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This WebQuest addresses the social studies topics American
history, world history, civics and government, geography, and economics. Specifically,
students learn about the founding documents of this country, namely the
Declaration of Independence, the Constitution, and the Bill of Rights. They
explore cultures from around the world that are represented right there in
their own classroom. Students learn more about local government officials and
have the opportunity to really learn about several of them. They explore and
assess their local geography and examine the impact it has on their lives and
the impact humans have ad on their geography. Lastly, they assess the resources
they use on a daily basis and gain a better understanding of the difference
between natural, human, and capital resources.
All five lessons are focused on the impact each
topic has on students’ personal lives and each includes a fun, engaging,
hands-on activity. These activities incorporate experiential learning, group
activities, independent learning, and technology into learning to help enhance
the learning experience and improve students’ retention of concepts taught. |
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| Standards |
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Standard 6.1; Strand B. Geography, People, and Environment: Students will think critically about how their environment shapes their lives and how people impact their environment. Students will learn about their local geography and specific characteristics of where they live. They will assess how this affects their lives and the lives of those around them as well as how people have changed and impacted that environment (New Jersey, 2012).
Standard 6.1; Strand D. History, Culture, and Perspectives: Students will understand that every individual and their family are unique and have unique characteristics, histories, experiences, and so on. Students will explore the characteristics of themselves and their families and learn about the characteristics of their classmates’ families (New Jersey, 2012).
Standard 6.1; Strand C. Economics, Innovation, and Technology: Students will learn that people make decisions based on their needs, wants, and the availability of resources. They will understand about the variety of resources, the idea of scarcity, and the importance of supply and demand (New Jersey, 2012).
Standard 6.3; Strand A. Active Citizenship in the 21st Century: Students will learn about local officials and community members and evaluate aspects of local government. |
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| Credits |
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Unit 1:
Documents from the Continental Congress and the Constitutional Convention, 1774-1789. Retrieved July 16, 2012 from http://memory.loc.gov/cgi-bin/query/r?ammem/bdsdcc:@field%28DOCID+@lit%28bdsdcc02101%29%29
Mount, S. (2010). Constitutional topic: due process. Retrieved July 16, 2012 from http://www.usconstitution.net/consttop_duep.html
Sunal, C. C., & Haas, M. E. (2011). Social Studies for the Elementary and Middle Grades: A Constructivist Approach (4th Ed.). Boston: Pearson Education. ISBN-13: 9780137048854.
The Bill of Rights – Plain and Simple. Retrieved July 16, 2012 from http://www.texaslre.org/lpFiles/Sept%2008-Intermediate- The%20Bil%20of%20Rights%20Plain%20and%20Simple-Aldridge.pdf
Unit 5:
Econedlink. (2012). Mystery Workers. Retrieved July 4, 2012 from http://www.econedlink.org/lessons/index.php?lid=540&type=educator.
Unit 1 - 5:
New Jersey Core Curriculum Content Standards for Social Studies. (2012). Retrieved May 28, 2012 from http://www.state.nj.us/education/cccs/standards/6/6.pdf. |
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| Other |
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This WebQuest will take a few weeks to fully complete but can be spread out over a longer or shorter period of time if needed. For unit 1, students may need 2 to 3 class periods to review the documents, search through magazines, and create their collage with a partner, and then make class presentations. For unit 2, students may need a week or 2 to complete their assignments at home and then it will take about an hour for all students to present their reports to the class. Sometime should be left at the end of presentations for students to socialize, sample their classmates’ food, and look around the classroom at their classmates’ cultural artifacts and reports. Unit 3 will need one class period for students to review the listed web pages and choose a politician to research. They will then need a few days or a week to complete their reports and then a class period to present their reports to the class. In unit 4, the field trip will take place during one day and then the students can work on their reports in class and at home for as many days as the teacher thinks they may need (about 1 week is suggested). It will take another class period (about 30 to 45 minutes) for the class to give their presentations. Unit 5 will take 2 to 4 class periods to do the online activities and prepare posters and give presentations.
Materials needed include:
• Computers for each student
• (Optional) A smart board so the teacher can go through the WebQuest with the students
• Poster board
• Markers, crayons, glue, scissors, and other desired arts and crafts supplies
• Samples of cultural music and a device to play music (computer, iPod, CD player)
• Digital cameras (enough for 1 camera for each group of 2 students)
• Magazines |
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