Web Quest

The Bronx High School of Science

Mr. Victor Greez

Email address: room422@juno.com

I) Introduction:

You are pregnant! You visit your doctor who suggests a pre natal program. You are 16 years old with no job and, you have no idea who got you pregnant. You ask your doctor if there are any other options. Your doctor says no! You ask about terminating the pregnancy. Your doctor says by law he/she is not allowed to discuss this with you. You feel this is outrageous. You cannot discuss all your medical options, and that abortion is not available in the United States. You feel this is a private decision between you and your doctor, and that all medical options should be open to you. The government has decided that this is murder and thus it should be illegal. You disagree and thus you take the issue to court. In Roe versus Wade some of these same issues have been debated before the Supreme Court. Read over the details of the case and then complete the task below. http://www.maxwell.syr.edu/plegal/scales/roefacts.html

Facts of the case

II) Task

After reading over the facts of the case write an analysis of the dilemma from each of the perspectives listed below. Finally, decide which of these perspectives should be the guiding force in deciding this difficult issue.

· Medical

· Legal

· Moral

· Religious

· Individual Rights vs. Societal Needs

III) The Process

1) Create a separate page for medical, legal, moral, religious and individual rights vs. societal needs.

2) Start each page with a definition of the term.

3) Research and find one leading figure spokesperson for each issue give a short biography of that individual

4) Give that figures opinion on the issue.

5) Using the resources listed below take look at the case of

Roe vs. Wade

6) Give the facts of the case

7) Identify any medical, legal, moral, religious or philosophical issues that arise in the case or the Supreme Court opinions

8) Students will submit a written portfolio of their work.

9) For the final page the students should describe which perspective should be the dominant force in deciding this case.

Resources

http://www.maxwell.syr.edu/plegal/sales.roevis.html

http://www.maxwell.syr.edu/plegal/sales.doe.html

http://www.maxwell.syr.edu/plegal/sales.planned.html

Evaluation

Student evaluation will be based upon the following criteria:

Effort and initiative

Teamwork

Written research project

Grade of A

Excellent

1. Student shows a complete understanding of the research topic.

2. Student provides facts and opinions with supporting details.

3. Student shows the ability to analyze, evaluate, and apply critical thinking skills to information.

4. Student participates in group process.

5. Student submits complete written project.

Grade of B

Good

1. Student shows a good understanding of the research topic.

2. Student provides facts and opinions with supporting details.

3. Student shows the ability to analyze and evaluate information.

4. Student participates in group process.

5. Student submits complete written project.

Grade of C

Passing

1. Student shows a satisfactory understanding of the research topic

2. Student provides facts and opinions with some supporting details.

3. Student shows the ability to minimally analyze and evaluate information.

4. Student participates in group process.

5. Student submits written project.

Grade of D

Incomplete

1. Student shows a minimal understanding of the research topic.

2. Student provides minimal facts and opinions.

3. Student shows the poor ability to analyze and evaluate information.

4. Student has difficulty participating in group process.

5. Student submits incomplete written project.

Standards Addressed

Social Studies 5

ELA 1, 3, 4

Conclusion

By completing this Web Quest you have used Compu -Legal to explore several issues involved in abortion. You have then implemented the information in a presentation and debriefing of your position. You have submitted your research and participated in a group role play. You have also responded with a reflection paper on your feelings and utilize experiences while completing this research project. You can now the technological research and critical thinking skills that you have acquired during this process to further explore this issue or any additional issues that are of interest to you.

Standards:

Standard 1: History of the United States and New York

Students will use a variety of intellectual skills to demonstrate. They understand of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

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 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate

They understand 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.

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 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.