Revolutionary Ideas Quiz

Revolutionary Ideas Quiz - You may use your notes on this.


When finished, play this game.  Make sure you show me that you won $1,000,000!

Declaration of Independence Rags to Riches

The Declaration of Independence

Find the Declaration of Independence in your textbook or online.  Click on the following link and answer questions- you may work with a partner on this.  It is due by the end of the period.

The Declaration of Independence- questions

When finished, play the following game:  Declaration of Independence puzzle

Causes of the American Revolution Test

Let's take a quick, old-fashioned, multiple choice test today- just to see where we are at!

Click on the link, write in your first and last name, and take the test.

Causes of the American Revolution Test

The Boston Tea Party

Today we will look at one of the premier causes of the American Revolution-  The Boston Tea Party!
You have all heard of it.  You will create a political cartoon using the following link:
Comic Creator

British Laws and Taxes

Click on the document link to find todays assignment.  Copy the Google doc, answer the questions and share with me.
British Laws and Taxes

Spanish language version of document

Why were Colonists upset about the Stamp Act?

Now that we have had a quick look at the French and Indian War and discussed the problems that occurred as a result of the war, it it time to look at how England planned to fix their problems.
We will start with the Stamp Act of 1765.
If you were absent today, click on the following link to find the document, copy it, read the information and answer the questions:

The Stamp Act

What caused the Salem witch crisis of 1692?

Now that we have read a summary, viewed and discussed the evidence, collaborate with at least one other person to write an elaborated paragraph that answers the question.
Click on the document, copy it, and share it with at least one other person (and me, of course!)
What caused the Salem witch crisis of 1692?

The Pilgrims

Click and go to find today's lesson:  Investigating the First Thanksgiving

Once you have finished your investigation of the Pilgrims and Wampanoag Indians, you will write a historical fiction story.  Try looking at these links to get some ideas:

Short story: The Gift of the Magi
Short story:  To Build a Fire
Short story:  The Treasure in the Forest


 How to write historical fiction

10 Tips for writing historical fiction

Jamestown Interactive

This is a really cool site that allows you to see what Jamestown and the local Native American villages may have looked like.  Feel free to explore!
Jamestown Interactive

On the Trail with John Smith

On The Trail With Captain John Smith

National Geographic: On the Trail with John Smith

Go through every step of the site.

Jamestown: First Successful English Colony in America 

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On This Site • American History Glossary • The First European Settlements in America • Colonial Times

Explorers had been landing in America for some time before English settlers arrived in what is now Jamestown, Virginia, in 1607. But it was in that spot on the James River that English colonization began and with it, the history of America. 

James I was king of England at that time, and he had granted approval for a group of businesspeople to settle in this new land. They were part of the Virginia Company, and they got the go-ahead in 1606. By December of that year, the expedition was ready.
In all, 214 people set sail for America. They reached it on May 14, 1607. Very soon after they landed, the English found themselves under attack from Algonquins, a Native American tribe who had been living in that area for some time and who didn't exactly welcome new settlers. The English managed to drive off the attackers, who came back every now and then. The English, however, were there to stay.
Under the leadership of Captain John Smith, the English built a fort and other buildings designed to protect their new colony. They also found friendly Native Americans, like Powhatan, who was willing to trade with them. 
The terrible winter of 1609 convinced most of the settlers to abandon their new life, however. Only 60 of the 214 settlers survived this harsh winter, which was also hard on Powhatan's tribe and other neighboring Native Americans.
(It is this Powhatan, also, whose daughter Pocahontas eventually married John Rolfe.)
One of the main crops grown by the English settlers was tobacco, which they sold to Native Americans and to people back in England, beginning in 1612. Tobacco became a very popular crop because it was easy to grow and because it brought in so much money.
Once the money started flowing in regularly, the Jamestown colony grew, as did other settlements in Virginia and in other states along the eastern seaboard.
America's first elected assembly, the House of Burgesses, met in Jamestown for the first time on July 30, 1619. This group boasted many famous members through the years, including Patrick Henry, George Washington, and Thomas Jefferson.
The year 1619 also saw another significant development: the first arrival of black workers on boats from Africa. These men and women were originally indentured servants, who worked a plot of land for a few years and then got to keep the land as owners. (The slave trade didn't get into full swing in this part of America until the 1680s.)
Jamestown was also the capital of Virginia and remained so until 1698. 

