Ms. Crespo
English Language Arts
The
“Then
she would be married – she, Eveline.
People would treat her with respect then.”
How many times have you been
told, “Don’t cry. Big boys don’t cry; or no, no, little girls are supposed to
play with their dolls, not cars and trucks?”
Several times, right? But are
these ideas true? Should men and women
be limited to gender roles that originated centuries before? Well, unfortunately these ideas have not only
been passed down by our families like heirlooms, but these beliefs are a part
of our way of life; this is largely contributed to society and the way men and
women have been depicted throughout such means of expression as the media and
even literature.
Still don’t believe me? Ok. Do
me a favor then. Take a minute to answer
the following statements. At the
conclusion of these assertions, determine how many you’ve answered “True” and “False”. If you’ve answered the majority with a “True”
reply, ask yourself, “Are there restrictions on gender roles?”
1.
There are
different expectations for sons and daughters.
2.
There are more
male doctors in your country.
3.
There are more
female teachers in your country.
4.
It’s okay for men
to cry.
5.
There are more
female managers and executives in your country.
How
do you feel now?
In
any event, James Joyce captures this portrayal of gender roles perfectly in his
two short stories, “Eveline” and “The Boarding House.” Only, instead of gender socialization or
gender equality, we gain insight into gender domination or inequality between the
sexes. Though at the time, the novel The Dubliners was meant to provide a
real depiction of the lives of people in Joyce’s home country
Using the Public Policy
Analyst (PPA), http://www.maxwell.syr.edu/plegal/TIPS/select.html
you will be assigned to groups of five and identify and investigate the social
issue of restrictions placed on gender roles from the perspective of one of
Joyce’s characters. Then, using the
information you’ve gathered from your PPA Worksheets, create a 4 OR 6 page layout, newspaper illustrating
the social problem through the eyes of James Joyce and the ways this issue
could be assessed.
SPECIFICATIONS:
ü
The length of
this newspaper must be either a 4 or 6 page layout using Microsoft Word.
ü
This newspaper
must be in “Times New Roman” font and the font size must be set at 10.
ü
Your newspaper
must have the proper
You will be placed in groups of five in order to
complete the gathering of information of the PPA worksheets. Your group roles …
“Editor-in-Chief”/ Leader - This student will lead the research by guiding the
other members to the web pages. He/She
will assign information from the resources and collect information that will be
used to complete the worksheets.
“Reporters”/ Writers - These students will take notes on information
gathered by the group members. They will
be responsible for completing the PPA worksheets.
“General Manager”/ Task
master 1 - This student will keep
the group on their path. He/She will
assign information from the resources and collect information that will be used
to complete the worksheets. This person will
assist in the research, keep the others abreast of the aim of the assignment,
and will assign classwork/homework to make sure the deadlines are met.
“Art Editor” / Task master
2 – This student will cover all
aspects of layout, design, and photography.
He/She will discuss design and layout ideas with the other group members
and will oversee the designing of the newspaper.
**All group members are
required to contribute to the completion of the worksheets AND the completion of the 4 or 6 page layout (newspaper).**
Along
with the information from the text and the resources, follow the Public Policy
Analyst (PPA) process http://www.maxwell.syr.edu/plegal/TIPS/select.html
and allow this to guide you with your essay.
1.
Identifying the
problem (Worksheet #1)- http://www.maxwell.syr.edu/plegal/tips/qeworksheet.doc
2.
Gathering Evidence
(Worksheet #2)
3.
Identifying Causes
of the problem (Worksheet #3)
4.
Evaluate the Policy
(Worksheet #4)
5.
Develop a Solution
to the problem (Worksheet #5)
6.
Selecting the Best
Solution (Worksheet #6)
Review all of the information collected on the
worksheets and make sure all of the information is accurate and complete.
Using the completed PPA worksheets, begin production
of your newspaper: the layout of the newspaper and articles that will be
published.
After completing the blueprint, proofread and submit
your required articles.
After submitting your assignments, make the final
decision on the newspaper’s layout.
