Teacher+Page

=Teacher Page=

Teacher Introduction
This WebQuest is designed for students to analyze the arguments of the major candidates for president, interpret polling data that shows public attitudes towards their positions, and conclude who has the best chance of winning the election. Students will learn the candidate’s views on the major issues confronting the United States, study electoral college and demographic trends over the past 20 years, and will analyze opinion polling data for reliability and accuracy. The end result will be a digital presentation.

Target Learners
This WebQuest is designed for students in grades 10-12 who have taken, or are currently enrolled in, United States History I or II, Government/Civics, Current Events,......... It also requires students and teachers to use a cross-curricular approach using Mathematics, Social Studies and Media Arts/Literacy skills.

Teacher Process
This project should take anywhere from 4-5 days for students to complete, though teachers should of course judge their students' abilities and technology literacy.

Standards
NJCCCS Mathematics 4.1.C.1. Recognize the limitations of estimation, assess the amount of error resulting from estimation, and determine whether the error is within acceptable tolerance limits. 4.4.A.1 Use surveys and sampling techniques to generate data and draw conclusions about large groups. 4.4.A.2 Evaluate the use of data in real-world contexts. 4.4.A.3 Interpret and communicate the outcome of a statistical experiment. 4.4.A.4 Estimate or determine lines of best fit (or curves of best fit if appropriate) with technology, and use them to interpolate within the range of the data. ????????extention ??????? 4.4.B.5 Estimate probabilities and make predictions based on experimental and theoretical probabilities. 4.4.B.6 Understand and use the "law of large numbers" (that experimental results tend to approach theoretical probabilities after a large number of trials). ??????????extention ????????????? 4.5.A.1 Learn mathematics through problem solving, inquiry, and discovery. 4.5.A.2 Solve problems that arise in mathematics and in other contexts. 4.5.B.2 Communicate their mathematical thinking coherently and clearly to peers, teachers, and others, both orally and in writing. 4.5.C.3 Recognize that mathematics is used in a variety of contexts outside of mathematics. 4.5.C.4 Apply mathematics in practical situations and in other disciplines. 4.5.D.2 Use reasoning to support their mathematical conclusions and problem solutions. 4.5.E.1 Create and use representations to organize, record, and communicate mathematical ideas. 4.5.F.2 Use computer spreadsheets, software, and graphing utilities to organize and display quantitative information.

6. Social Studies
STANDARD 6.1 (Social Studies Skills) All students will utilize historical thinking, problem solving, and research skills to maximize their understanding of civics, history, geography, and economics.

Strands and Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of **Grade 12**, students will: 

A. Social Studies Skills

 * Analyze how historical events shape the modern world.
 * Formulate questions and hypotheses from multiple perspectives, using multiple sources.
 * Examine source data within the historical, social, political, geographic, or economic context in which it was created, testing credibility and evaluating bias.
 * Evaluate current issues, events, or themes and trace their evolution through historical periods.
 * Apply problem-solving skills to national, state, or local issues and propose reasoned solutions.
 * Evaluate historical and contemporary communications to identify factual accuracy, soundness of evidence, and absence of bias and discuss strategies used by the government, political candidates, and the media to communicate with the public.

STANDARD 6.2 (Civics) All students will know, understand and appreciate the values and principles of American democracy and the rights, responsibilities, and roles of a citizen in the nation and the world.

Strands and Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of **Grade 12**, students will: 

A. Civic Life, Politics, and Government

 * [|Discuss how participation in civic and political life can contribute to the attainment of individual and public good.]
 * Evaluate ways that national political parties influence the development of public policies and political platforms, including political action committees, McCain-Feingold Act, platform committees, and political campaigns.
 * Analyze how public opinion is measured and used in public debate (e.g., electronic polling, focus groups, Gallup polls, newspaper and television polls) and how public opinion can be influenced by the government and the media.

C. The Constitution and American Democracy

 * Debate current issues and controversies involving the central ideas of the American constitutional system, including representative government (e.g., Electoral College and the popular vote), civic virtue (e.g., increasing voter turnout through registrations and campaigns), checks and balances, and limits on governmental power.

D. Citizenship

 * [|Discuss how citizens can participate in the political process at the local, state, or national level (e.g., registering to vote, voting, attending meetings, contacting a representative, demonstrating, petitions, boycotting) and analyze how these forms of political participation influence public policy.]

STANDARD 6.4 (United States and New Jersey History) All students will demonstrate knowledge of United States and New Jersey history in order to understand life and events in the past and how they relate to the present and future.

Strands and Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of **Grade 12**, students will:

L. Contemporary America (1968-present)

 * Compare and contrast population trends and immigration and migration patterns in the United States (e.g., growth of Hispanic population, demographic and residential mobility).