This article is from a site called   "Social Studies for Kids".  The article can be found online athttp://www.socialstudiesforkids.com/articles/ushistory/jamestown.htmhe

Maya, Aztec, and Inca Scavenger Hunt

Now that we have studied Christopher Columbus, it is time to move on to other Spanish explorers and their conquest of the New World.  Today we will start with a scavenger hunt.

Click on the following link to find your assignment:  Scavenger Hunt

The Smack Down Paragraph

Now that have finished your argumentative essay, I want you to add one more thing- the smack down paragraph.   Add 1 more paragraph- below one of  your argumentative paragraphs.  The purpose of the smack down is to validate one of the opposing arguments, but then explain why your view point is stronger.   If you need a little help click on the following link:  smackdown paragraph

Finish working on the question: "Should we celebrate Columbus Day?"

Today is the last day for you to work on your essay.  Finish and share with me.  Tomorrow we move on to other things!

Should we celebrate Columbus Day?

Now that we have researched the voyages of Columbus through both primary and secondary sources, it is time to answer the question "Should we celebrate Columbus Day?"

Keep in mind that your task is to make a thesis statement, make at least three claims that support the thesis, support each one with evidence (in this case, quotes), and to elaborate.

Hint:  Don't expect the reader of your essay to interpret a quote.  You should tell the reader exactly what it means and how it relates to your thesis statement!

Link to outline: Essay Outline  By the way, I gave you an outline in class, but if you would rather type the outline online, simply make a copy.  

Some helpful quotes collected by all of you.  Remember, you do not have to use any of these quotes, they are a resource.  Some of you may have collected other quotes that you believe are more valuable to your argument.

If part of your argument is to discuss the benefits or drawbacks of the Columbian Exchange, the most useful way to be convincing is to find a historian who supports your opinions, quote him or her, and then elaborate.

Argumentative Paragraph Example

Scoring Rubric

The Columbian Exchange

Historical Fiction Story

This week we are writing historical fiction stories. Students choose a European expedition to the New World. After reading, they create a fictional character to either place in the expedition as a European, or to be a member of a real Native American Indian tribe that came in contact with that expedition. Students include elements of the Columbian Exchange as well as create a story line for their character.

First, students read about the Columbian Exchange, then collect and categorize good and bad things traded between Europeans and Native Americans. These items might include plants, animals, technology, disease, ideas, etc.

Reading for the Columbian Exchange can be found here:
http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_2/Unit_IIQ3R1.html

Use the benefits and drawbacks sheet to collect information about the Columbian Exchange:
http://ericir.syr.edu/Virtual/Lessons/crossroads/sec4/Unit_2/Unit_IIQ3R2.html

The second step is for students to choose a European expedition from our study last week.

The third step is to create a character page. A picture of the character is drawn, personal background information about the character should be included. Two statements must be completed on this page:
1) My main character wants _____________________ more than anything else in the world.
2) My main character wants to avoid ___________________ more than anything else in the world.

The fourth and final step is to actually write the historical fiction story.
The benefits and drawbacks sheet; the character page; and the story are due on Friday.

Christopher Columbus

Christopher Columbus: Hero or Villain

Click on the link to learn about Christopher Columbus and play the game Rags to Riches

First:  read the information about Columbus

Second: play the rags to riches game- If you win a million dollars, show me!  If not, play until you win.

Third: play the Christopher Columbus Game.  Once you have played the game and have taken the quiz at the end, there will be a certificate.  Show me the certificate so I can see that you finished.

Watch Columbus videos    Create a T-Chart with hero in one column and villain in the other.  As you watch, take notes.  After watching the videos, continue researching online.  

     

Merchants of the Great Exchange

I will again be looking over your essays in class.  Meanwhile, you should be playing Merchants of the Great Exchange.  The simulation takes you through a series of journeys and trades at ports in the eastern parts of the world.  As we study reasons for exploration by Europeans, it is important to note that profit played a huge role.
Click on the following link to play:  Merchants of the Great Exchange

Did Pre-Columbian Native Americans deserve respect?

When Christopher Columbus and other Spanish explorers arrived in the New World, they discovered many civilizations.  Their initial reaction to Native Americans was to assume that they did not have culture, but rather were more like animals and savages than true civilizations.  As a result, Europeans believed that enslaving, taking land, and forcing their religion on the Native Americans would better their situation.  Because Europeans did not recognize or respect Native American cultures, things did not go well.

