PART 1 (DAY 1)

Students will watch the movie National Treasure. This could be done in one session or over 2 sessions if necessary.

• Official Movie Website

• Internet Movie Database

PART 2 (DAY 2)

Explain to the class that they will be exploring our Real National Treasure, the Declaration of Independence. You might begin with some initial questions; Are there really any secrets on the document? What makes it our Real National Treasure? Why is the Declaration of Independence important to our history as a country, how is it important, and what proves to us its importance?

Explain that the class will be going on a Web Quest to explore this important American document and its historical significance, and that each student will become part of a team of experts that will investigate this treasure and then make a presentation to the class.

Divide the class into teams (preferably teams of 8, though adjustments can be made as necessary). A variety of grouping strategies could be used to accomplish this task. Within those teams, students will be partnered (assuming enough students) into the following smaller teams of experts:

Biographers  |  Decipherers  |  Historians  |  Preservationists

It might be helpful to briefly discuss each of the roles with the entire class before moving on.

Provide each partnership/team of experts with a folder labeled with their job title. They will use this folder to collect their research and keep their information together. Inside the folder they will find their job description (for students) and any materials they will need (worksheet, rubric, etc.)

They will spend the rest of this session reading through the provided materials and moving on to Part 3.

PART 3 (DAYS 2-4)

During Part 3, students will work through their steps based on the role or job they have within their group. Each group has specific directions and tasks to complete so that the group as a whole will be able to present their overall findings to the class.  Student worksheets can be found in the "students" section of the Web Quest.

Biographers

TASK:
You will be learning about the people associated with the Declaration of Independence. 
PRODUCT:
You will be creating "Signer Cards" in the format of a trading card.  Each card will include a picture of the signer, a brief biographical sketch, and a copy of their signature.

Decipherers

TASK:
You will be learning about the document itself, including how it was written, why it was written the way it was, the process it went through to be drafted, etc.  Part of your expertise will be in the style and handwriting itself as well.
PRODUCT:
You will be scouring the Declaration to find out all you can about the document.  Based on what you find out about the writing process, you will be creating a timeline, some writing samples and lists, and also working with the Preservers to create a replica/copy of the Declaration.

Historians

TASK:
You will be learning about the places, events and artifacts associated with the Declaration of Independence.
PRODUCT:
You will be creating a "Treasure Box" that will include replicas, models or pictures of various artifacts, places and events associated with the Declaration of Independence, each with a note card that provides a brief description.

Preservers

TASK:
You will be learning about the process used to preserve historical documents such as the Declaration of Independence.  You will study the science behind the document preservation and the reasons for preserving the Declaration.
PRODUCT:
You will be creating, with the aid of the Decipherers, a replica of the Declaration in an attempt to show the damage and defects that resulted from its handling an age.  You will also be creating a diagram to show how the Declaration is preserved with a short written description of the processes and reasons for preservation.

PART 4 (DAY 5)

While some groups may have started this on Day 4 or throughout the process, the part allows the smaller teams of experts to meet with their original team of 8 to compile their work and put the finishing touches on their presentation. Options for their presentation include:

• A 5-7 minute oral presentation to the class that includes visual aids created during the activity.

• A 10-12 slide PowerPoint presentation that includes an overview of the groups findings and is presented by the entire class.

• A "National Treasure Museum Display" that is set up so visitors can view the products created by the teams which would also include written descriptions (in place of an oral presentation).

• A documentary movie created by the team, which would show and explain what they have learned.

PART 5 (DAY 6)

The final day of the activity would allow for groups to make their presentations to the class. Oral presentations, PowerPoint presentations, and documentary movies would be shared one at a time, while museum displays could be set up for the class and other visitors to peruse.