Activity Overview
It's beneficial for students to take a focused look at key questions when learning about more complex topics, such as the composition and responsibilities of the Judicial Branch. in this activity, students will create a spider map that represents the 5 Ws of the Judicial Branch. For each W, students will ask and answer a central question. Using the cell space, students will create a visual representation to accompany their responses. This can be used as an introductory activity or as a summative assignment at the end of the unit.
Here are some examples of possible questions:
- Who is a member of the Judicial Branch?
- What is the purpose of the Judicial Branch?
- When was the Judicial Branch created?
- Where is the Judicial Branch located?
- Why do we have a Judicial Branch?
- Who is in charge of the Judicial Branch?
- What does the Judicial Branch do?
- What types of jobs are part of the Judicial Branch?
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of the Judicial Branch: Who, What, When, Where, and Why.
- Click "Start Assignment".
- In the title box for each cell, type Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
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