Your job today is to answer the question, "Did Pre-Columbian Native Americans deserve respect?".
Using your research notes, you will craft a five-paragraph essay to persuade the reader that Pre-Columbian Native Americans either had culture or did not have culture.

Click on the following link to find the outline for the essay.  You can copy it to your Google account to type:  outline

Click on the following link to see an example of how to write the essay:  Example

Click on the following link to see a scoring guide for the essay:  Scoring Guide

Remember, you should have a finished essay on Tuesday, so that you and I can fix any mistakes you may have in your work!

Pre-Columbian Culture Grid

When we study civilizations, it is helpful to examine their culture.  Culture can be divided into  categories in the following way:

Political:  Way of making and enforcing rules/laws.  This can include villages, nations, leaders, governments, and law-making process.

Economic:  How we get what we need and want.  In modern times, this could be going to work, getting paid, and using the money to buy groceries.

Geography:  Landforms, waterbodies, climate, natural resources, etc.  This includes anything that is naturally found in a region.

Social:  Traditions, families, religion, beliefs, values, etc.

Today, we will be studying the many cultures of Native American tribes that existed in North America before the arrival of Columbus- hence the name Pre-Columbian!
In class, we will work together to create a culture grid for the Pacific Coast region, then you will pick a culture area (Great Plains, Eastern, West and Southwest) to complete a culture grid of your own.  In each area of the grid you will have to make at least one inference (a conclusion based on evidence and reasoning) based on what you know about the culture area.  You should have an explanation for every inference you make.
If you were absent today, or you misplaced the grid I gave you in class, click on the following link below to print and complete:   Culture Grid

The culture grid will be due on Monday.

Physical Map of North America

Today, we will be doing a little geography!  In class you should have received a map and instructions for filling it out.  If you were absent or lost the map, click on the following map and print it out.  It is due tomorrow.
Map of North America

Archaeology: Missing Mayans

Click on the following link, collect clues, then write your answer to the question- use evidence to support your answer!

Why did the Mayan city of Copan collapse?

Use archaeology to discover how a great civilization disappeared!

Evaluating Sources

As we’ve seen in the Lunchroom Fight and Snapshot Autobiography lessons, different people often have different accounts of what happened in the past. One question that historians face all the time is who to believe? What makes one account more trustworthy than another?
Today, you will be looking at Primary and Secondary sources to evaluate which might be more reliable?  But be careful, just because a document is a primary source, does not mean it is better!


If you were gone today, or misplaced the assignment, click on the link below, then copy the assignment to a Google Doc and share your answers with me!
Evaluating Sources

Snapshot Autobiography Project

What is history? Many people describe history as the study of the past, a huge collection of names, dates, and facts that you are expected to memorize. The goal of this assignment is for you to discover other meanings of history and to recognize why it is important to study history. In this project, you will think about the meaning of history by describing and illustrating several events from your own life, finding a witness to provide another description of one of those events, and thinking about the similarities and differences between the two descriptions.

Part I: Snapshot Autobiography 

1) Take blank, regular size piece of paper and fold it so that it forms 3 panels (like a letter you’d mail). Counting front and back, you should have 6 panels.

2) The first panel is the cover for your Snapshot Autobiography.
      • Give your autobiography a title, for example, “Snapshots from the Life of Kathy.”
      • You may illustrate it if you wish.

3) On the back panel write a brief “About the Author” section. Include your name, place and date of birth, and anything else you want people of know about you. You may include a self-portrait if you like.

4) This leaves four panels. In the first of these panels, write about your birth. In the other three panels, you are going to write about important events that have shaped you as a person. This means that you are selecting a total of three important events (besides your birth) from your life.
          • You will be interviewing another person about one of these events, so make sure to pick at least one event that someone else knows about.
          • For each of these three events, write a narrative (story) describing what happened. Make sure you describe it from start to finish. Pretend that someone who doesn’t know you will be reading your story and trying to understand it. Be sure to include details!
         • Illustrate each event with a small, hand-drawn picture.

