WEBQUEST: “LET THE
GAMES BEGIN”
By Stephanie Gold and Toby
Marxuach-Gusciora
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.oyez.org/oyez/portlet/directory/
LEARNING STANDARDS
SOCIAL STUDIES STANDARDS
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 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: 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.