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[Teacher Page]
A WebQuest for Ninth Grade American Government &Politics
Designed by
Esla Miner [email protected]
Based on a template from The WebQuest Page
Re: GWB the Commander in Chief
Photo Credit: Vatican Diplomacy
Student Page
Title
Introduction
Task
Process
Evaluation
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Credits
[Teacher Page]
The gossip is all over DC, the United States House of Representatives is finalizing plans to Impeach the 43rd president, George Walker Bush. The accusation and the details are being kept tightly under wraps. Your boss, the Senate Majority Leader, is anxious. The House makes the impeachment accusation, but the Senate has the more difficult task of trial and conviction. The Senate is just a few votes short of the two-thirds majority required to convict President Bush. The deciding votes will be largely influenced by your employer, Senator X. Your boss wants to have all the facts and his mind largely made up, before the trial starts. You can expect a sizable bonus for a “job done well.” The content of this assignment must be kept Top Secret due to obvious legal implications.
Senator X has always trusted you implicitly and again puts his faith in your judgment. You must gather and assess all available information and answer the question, “Have President Bush’s actions warranted impeachment?” Keep in mind how potentially devastating an impeachment conviction , or an acquittal, can be on the American people; do not take this assignment lightly.
Introduction
Photo Credit: CATeyes
Photo Credit: Zachstern
Student Page
Introduction
Task
Process
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[Teacher Page]
Only twice in US History has a president been impeached and both were ultimately acquitted. In 1867, Andrew Johnson was impeached for violating the Tenure of Office Act (since repealed) and in 1998 Bill Clinton was impeached for grand jury perjury, and obstruction of justice.
Your task is to thoroughly investigate the available information and create a persuasive power point presentation to convince Senator X of the propercourse of action. Senator X has ample financial and political motivations to vote either way, this quandary of conscience explains why the responsibility is falling on you…
Your work will have lasting implications as it will ultimately direct the United States Senate to the correct course of action in terms of the impeachment of George Walker Bush.
Title
The Task
Photo Credit: Zachstern
Photo Credit: Scott Ableman
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Listed below you will find websites from which to do your research. Use these sites to address questions such as: What are impeachable offenses? What does the US Constitution mean by “High Crimes and Misdemeanors?” Do the actions of Bush qualify for punishment?
Your Power Point must consist of three parts:
The Process
Legal Information Institute American Bar Association
US Constitution United States Constitution
Geneva Convention.org Library of Congress
Constitution.orgPhoto Credit: Zachstern
History.com
US History.com PBS: Newshour
Explain the legal grounds for impeachment
Identify which actions of the Bush Administration are at issue
Provide your clear analysis of the legal ramifications of Bush’s
actions and correct course of action for the Senate
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Introduction
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[Teacher Page]
Senator X has absolute faith in your abilities, but as your expertise has always been utilized behind the scenes, members of his Senate inner circle demand reassurance.
Certain influential senators insist a through evaluation of your presentation before it can be considered discreetly considered in secret session. Following is a clear evaluation rubric that will determine the fate of your presentation (your bonus, andyour job).
United States ConstitutionArticle 2: Section 4
The President, Vice President and all civil officers of the United States, shall be removed from office on impeachment for, and conviction of, treason, bribery, or other high crimes and misdemeanors.
Evaluation
Student Page
Title
Introduction
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[Teacher Page]
Persuasive Power Point Presentation: Senate Evaluation Rubric
CONFIDENTIAL
Teacher Name: E Miner
Student Name: ________________________________________
CATEGORY 4 - Above Standards 3 - Meets Standards
2 -Approaching Standards 1 - Below Standards Score
Position Statement The position statement provides clear, strong statement of the author's position on the topic.
a The position statement provides clear statement of the author's positionon the topic.
a
A position statement is present, but does not make the the author's position clear.
There is no position statement.
Support for Position Includes ? or more pieces of evidence (facts, examples) thatsupport the position statement. The writer anticipates thereader's concerns, biases or arguments and has provided at least 1 counter-argument.
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.
Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences)that support the position statement.
Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).
Evidence and Examples
All of the evidence and examples are specific, relevant andexplanations are given that show how each piece of evidence supports the author's position
.
Most of the evidence and examples are specific, relevant andexplanations are given that show how each piece of evidence supports the author's position
.
At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that pieceof evidence supports the author's position
.
Evidence and examples are NOT relevant AND/OR are not explained.
Grammar & Spelling Author makes no errors in grammar orspelling that distract the reader from the content.
Author makes 1-2 errors in grammar orspelling that distract the reader from the content.
Author makes 3-4 errors in grammar orspelling that distract the reader from the content.
Author makes more than 4 errors in grammar or spelling that distract the reader from the content.