Part II: Homework: Snapshot Biography – Another Perspective 
Now is your chance to talk to somebody else who remembers one of the important events you chose.
1) Select one of the events you wrote about.
2) Find somebody who remembers that event. For example, a parent, grandparent, sibling, or friend who will be familiar with the event you described.
3) Ask the person you chose to tell you their version of the story. In order to make sure that you are getting their version, ask them an open question about the event, for example, “Mom, do you remember when Jane and I started being friends in fifth grade? Can you tell me what you remember about when we met?”
      • Take careful notes of the interview. Pay attention to which parts of their story are different from your own.
      • Make sure to thank the interviewee for their participation in this project!

Name of the person being interviewed: ____________________________________
Relation to you: ____________________
Event from Snapshot Autobiography they will be corroborating (cross-checking): ______________________________________________________________________

 Interview Notes ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
What do the two stories have in common? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
What is different about the two stories?
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Today, we will begin our journey through historical investigation.  We will start with an activity involving a lunchroom fight.  I know...   what does that have to do with history?  Think of it this way, when we study history, we look at events (like a lunchroom ruckus!).  There are always two sides to the story- or sometimes a lot more-  so we investigate the lunchroom fight by interviewing several kids who were there to get their perspectives.  What we discover is everyone saw it happen through their own personal lens, so we get different opinions about what started the fight and who was at fault.

This first activity is good practice for studying events like the Battle of Lexington where both sides claim the other fired the first shot.  As historians, we need to corroborate the stories of what happened to come to a fair and reasonable conclusion.

No homework for this one, everything will be done in class!

Civil War Newspaper

Civil War Newspaper Assignment
Due Wednesday, June 3rd

This project is worth 5
0 points


Imagine that you are a reporter during the Civil War.  What kind of writer would you be?  What type of things would you like to write about?  In this assignment you will write as if you were a reporter during the War.  First, you have to decide if you will be writing from the perspective of a Southerner or a Northerner.  Then you have to give your newspaper a name such as the “Gettysburg Gazette”.  Your newspaper will contain at least four articles and you can choose any event that occurred between the years 1860-1865 in American history.  You need to write the articles as if the events you described happened just a few days ago.  Each article should be a minimum of 100 words.

Your grade will be determined by how well you describe the events, how many details you provide in your articles and the thoroughness of your research.   Each article should also have a headline.   Grammar, spelling and punctuation errors will result in a loss of points for each individual article.

There should be no excess white space in your newspaper. You should include pictures with captions, political cartoons, advertisements, etc. to complete your newspaper.  All pictures, political cartoons, advertisements, etc.  must be relevant to the time period.

The newspaper must be done on the computer.  You will assemble your newspaper using Google Docs.

You must use 2 resources other than your textbook for the newspaper.  Internet sources are acceptable as long as they come from reputable academic sites and are properly cited.  (Do not cite Wikipedia as a source)  Each article that you write should have a live link that I can click on to see the source.

THE ARTICLES MUST BE IN YOUR OWN WORDS.  DO NOT COPY AND PASTE TEXT INTO YOUR WORK WITHOUT GIVING PROPER CREDIT TO THE AUTHOR.   It helps to write the article with a biased view (Northern or Southern).  Quotes are great, just make sure they are in quotation marks and that you have cited the source in the article.


ARTICLE #1 – A NEWS STORY:   Your first article will describe a major event from the War.  Give specific details from the event and make sure that you include all of the important points about the event.  You need to give information on the background of the event so that the reader will understand what led up to the event.


ARTICLE #2 – A NEWS STORY:    This article is the same as the first.  Just describe an event that happened around the same time as the first event.  If you want to you can write a story that is related to the first.  For example, the battles of Gettysburg and Vicksburg occurred at the same time.  Your first story could be about Gettysburg and the second about Vicksburg.  Or you could write about the Battle of Antietam in your first article and you can write about the Emancipation Proclamation for your second article.


ARTICLE #3 – SPECIAL INTEREST STORY OR A BIOGRAPHY:    This article is about an individual that is directly involved in the War.  You can write about a real person such as Robert E. Lee or U.S. Grant or you can make up a fictional character such as a Union or Confederate soldier.  If you choose to write about a real person you need to include details about their background such as where they were born, where they were educated and how they got involved in the war.  You need to include details about the role they played in the war and the impact they had on the outcome of the war.   If you choose to do a fictional person you also need to give details about the background of the individual and create a plausible reason for that person to be involved in the war.  Although this person is made up, you need to give details about real events that your fictional person might have been involved in.


