This WebQuest is designed to walk students through Article III of the Constitution by examining primary source material as well as the interpretive information on the Judicial Learning Center website. The activity can be completed using the printable worksheet, or virtual form. Students will need the ability to access the Judicial Learning Center website.

Corresponding Student Center Pages 

• Article III and the Courts  

Suggested Time Needed 

1 class period 

• Materials
• Objectives & Standards
• Procedure
• Extension

• • A: Article III WebQuest 
  • OR Virtual WebQuest  – Use the template to create your own form to share with your students

• After completing this activity, students will: 

  • Have a greater understanding of the content found in Article III. 
  • Begin to build the vocabulary necessary to understand Article III. 
  • Understand the jurisdiction of the federal courts. 

   

  Guiding Questions 

  • Which article of the U.S. Constitution talks about the federal courts? 
  • Does Article III explain the appointment process for federal judges?  
  • What kind of power is vested in the courts, according to Article III? 
  • What is treason? 
  • What are TWO areas over which the federal courts have jurisdiction? 

   

  Missouri Grade Level and Course Level Expectations 

  6-8 

  • 6-8.AH.3.GS.E – Apply the principles of rule of law, representation, separation of powers, checks and balances, and federalism to explain the purposes and functions of the Constitution. 

  9-12 

  • 9-12.GV.3.GS.C – Analyze the unique roles and responsibilities of the three branches of government to determine how they function and interact. 
  • 9-12.GV.3.GS.F – Compare the structure and functions of local, state, and federal governments. 
  • 9-12.GV.4.GS.C – Compare the various processes pertaining to the selection of political leaders at the federal, state, and local level. 

• Explain to students that although Article III is the shorter than Articles I or II, it is still very important. 

  Place students into groups of 2, 3, or 4 depending on your class size.  

  Instruct students to navigate their internet browsers to the page they will use: 

  • Student Center page – Article III and the Courts 
  • A suitable online dictionary 

   Distribute copies of A: Article III WebQuest. 

   Allow time to complete. 

   Conclusion

  Go over the WebQuest responses with the class.  

   Review the Guiding Questions 

  • Which article of the U.S. Constitution talks about the federal courts? 
  • Does Article III explain the appointment process for federal judges?  
  • What kind of power is vested in the courts, according to Article III? 
  • What is treason? 
  • What are TWO areas over which the federal courts have jurisdiction? 

• Section 2 of Article III, detailing the jurisdiction of the federal courts, often causes confusion in students. Useful follow up activities can be found by visiting the Student Center and Educator Center pages:  

  • State Courts vs. Federal Courts  
  • Types of Court Cases 
  • Complete the lesson plan Understanding the Types of Cases 

Students will use the Judicial Learning Center website to identify rights that are found in the Bill of Rights. They will use the answers to solve the puzzle in this activity.

Corresponding Student Center Pages

The Constitution and Rights

Suggested Time Needed

1 class period

• Materials
• Objectives & Standards
• Procedure

• • A: Do You Know Your Bill of Rights?  
  • B: Do You Know Your Bill of Rights? – Answer Key 

• After completing this activity, students will: 

  • Have a greater understanding of the rights and liberties presented in the Bill of Rights. 
  • Be able to identify the rights granted in the Bill of Rights, by Amendment. 

  Guiding Questions  

  • Why is the Bill of Rights so important?  
  • How would the United States be different if we did not have the rights that are listed in the puzzle?  

  Missouri Grade Level and Course Level Expectations 

  • 4.PC.1.C – Explain the major purposes of the Bill of Rights. Identify important principles in the Bill of Rights. 
  • 5.PC.1.C – Apply the principles of the Bill of Right to historical time period being studied and to current events.  
  • 6-8.AH.3.GS.F – Describe the origins and purposes of the Bill of Rights and evaluate the enduring significance of these concepts to the preservation of individual rights and liberties. 

• Place students into groups of 2, 3, or 4 depending on your class size and access to devices.  

  Instruct students to navigate their internet browsers to the page they will use: https://judiciallearningcenter.org/the-constitution-and-rights/ 

   Distribute copies of A: Do You Know Your Bill of Rights?  

   Allow time to complete. 

  Conclusion

  Go over the answers with the class. Ask these follow up questions: 

  • Do some of the amendments in the Bill of Rights seem more important than the others? Which ones and why?  
  • What are your 1st Amendment freedoms?  

  Review the Guiding Questions 

  • Why is the Bill of Rights so important?  
  • How would the United States be different if we did not have the rights that are listed in the puzzle?