in the content
area. |
Speaks clearly and distinctly all most
all of the time. Knowledgeable in
content all most all of the time. |
Speaks clearly and distinctly some of
the time. Knowledgeable in content
some of the time. |
Does NOT speak clearly and distinctly
most of the time AND/OR has very little or no knowledge of the topic. |
|
|
Group Work |
The group functioned exceptionally well.
All members listened to, shared with and supported the efforts of others. The
group (all members) was almost always on task! |
The group functioned pretty well. Most
members listened to, shared with and supported the efforts of others. The
group (all members) was almost always on task! |
The group functioned fairly well but was
dominated by one or two members. The group (all members) was almost always on
task! |
Some members of the group were often off
task AND/OR were overtly disrespectful to others in the group AND/OR were
typically disregarded by other group members. |
|
|
USE OF PPA |
USES AHPPA EXTENSIVELY IN ORAL
PRESENTATION |
USES AHPPA IN MANY PARTS OF THE PRESENTATION |
USES AHPPA BUT INACCURATELY AND
SPORATICALLY |
SHOWS NO USE OF THE AHPPA MODEL |
|
Grading
A = 18-20
B = 16-17
C = 14-15
D = 13
F = ≥
13
Your total
score on the PowerPoint will then be multiplied by 5 so it then will be out of
100 points.
For example:
16 points were earned on the rubric. 16
x 5 = 80 points out of 100, thus the group earned a B.
THIS
WEB QUEST ADDRESSES THE FOLLOWING SOCIAL STUDIES STANDARDS
New York
State American History Standards Website
Standard
#1
History of the
Students
will use a variety of intellectual skills to demonstrate their understanding of
major ideas, eras, themes, developments, and turning points in the history of
the
Standard #3 Geography
Students
will use a variety of intellectual skills to demonstrate their understanding of
the geography of the interdependent world in which we live—local, national, and
global—including the distribution of people, places, and environments over the
Earth’s surface.
Standard
#4
Economics
Students
will use a variety of intellectual skills to demonstrate their understanding of
how the United States and other societies develop economic systems and associated
institutions to allocate scarce resources, how major decision-making units
function in the U.S. and other national economies, and how an economy solves
the scarcity problem through market and non-market mechanisms
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
English
Language Arts Standards
STANDARD #1 Students will read, write, listen, and
speak for information and understanding.
As listeners and readers, students will
collect data, facts, and ideas, discover
relationships, concepts, and generalizations; and use knowledge generated from
oral, written, and electronically produced texts. As speakers and writers, they
will use oral and written language to acquire, interpret, apply, and transmit
information.
Standard
#3 Students will read, write,
listen, and speak for critical analysis and evaluation.
As listeners and readers, students will
analyze experiences, ideas, information, and issues presented by others using a
variety of established criteria. As speakers and writers, they will present, in
oral and written language and from a variety of perspectives, their opinions
and judgments on experiences, ideas, information and issues.
Research
Paper Checklist
USH
& Government Name:________________________
Mr.
Devery
Research
Paper Checklist
□ Paper
must be a minimum of three
PAGES and maximum five pages
long
□ ALL
papers MUST be TYPED! No hand
written essays will be accepted.
□ Doubles
spaced, Times New Roman or Garamond, Black Ink Only
□ Standard
margins Top and Bottom = 1 inch Left and
Right = 1.25 inches
□ You
must have a BIBLIOGRAPHY that
properly sites all your sources (Internet, Books, etc.) using MLA CITATION STYLE.
Introduction:
provides a general background on the Constitutional Convention. Thesis
statement should answer the following: “did the Constitution solve the
problems of the Articles of Confederation?” (4-6 sentences)
Body Paragraph I:
A background on what the Articles of Confederation: When was it
written? Why was it written? What did it aim to do? Most importantly, what were the major
weaknesses of the Articles of Confederation?
(6-8 sentences)
Body Paragraph
II: Compare and contrast the
Body Paragraph
III: Analyze the Great Compromise: How
did the Great Compromise resolve the dilemma created by the
Body Paragraph
IV: Analyze the Slavery question: How
did slavery create a problem for the delegates who wrote the Constitution? What were the specific problems that were
created because of slavery in regards to the Constitution? Who was on each side of the problem? What was the solution to the problem slavery
that the delegates came up with?
Describe the solution, was it a good solution? (6-8 sentences)
Body Paragraph V: Separation of Powers & Checks &
Balances: What was the purpose
separation of powers? What were the
different powers and their responsibilities?
What are checks and balances? And
how is the separation of powers an example of checks and balances? (6-8
sentences)
Conclusion: Was
the Constitution successful in solving the problems of the Articles of
Confederation? (4-6 sentences)
Continue on next page
Deadlines:
Outline of paper with FULL Bibliography attached due: Monday, November 27, 2006
First Draft due:
Final Draft due:
Late papers will be accepted only with a note from guardian/parent and will bear a severe penalty! This project is part of your 8th grade graduation requirements. You cannot receive a passing grade for the Fall semester if you do not complete this project.
Print your name:________________________________________ Class_____________
Parent’s signature_______________________________________
Date: _____________
USH & Government
Mr. Devery
PowerPoint Checklist
POWERPOINT
CHECKLIST FOR AMERICAN HISTORY PUBLIC-POLICY TOPIC:
SLAVERY IN THE NEW TERRITORIES AND HOW
IT LED TO THE CIVIL WAR
TEAMS NAMES:____________________________________________________________________________________________________________________________________________________
PowerPoint Slide Checklist
□
Each slide must
have two to four bullet points with
information pertaining to the topic.
□
You must have a title page with the names of all
presenters and your title.
□
ONE UNIFORM SLIDE TRANSITION (For example Box Out – this would be your only slide
transition)
□
You must have a BIBLIOGRAPHY that properly sites all
your sources (Internet, Books, etc.) using MLA
CITATION STYLE
□
Each PowerPoint
must have a MIMIMUM OF SIX SOURCES. Only THREE
can be from the internet. The rest must be
from books or handed out material from the teacher..
□
The presentation
must be MINIMUM TEN SLIDES not
including the bibliography and title page
□
And a maximum of TWENTY SLIDES per presentation
□
You must include GRAPHS, CHARTS, AND ILLUSTRATIONS. These will greatly enhance your
presentation. .
□
Be sure to answer
ALL the AHPPA questions within you
power point presentation.
□
Only TWO FONTS within your entire PowerPoint
presentation
□
Only ONE BACKGROUND within your entire
PowerPoint presentation.
□
Any AUDIO or VISUAL ADDITIONS must have
topic relevance