ARTICLE #4 – EDITORIAL:    This article is an editorial.  That means you need to pick a controversial topic and give your opinion on the topic.  You should write this article in the first person and in such a way as to persuade the reader to see things the way you do.  If you think that the North should let the South secede with fighting, talk about how costly the Civil War is in terms of both money and lives.  Talk about how hard it would be to reconcile with the slave owning states after the war was over.  Like all the other articles you need to include historical facts in your editorial.

Click here for suggested topics

Suggested Resources:

http://www.civilwar.org/

http://www.pbs.org/civilwar/war/

http://www.nps.gov/hps/abpp/battles/bystate.htm

http://www.civilwarmed.org/

The Election of 1860

Today, we will look at maps, graphs, and charts to try and understand the context of the Election of 1860.  Go to the following site, then answer the questions in complete sentences on a separate sheet of paper.
Election of 1860

The Missouri Compromise

Today, we will take a look at the Missouri Compromise.  Click on the link below to find the interactive map, then fill out the questions given in class.  You will probably need a calculator for this assignment!

Missouri Compromise Interactive Map

If you were absent today, click on this Google Doc to find the questions.  You will need to make a copy to type on it:
Map Questions

Click here for the video we watched in class:
Crash Course in Slavery

Westward Expansion

Today we will do some map work.  From 1783-1853 the United States expanded from the Atlantic Ocean to the Pacific Ocean.  You will be given a map to fill out in class.  Click on the link below to see the interactive map you will use to help you.
Interactive map

Click on this Google Doc to take notes:  Westward Expansion
You will need to make a copy in Google Docs in order to type.

Slavery in America

Slavery in America

Slavery in America began when the first African slaves were brought to the North American colony of Jamestown, Virginia, in 1619, to aid in the production of such lucrative crops as tobacco. Slavery was practiced throughout the American colonies in the 17th and 18th centuries, and African-American slaves helped build the economic foundations of the new nation. The invention of the cotton gin in 1793 solidified the central importance of slavery to the South's economy. By the mid-19th century, America's westward expansion, along with a growing abolition movement in the North, would provoke a great debate over slavery that would tear the nation apart in the bloody American Civil War.

We will begin our study of slavery through the interactive site below:
The Underground Railroad
When finished exploring the site, go to the following link to write a story.  Print it and hand in.
http://teacher.scholastic.com/activities/bhistory/underground_railroad/tell_story.asp

The Louisiana Purchase: primary documents

     With the Louisiana Purchase in 1803, the United States purchased approximately 828,000,000 square miles of territory from France, thereby doubling the size of the young republic. What was known as Louisiana Territory stretched from the Mississippi River in the east to the Rocky Mountains in the west and from the Gulf of Mexico in the south to the Canadian border in the north. Part or all of 15 states were eventually created from the land deal, which is considered one of the most important achievements of Thomas Jefferson’s presidency.   
     But was the Purchase of the Louisiana Territory celebrated by everyone?  Today we will find out by looking at some primary documents.

Reform Movements

19th Century Reform Movements

The decades before the Civil War saw the birth of the American reform tradition. Reformers--female and male, black and white--launched unprecedented campaigns to educate the deaf and the blind, rehabilitate criminals, extend equal rights to women, and abolish slavery. Our modern systems of free public schools, prisons, and hospitals for the infirm and the mentally ill are all legacies of this first generation of American reform.

Today, you will begin researching 19th century reform movements.  You should pick one topic of reform, then record what problems led to the reform, some of the major reform leaders of the topic you chose, and finally, the results of this reform movement.  In other words, what was accomplished?  If you are in class you will receive reading guides.  If not, click on the link below that gives a few suggestions for your research

Reform Movement assignment 

Journal Assignment:  Reform your world!

Everyday this week, change (for the better) at least one thing you have the power to change.  Record each day's reform in a journal to be turned in on Friday.  1 entry= 1point  Every entry after 5 will be extra credit.  You may earn up to 20 extra credit points on this assignment

Watch the Discovery Education video about Helen Keller below:

Helen Keller

Should kids be allowed to have credit cards?

We’ve all heard it in line at the supermarket: “Will that be cash or credit?” Should young adults under the age of 18 be given access to credit cards? Some might argue that kids need to learn about credit, so they will be responsible with it as adults. Others say that kids buying things on credit will have the opposite effect: devaluing money and increasing impulse buying. In this Drafting Board issue, you will explore each side’s reasons and evidence. You’ll produce a structured and polished argument in favor or against credit cards for minors. 

