dmaus web qst amendments

AMENDMENTS
TO THE CONSTITUTION
WHERE OUR RIGHTS AND LIBERTIES LIVE
An Internet WebQuest for the study of the Constitution
Grade Eight
D.M.Maus
dmaus@milforded.org
Harborside Middle School Milford, Connecticut

Introduction /Task / Process / Resources / Evaluation / Conclusion

INTRODUCTION   Every person who is treated unfairly always says the same thing,"But,
     that's not fair!" However, without knowing where the "fairness" laws are written down or what
     specifically these laws are called causes their complaint to fall on deaf ears. Through this
     project we will learn about the Amendments to the Constitution, where our rights and liberties
     are clearly explained.

TASK   You and a partner will create an oral presentation using Power Point and a visual
     aide to describe one of the Amendments to the Constitution. Possible topics to consider
     addressing could include :

historical origin of the amendment (required)
issue that prompted creation
famous people involved in it's beginnings
current issues or problems addressed
how the amendment effects your life (required)
famous court cases concerning the amendment
any other topics that interest you

PROCESS Following the numbered steps will ensure that he project will be finished on time
and be fantastic.

Find a classmate to be your partner, someone with whom you can work well.
Choose an amendment that you both find interesting and wish to learn more about.
Refer to the Resources section and begin collecting data on your amendment, focusing on at least three of the topics from the above section.
While collecting data use The Big Six method and remain mindful of copyright issues. Additional instruction on this issue will precede data collection.
Remember that at least two sources must be print material. All notes will be passed in before making the oral presentation.
The oral presentation should last at least 2 minutes from each partner, accompanied by a Power Point presentation and a visual aide.
The visual aide must be large enough for the class to see and must make the oral presentation easier to understand.
At the appropriate times a Daily Accomplishment Log will be passed out and filled in.

RESOURCES The resources that are available to you include the computer lab and the print
     material in the Media Center, teacher resources, Ms. Doyle or Mr. Iorfino, and your home
     resources and your partner. A primary source will be your textbook and House. gov/Constitution.
     At house.gov you will find complete texts of the Amendments. Similar text is available in the        back of your textbook as well.Also in the back of the book, in both the Glossary and the Index page
     references are made for each of the Amendments. Another very useful resource is Findlaw.com
    At this location, in the annotations section, there is much material about each amendment,
     including History and Scope, a section which thoroughly described the origin of most
     amendments.UCConstitution.net is a student centered resource with easy to understand descrip-
     tions of why each of the amendments was created. Scroll down the opening page to the US
     Constitution/Amendments : Notes. Another resource with value is the Majority Whip page.
     More that a dozen print resources will be reserved in your teacher's room. Remember that at
     least two sources must come form non-internet sites.

EVALUATION In order to evaluate your work on this Webquest, the following method
will be used. The Performance Assessment Rubric can be located with a click. Except in rare circumstances the partnership will share the group grade.

CONCLUSION At the conclusion of this project, you will have:

A....a better appreciation of the rights and responsibilities provided in the Constitution

M....managed to complete this project on time and successfully

E....engaged in research that conformed to copyright guidelines

     N....noticed the connection between having a knowledge of your rights and NOT having
                    them ignored or violated
     D....demanded during the rest of your life to be treated fairly and equally

M....measured your own success and accomplishments using the assessment rubric

E....evolved with your partner into a "well oiled" machine using cooperative techniques

N....noted the acquisition of new technology skills

T....transfered knowledge gained from research to the class through an oral presentation

S....served as a valuable part of your team, carrying your load and encouraging your
partner to do the same