WEBQUEST: “LET THE GAMES BEGIN”

Introduction

You are taking a Regents examination in June 2004. Your history class is having a contest to see who can create the best project to review important Supreme Court cases.

TASK

You are going to create a quiz game to help you review Supreme Court cases and Constitutional Law.

Your finished product can be either:

1) a quiz game using the computer (time permitting)

2) or a board game to be used in class

PROCESS

1) You will be divided into groups of four. Your job is to create a quiz game. The following are suggested formats that can be used as a framework for your game: Jeopardy, Monopoly, Bingo, Tic-Tac-Toe, Concentration.

2) Each group must create questions, game rules and assign point values for each question.

3) Questions should be organized into the following categories:

· Freedom of Speech

· Freedom of Religion

· Equal Protection Cases

· Due Process Cases

· Miscellaneous

Using the Compulegal website, research three Supreme Court cases from each category.

Use the visuals provided to assist you in your understanding of the cases.

RESOURCES

Below are some additional websites that you can use for formulating questions.

www.findlaw.com

www.regentsprep.org

www.landmarkcases.com

www.dogpile.com

www.landmarkcases.org/

www.oyez.org/oyez/portlet/directory/

www.historyteacher.net

www.historychannel.com

www.yahoo.com

LEARNING STANDARDS

SOCIAL STUDIES STANDARDS

Standard 1:   History of the United States and New York

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 United States and New York.

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 1:   Language for Information and Understanding

Students will listen, speak, read, and write 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 that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2:   Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3:   Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write 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 use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4:   Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English 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.

EVALUATION

Student projects will be evaluated and graded according to the following guidelines:

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Content	Little or no accurate information is provided and did not incorporate questions from all categories.	Information is somewhat accurate and comprehensive.  Contains extraneous detail and developed questions using two categories.	Information is mostly accurate and comprehensive and contains few extraneous details and developed questions using at least three categories	Information is completely accurate, comprehensive, and carefully selected to meet the needs of the project, and incorporated questions from all five categories.
Organization	Materials poorly organized with little or no attention to organization, clarity, and logic of the cases.	Some materials and information demonstrate organization, clarity and logic of the cases.	Most materials and information demonstrate organization, clarity, and logic of the cases	All materials and information are well organized, clear and logically represent the logic of the cases.
Visual Display	No use of color, pictures and other visuals that are motivating to students.	Little use of color, pictures and other visuals that are motivating to students.	Some use of color, pictures and other visuals that are motivating to students.	Attractive display, using color, pictures and other visuals that are motivating to students.
Punctuality	Presentation is turned in more than three days late.	Presentation is turned in two days late.	Presentation is turned in one day late.	Presentation is turned in by the deadline.

CONCLUSION

Working in groups, students will become familiarized with the Compulegal website and will gain proficiency at analyzing Supreme Court cases. Group members will become Each group will develop a game to be used as a review tool for American History.