Date Created: Apr 07, 2008 12:11 pm (CDT)
Evaluation: Rubric
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[Teacher Page]
Your effort if sincerely appreciated on behalf of your country. Though this covert process may seem inappropriate , keep in mind that Congress is constitutionally endowed with great power, the power to act on behalf of the American people.
Conclusion
Photo Credit: Cesar Cabreea Photographty
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Title
Introduction
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[Teacher Page] Credits & References
Photo Credits
Scott AblemandcJohnVatican DiplomacyZachStern
Other Credits
The WebQuest Page The WebQuest Slideshare Group
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Designed by
A Webquest designed for Ninth Grade Government and Politics
Based on a template from The WebQuest Page
Evaluation
Teacher Script
Conclusion
Photo Credit :dcJohnn
Re: GWB the Commander in Chief
Esla Miner Shirk
[Student Page]
Title
Introduction
Learners
Standards
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Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Introduction (Teacher)
This lesson was developed as an assignment in ED331 at Colorado State University.
This Webquest is a intended to direct students in analyzing historical information and developing critical judgment.
[Student Page]
Title
Introduction
Learners
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Teacher Page
Evaluation
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Learners (Teacher)
This lesson is anchored in ninth grade American government content. It fits in with studying executive power and current events.
Students need some background information about controversial actions by the Bush administration. Information about the presidencies of Andrew Johnson and of Bill Clinton should be discussed prior to starting this Webquest.
[Student Page]
Title
Introduction
Learners
Standards
Process
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Teacher Page
This Webquest addresses the following Colorado History Content Standards:
Standard Two : The study of history requires obtaining and deriving meaning from historical information. It is essential that students of history be able to use the processes of historical inquiry to formulate historical questions, identify patterns of events, analyze cause-and-effect relationships, and evaluate historical arguments in order to make usable conclusions. In addition, the skills needed for evaluating historical arguments are fundamental for understanding current social issues and policy.
2:1 Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses.
2.2 Students know how to interpret and evaluate primary and secondary sources of historical information.
2.3 Students apply knowledge of the past to analyze present-day issues and events from multiple, historically objective perspectives.
Standard Five: Students understand political institutions and theories that have developed and changed over time.
Evaluation
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Curriculum Standards (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
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The Process (Teacher)
The “Process” of this Webquest is straightforward and needs no addititonal explanation.
Listed below you will find websites from which to do your research. Use these sites to address questions such as: What are impeachable offenses? What does the US Constitution mean by “High Crimes and Misdemeanors?” Do the actions of Bush qualify for punishment?
Your Power Point must consist of three parts:
Explain the legal grounds for impeachment
Identify which actions of the Bush Administration are at issue
Provide your clear analysis of the legal ramifications of Bush’s actions and correct course of action for the Senate
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
As this is my first Webquest it is quite simple. It requires only the Internet and a single student.
Evaluation
Teacher Script
Conclusion
Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)Persuasive Power Point Presentation: Senate Evaluation Rubric
CONFIDENTIAL
Teacher Name: E Miner
Student Name: ________________________________________
CATEGORY 4 - Above Standards 3 - Meets Standards
2 -Approaching Standards 1 - Below Standards Score
Position Statement The position statement provides clear, strong statement of the author's position on the topic.
a The position statement provides clear statement of the author's positionon the topic.
a
A position statement is present, but does not make the the author's position clear.
There is no position statement.
Support for Position Includes ? or more pieces of evidence (facts, examples) thatsupport the position statement. The writer anticipates thereader's concerns, biases or arguments and has provided at least 1 counter-argument.
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.
Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences)that support the position statement.
Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).
Evidence and Examples
All of the evidence and examples are specific, relevant andexplanations are given that show how each piece of evidence supports the author's position
.
Most of the evidence and examples are specific, relevant andexplanations are given that show how each piece of evidence supports the author's position
.
At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that pieceof evidence supports the author's position
.
Evidence and examples are NOT relevant AND/OR are not explained.
Grammar & Spelling Author makes no errors in grammar orspelling that distract the reader from the content.
Author makes 1-2 errors in grammar orspelling that distract the reader from the content.
Author makes 3-4 errors in grammar orspelling that distract the reader from the content.
Author makes more than 4 errors in grammar or spelling that distract the reader from the content.
Date Created: Apr 07, 2008 12:11 pm (CDT)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
It is important that students are able to view the of the actions of their government. realistically. The time of America’s omnipotence is over; the time of America’s accountability is now.
Evaluation
Teacher Script
Conclusion
Conclusion (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Credits & References (Teacher)
Photo Credits
Scott AblemandcJohnVatican DiplomacyZachStern
Other Credits
The WebQuest Page The WebQuest Slideshare Group
