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The Executive Branch The President of the United States

The Executive Branch The President of the United States. Web Quest for 3 rd Grade Social Studies Designed by: Rosa Campos Karina Guido Mariela Guido Alejandra Madrigal Maria Magana Rosy Quesada. Last Updated: June 7, 2014. Introduction.

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The Executive Branch The President of the United States

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  1. The Executive BranchThe President of the United States Web Quest for 3rd Grade Social Studies Designed by: Rosa Campos Karina Guido Mariela Guido Alejandra Madrigal Maria Magana Rosy Quesada Based on a template from The WebQuest Page Last Updated: June 7, 2014

  2. Introduction The role of the President of the United states is an important one in our country. He is responsible for seven important and vital jobs as the chief of state, chief executive, chief diplomat, commander in chief, chief legislator, chief of party and chief guardian of the economy. Based on a template from The WebQuest Page

  3. Task Your task is to become familiar with some of the roles of our past as well as today’s president. You will be asked to research and be able to act as governing president by taking on some of the president’s roles. Based on a template from The WebQuest Page

  4. Process • Day 1 Research a president of the Untied States that you admire. Write a letter to a friend explaining why you think this president was important in our history. Here are some websites where you can explore to find the information http://www.americanpresidents.org/gallery/index.asp http://www.factmonster.com/ipka/A0855114.html http://www.infoplease.com/ipa/A0760585.html Have in mind the following questions while you do your research: What was the most important thing this president did in our history? When his presidency ended? Is there something special about this president that you personally like? Hobbies, pets, etc? • Day 2 You will be divided in to seven groups of five and each group will be assigned one of the seven roles. Your assignment is to explore the following site. Be sure to explore the role that you have been assigned and as a group pick one of the examples of behavior in roles listed in the site. After you make your choice you are going to make a scenario that you will perform on the final day. • http://teacher.scholastic.com/researchtools/articlearchives/civics/presres/prseven.htm Based on a template from The WebQuest Page

  5. Process (cont.) • Day 3 Fourth of July is coming and your task as chief of state is to prepare a patriotic speech on this important day. Feel free to explore the following web sites so that you can get ideas of previous speeches read by the president. http://www.lib.msu.edu/vincent/presidents/teddy.htm http://www.lib.msu.edu/vincent/presidents/nixon.htm http://www.lib.msu.edu/vincent/presidents/gwbush.htm • Day 4 As the chief legislator of the United States you are asked to make a decision on an important law. Congress has submitted the following law: The United States of American is asking for more money to fund national security against terrorism. • Day 5 There has been ongoing conflict between Iraq and the United States and Saddam Hussein has been overthrown. As commander in chief you have to decide if the U.S. Armed Forces should remain in Iraq or should they be removed. Explain your decision? • Day 6 Group Presentations. Have Fun! Based on a template from The WebQuest Page

  6. Conclusion At the end of this unit you will have learned the different roles of the president and how his decision affects our daily lives. You will understand and be able explain in detail the different responsibilities of our nation’s president. Based on a template from The WebQuest Page

  7. Evaluation Students will be evaluated in the following manner: • Excellent: • Students have participated in all activities and class discussions. • Students visited the Web sites, researched the roles of the president and wrote an outstanding and original essay about the President that they admire. • Paragraphs are well written and information is clearly presented. • Presentation is well organized and clearly stated. • Good: • Students have participated in all activities and class discussions. • Students visited the Web sites, researched the roles of the president and wrote a creative and original essay about the president that they admire. • Paragraphs are fairly well written and information is presented with some elaboration. • Presentation is well organized and well stated. • Fair: • Students have participated in most activities and class discussions.The Executive Branch The President of the United States • Students visited the Web sites, effectively researched the roles of the president and wrote an acceptable essay about the president that they admire. • Paragraphs fall short in details and information is presented with little elaboration. • Presentation is effectively organized and stated. • Poor: • Students have participated in few activities and class discussions. • Students visited some Web sites, did little research on the roles of the president and wrote little in the essay about the the president that they admire. • Paragraph is not properly written and information is presented with no elaboration. • Presentation is ineffectively organized and vaguely stated. Based on a template from The WebQuest Page

  8. Teacher Page CA Standards 3rd Grade Social Studies 3.4 Students understand the role of rules and laws in our daily lives and the basic structure of the U.S. government. 4. Understand the three branches of government, with an emphasis on local government.6. Describe the lives of American heroes who took risks to secure our freedoms (e.g., Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick Douglass, Harriet Tubman, Martin Luther King, Jr.). Language Arts 1.0 Writing Strategies Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). Research 1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia). Evaluation and Revision 1.4 Revise drafts to improve the coherence and logical progression of ideas by using an established rubric. NETS 2. Social, ethical, and human issues Students practice responsible use of technology systems, information, and software. 3. Technology productivity tools Students use technology tools to enhance learning, increase productivity, and promote creativity. 4. Technology communications tools Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences. 5. Technology research tools Students use technology tools to process data and report results. Based on a template from The WebQuest Page

  9. Credits • http://www.lib.msu.edu/vincent/presidents/teddy.htm • http://www.lib.msu.edu/vincent/presidents/nixon.htm • http://www.lib.msu.edu/vincent/presidents/gwbush.htm • http://www.americanpresidents.org/gallery/index.asp • http://www.factmonster.com/ipka/A0855114.html • http://www.infoplease.com/ipa/A0760585.html • http://teacher.scholastic.com/researchtools/articlearchives/civics/presres/prseven.htm Based on a template from The WebQuest Page

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