LangArts-SSWebQuest

ISS-E1 Understand and apply the basic tools of historical research, including chronology and how to collect, interpret, and employ information from historical materials. (Historical research and analytical skills.)

P.O. 1 Place key events on a timeline and apply chronological terms correctly, including chronology and how to collect, interpret, and employ information from historical materials.

P.O.2. Identify primary and secondary sources historians use to construct an understanding of the past, using such sources as letters, diaries, newspaper articles, archaeological evidence, maps and government records

2SS-E1. Describe the narrative of the people and events associated with the development of the United States Constitution and describe its significance to the foundation of the American republic, with emphasis on:

P.O.1. The colonists' shared sense of individualism, independence and religious freedom that developed before the Revolution

P.O.3. The purpose of the Constitutional Convention

P.O.4. The natural rights expressed in the Declaration of Independence

P.O.5. The contributions and roles of major individuals, including George Washington, James Madison, and Benjamin Franklin

3T-E1. Use formatting capabilities of technology tools for communicating and illustrating

PO 1. Use word processing editing tools to revise a document (e.g., cut and paste, tabs and margins, font size, font style, delete and undo, selecting, spell check, click and drag)

PO 2. Design a word processing document with graphical elements (e.g., clip art, digital photographs, symbols, using text wrap, cropping, sizing, drawing tools)

W-E8 Demonstrate research skills using reference materials such as a dictionary, encyclopedia, and thesaurus to complete effectively variety of writing tasks.

Introduction: In his Gettysburg Address, Abraham Lincoln stated: "Four score and seven years ago, our fathers brought forth upon this continent, a new nation, conceived in liberty, and dedicated to the proposition, that all men are created equal." But in the eyes of mankind, equality does not always exist. This is a Social Studies unit where students will research different areas in America's history and decide for themselves if there truly is, "Justice for All"-even in a country as great as America.

What was the climate that prevailed and led to the writing of the Declaration of Independence? What drove the colonists to pursue the need to create such a document?

Read a copy of the Declaration of Independence with your group. Break it down into chunks and draw pictures that will help you to interpret its' meaning and be able to explain it to others.

Investigate the Articles of Confederation. Explain what they were, who they were written by and why they were written.

Search for and read some of the dairies, articles and notes about the writing of the Declaration of Independence. Construct a timeline of events which preceded the final written document.

List some of the events that led to the writing of the Declaration of Independence.

Explain the purpose of the Constitutional Convention. Who attended? What role did it play in the writing of the Declaration of Independence?

What were the contributions of George Washington, Benjamin Franklin, James Madison, and Thomas Jefferson to the drafting and the writing of the Declaration of Independence?

Compare the Declaration of Independence to the Magna Carta and the Virginia Declaration of Rights and show where some similarities are contained through the creation of a Venn Diagram.

What were some of the natural rights that were identified in the Declaration of Independence? Make a collage which represents the natural rights.

Select two of the tasks listed. Investigate, using the sites provided and your own books (at least two) obtained from the library.

Shh! We're Writing the Constitution by Tomie de Paola; c 1987 by PaperStar and G.P. Putnam's Sons

Cornerstone of Freedom: The Story of the Declaration of Independence by Norman Richards, c 1968 by Children's Press, Chicago

Cornerstone of Freedom: The Story of the Constitution by Marilyn Prolman, c 1969 by Children's Press, Chicago

If You Were There When They Signed the Constitution by Elizabeth Levy, c 1987 by Scholastic

1. Create a presentation. This can be in whatever form you choose, for example, a skit, a PowerPoint presentation, a poster, etc. A web and an outline must be turned-in to the teacher in order to receive full credit for the project.

3. Student Web Quest Evaluation form must also be turned-in at the time of the presentation.

2. Have students investigate other countries governing documents documents and compare them to our constitution.