Introduction

SCHOLARS! So we have a lot of unfamiliar facts to learn and remember in a relatively short period of time.  Who needs another "Constitution" Examination; didn't I take one in the eighth grade? Well "grammer school" is "grammer school," and high school requirements are quite another matter.  This webquest is designed with you in mind, and meant not only to help you remember information, some of which you already know from your assigned text readings;but to begin a journey of exploration and research that will focus on the three branches of government at the federal level: Executive, Legislative, and Judicial; the role and function of each federal branch; as well as the significance and importance of the concepts of "checks and balances," and "separation of powers." Take my word for it, this assignment will prove to be 'PAINLESS" and "FUN FILLED."  SO LETS GET BUSY!  

• Design a display poster board to be used during the oral presentation; and that will feature aspects of the group research, reflecting creativity, symbolism, and visual appeal associated with a finish product.

• Each group, upon completion of their presentation, will be expected to submit a three to five page typed summary of their group findings

• Which article within the Constitution addresses the role and/or duties of this particular branch?
• Describe the function of the particular branch of government.
• Are there residential and/or age requirements to serve in this particular branch of government? If so, describe.
• Length of term for position(s) held within this particular branch?
• Composition of the particular branch of government.
• Describe how your particular branch of government is "separate" in its powers from the other two branches.
• Why did the founding fathers in their wisdom, see the need to separate the various branches of government?

• Explain how the system of "checks and balances" functions and/or operates to not only protect individual civil liberties, but prevents the abuse of power of each particular branch? Give examples.
• How are member(s) within your assigned branch choosen?
  

The Process
To complete this scholarly task, you will work together in groups of four.

• Each group will be assigned a branch of government to research.
• Recommended web sites to complete this project can be found under the Resource Section.  However, if you discover additional web  sites that are helpful do not hesitate to use them, if you consult me in advance.
• In researching your assigned branch of government, you are free to use, in addition to the recommended web sites, any additional materials of interest (i.e. historical journals, primary and secondary sources, assigned textbook and recommended supplemental readings).
• Each group is required to make an oral presentation, it is expected that each group member will participate in the presentation of findings. Remember this is a collaborative assisgnment.
• Each group, upon completion of their presentation, are required to submit a three to five page typed summary; to include a reference/bibliography page.
• Each group presentation should include a poster board display representative of their assigned branch of government; symbolizing the primary components of the assigned branch of government, and the key concepts of "separation of powers," and "checks and balances."

Evaluation
Students will be evaluated using a "Collaboration Rubric."
Evaluation also addresses the students':

• Presentation
• Participation in the group process.
• ability to use critical thinking skills to organize and use information from a variety of sources; including electronic technology, and elaborate in verbal and written forms; as well as participation in the "Power Grab Game."
  

Conclusion
Upon successful completion of this webquest, you will be able to:

• perform successfully a webquest research based inquiry.
• Identify and describe the function(s) of the three branches of government at the federal level.
• Explain how "checks and balance" system functions to protect individual civil liberities from abuses of power.
• Describe and explain how each branch of government is "separate" in it's power from the the other branches.
• Describe the duties of members within each branch; as well as their qualifications and tenure.
  

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Resources

Required Text Readings:

Bailey, Thomas A., Cohen, Lizabeth, & Kennedy, David M. (2002). The American Pageant: For Advanced High School Courses. (12th Ed.). Houghton Mifflin Co., Boston, M.A.
Bailey, Thomas A., Cohen, Lizabeth, & Kennedy, David M. (1998). The American Pageant. (11th Ed.) Houghton Mifflin Co., Boston, M.A.
Danser, Gerald A., Klor de Alva, Jorge J., Krieger, Larry S., Wilson, Louis E., & Woloch, Nancy (2003). The Americans (Online Edition @ ClassZone.com). McDougal Littell, Evanston, Illinois.
Danser, Thomas A., Klor de Alva, Jorge J., Krieger, Larry S., Wilson, Louis E., & Woloch, Nancy (1998). The Americans. McDougal Littell, New York, N.Y.
Nash, Gary B. (1997). American Odyssey: The United States in the 20th Century. Glencoe McGraw Hill, New York, N.Y.
Newman, John J. & Schmalback, John M. (1998). United States History: Preparing for the Advanced Placement Examination. Amsco School Publications Inc., New York, N.Y.
Piehl, Mel. (1998). The American Pageant Guidebook: A Manuel for Students. (11th Ed.). Houghton Mifflin Co., Boston, M.A.
Sigalos, Louis. (2002). A Study and Workbook for Better Government. Mid America Publishers Inc., Northbrook, Illinois

Recommended Web Links:

Congress Links, online version of the United States Constitution:
http://www.congresslink.org/resourc.html
Charters of Freedom: Articles of Confederation, Declaration of Independence, United States Constitution, etc.
http://www.nara.gov/exhall/charters/charters.html
National Constitution Center - Virtual Museum Tour:
http://www.constitutioncenter.org
United States Constitution: Complete text, Fascinating Facts, and constitutional signers. Also includes text of the Declaration of Independence, Bill of Rights; additional features include summary on the United States Supreme Court, the Founding Fathers, and a bookstore to browse.
http:www.constitutionfacts.com/cons.shtml
Contains more than seven million primary source materials and historical documents:
http://www.memory.loc.gov/
Excellent study guide for the Constitution Exam; contains practice quizzes, copies of documents (i.e. U.S. Constitution, the  State of Illinois Constitution, and the United States Flag).
http://www.southwestern.cc.il.us/adultbasiced/constitution/
History Resource Center: collection of full text periodicals, reference articles, historical documents, and maps.  Be sure to take the "Guided Tour."
http://www.galegroup.com/HistoryRC/index.htm

Appendices/Implementation Plan:
The Social Studies department at Hyde Park Academy usually administers the Constitution Examination to our tenth graders during the first ten week period; first academic semester.  In the past, I have always assigned a research paper to my Advanced Placement and Honors United States History students covering a constitutional question and/or delimna.  Therefore, I will be implementing this webquest during late October throught the month of November 2003; consistent with the start of instruction and preparation for the Constitution Exam.
As my students are at a higher level, I anticipate having them work independently; using the available computers within the school labs, or their individual computers at homs.  I do plan initially, to sat aside one or two class periods per week, to moniter the progress of the various groups. I will use some classroom time, upon assigning the project, to demonstrate the resources available on the recommended web sites; using a classroom computer and projector.

Credits:

1. Many thanks to the "Epsilon Taskmasters," Mrs. Frada Boxer, Mrs. Pam Levitt, and Mr. Hashem Selph for their guidance, patience, and kindness above and beyond the call of duty.
2. Chisholm, Amanda (amada.1.chisholm@ttu.edu): Web Site: http.//webpages.acs.ttu.edu/achishol/wequest.htm
3. Carlson, Don M. "The U.S. Constitution Power Grab Game," Web Site: http://rims.k12.ca.us/power_grab_game/index.html
4. "Collaboration Rubric" adapted from the Cabrillo Tidepool Study.  Web Site: http://edweb.sdsu.edu/trition/tidepoolunit/Rubrics/collrubric.html