After making the final touches to your group newspaper,
prepare for it to go into publication!
GENERAL WEBSITES:
SPECIFIC WEBSITES:
http://www.readbookonline.net/title/154/
(James Joyce online works – The Dubliners)
http://www.faqs.org/health/topics/8/Gender-roles.html
http://everything2.com/?node_id=607214
http://www.nytimes.com/2007/01/27/business/27instincts.html
http://iteslj.org/questions/gender.html
http://library.thinkquest.org/17067/you/nfgender.html
http://www.englishrules.com/writing/2005/marking-titles.php
(How to punctuate titles – ex. newspapers, articles, poems, etc.)
http://www.transpacificradio.com/2006/12/21/xmas3-deorio/
(“The Gift of the Magi” – examining gender roles in other short stories)
http://www.vcu.edu/engweb/eng384/chopinhoward.htm
(Background information on gender roles by a woman author)
Being that this course has
familiarized you with scoring rubrics, your project will be graded using the
comprehensive grading rubric designed to assess reading and writing for
information. è http://www.tnellen.com/cybereng/ELA/rubric2.html
|
|
Excellent 100-90 (4) |
Very Good 89-80 (3) |
Satisfactory 79-65 (2) |
Unsatisfactory 65-Below (1) |
|
Research |
Problem clearly identified
and thoroughly researched |
Problem identified and
reasonably well researched |
Problem identified |
Problem identified but research is lacking |
|
PPA Usage |
All six steps of the
PPA are clearly addressed and all
worksheets correctly completed |
All six steps of the PPA
are addressed and most worksheets
correctly completed |
Limited research |
Incomplete worksheets |
|
|
Information clearly relates to the main topic. It includes several supporting details
and/or examples. |
Information clearly relates to the main topic. It provides 1-2 supporting details and/or
examples. |
Information clearly relates to the main topic. No
details and/or examples are given. |
Information has little or nothing to do with the main
topic. |
|
|
Successfully uses suggested internet links to find
information and navigates within these sites easily without assistance. |
Usually able to use suggested internet links to find
information and navigates within these sites easily without assistance. |
Occasionally able to use suggested internet links to
find information and navigates within these sites easily without assistance. |
Needs assistance or supervision to use suggested
internet links and/or to navigate within these sites. |
Congratulations! You’ve completed the Web Quest study of
restrictions placed on gender roles. Not
only have you succeeded in your task of becoming socially aware of this issue,
but you have also discovered possible solutions of how to assess it. In the process you have simultaneously learned
and used the six steps of the Public Policy Analyst (PPA) to evaluate civics,
citizenship, and governmental systems in order to become a public policy
creator.
This Web Quest addresses the following
English Language Arts and Social Studies Standards:
Standard
1: Language for Information and Understanding
Students will listen, speak,
read, and write for information and understanding. They will collect data, facts, and ideas;
discover relationships, concepts, and generalizations; and use knowledge
generated from oral, written, and electronically produced texts.
Standard
2: Language for Literary Response and Expression
Students will read and listen
to oral, written, and electronically produced texts and performances from
American and world literature; relate texts and performances to their own
lives; and develop an understanding of the diverse social, historical, and
cultural dimensions the texts and performances represent.
Standard
3: Language for Critical Analysis and Evaluation
Students will listen, speak,
read, and write for critical analysis and evaluation. They will analyze
experiences, ideas, information, and issues presented by others using a variety
of established criteria presented from multiple perspectives, their opinions
and judgments on experiences, ideas, information and issues.
Standard
4: Language for Social Interaction
Students will listen, speak,
read, and write for social interaction. They will use oral and written language
for effective social communication with a wide variety of people.
Social Studies
Standard
2: World History
Students will use a variety
of intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in world history and examine the broad
sweep of history from a variety of perspectives.
Standard
5: Civics, Citizenship, and Government
Students will use a variety
of intellectual skills to demonstrate their understanding of the necessity for
establishing governments; the governmental system of the