Click on the link to start essay:  Kids and credit cards

You will have Monday, Tuesday, and Wednesday to work on the essay in class.  The essay will be due Friday, April 24th.

Hands-on Banking

Below is a link to the KWL chart.  You have 3 pages: one for "Your Money and You"; "Credit and You"; and pick your own topic.  Fill out the I know column and the I want to know column before going to the site.  While going through the site, write what you learned.  You may make a copy of the KWL chart and fill it out in google docs, or fill out the hard copy I provide for you in class.


Hands on Banking

KWL Chart

National Bank to Federal Reserve

National Bank to Federal Reserve

Did you know that for most of our country’s early history, gold was used to represent money? In fact, you could go to a bank and trade in your paper money for gold!

In today's lesson, I have given you a link to a page that has reading passages and text boxes to answer your questions in.  After you have answered each set of questions, you will be prompted to email your answers to me.  Go ahead and click the email button for each set of questions.!

Go to the following link to find and answer today's questions:   The Gold Standard

Finished with the assignment?  Play the Fed Chairman Game

Lessons on money and banking:  Hands on Banking

Industrial Revolution Activities

Click on the following link for today's activities:  Industrial Revolution

The Industrial Revolution

Industrial Revolution

Today, we will begin our unit on the First Industrial Revolution by researching inventions and inventors.  If you are not at school today, go to the following site to find the chart to copy and complete:  Inventions and Inventors of the Industrial Revolution Chart

When finished, watch the following video
clip about the industrial revolution:

http://www.history.com/topics/industrial-revolution/videos#the-industrial-revolition

Drafting Board Essay: Should schools require students to participate in community service?

Should schools require mandatory community services for graduation? Or does requiring volunteer service defeat the point? Through this Drafting Board issue, you will study a policy that may already apply to you. Should students have maximum flexibility to develop their talents and skills? Or does mandatory service help students develop skills and discover interests? You will learn to connect claims, evidence, and reasoning to ultimately produce a structured and effective argument on this issue!
Click on the following link to start:  Drafting Board

Immigration Nation

Do you know how people become citizens of the United States? In Immigration Nation, you'll find out as you guide newcomers along their path to citizenship. You may play this game after you have completed the Immigration web quest.
Click on this link to play:  Immigration Nation

Immigration and Citizenship: webquest

In this web quest, you explore “coming to America.” Take a peek at the history of immigration, learn some reasons why people migrate and what attracts them to America, and look at the naturalization process.  Next, try your hand at the civics part of the naturalization test and hear what U.S. citizenship means to some brand new citizens.
There is a hand-out for the 
web quest- make sure you fill it out, and turn it in.

Click on the link to
complete assignment:   Immigration and Citizenship webquest

Responsibility Launcher

Yesterday, we learned that there are rights and responsibilities at each level of citizenship.  Today, you will play a game to see if you understand what those rights and responsibilities might be!

Click on the link to play the game:  Responsibility Launcher

Counties Work!

Do you want to make your community a better place to live? In Counties Work, you decide about the programs and services that affect everyone! Your choices shape the community, and your citizens’ satisfaction determines whether you’ll get re-elected for a second term. Choose wisely.
Click on the following link to play:  Counties Work!

States Rule! Webquest

At what age can you get your driver's permit? Depending on what state you live in, the answer is different. That is because each state has its own government and laws. Click here to learn more about state powers and governments:  States Rule Webquest

Argument Wars

Ever tried to win a disagreement? In Argument Wars, you will try out your persuasive abilities by arguing a real Supreme Court case. The other lawyer is your competition. Whoever uses the strongest arguments wins!  Choose 3 cases to play- fill out the hand-out and turn it in.  Make sure you log in!
Click here to play:  Argument Wars

Cases include:

• Bond v. United States
• Brown v. Board of Education
• Gideon v. Wainwright
• Hazelwood v. Kuhlmeier
• In Re Gault
• Miranda v. Arizona
• New Jersey v. T.L.O.
• Snyder v. Phelps 
• Texas v. Johnson

We the Jury Game

Have fun deciding a tough case while learning about what jurors discuss in the deliberation room. Choose from different civil cases, analyze evidence, weigh testimony, and use the right arguments to reach a fair and impartial verdict. 
Click on the link to play:  We The Jury