Ms. Delmara Reece

Cs. 111Q Jacob Blackwell Long Island City, NY

Same Sex Marriage Rights

Introduction:

After learning about Civil Rights we became familiar with the different types of amendments and the rights of citizens. This raised the issue of same-sex marriage and the rights they have as citizens and how they are treated compared to heterosexual couples. Should same-sex marriage be granted the same rights as heterosexual marriage? For years this have been an ongoing issue state to state. Although same-sex marriage is legal in some states many are still fighting against it. Some of our classmates can relate to this issue because they have experienced a similar situation being raised by two same-sex parents or guardians or some of you might know someone facing this issue. Whether you are facing this issue or know someone after this assignment we will all become educators of this issue.

Brief Background History:

The issue of same-sex marriage is an argument that most of us have heard, and most of us have strong opinions on. I know very few people that don’t have a preference of legalization or not. Personally, I believe that homosexuals should be granted the same rights as heterosexual couples. As Dr. Martin Luther King Jr. said, “marriage is a basic human right. You cannot tell people they cannot fall in love.” While he said this in reference to marriage between races, the same can be said about homosexuals. Who are we to allow some people to get married, and tell others they cannot. However, regardless of my beliefs, I would first like to provide some background on the history of same-sex marriage to help raise awareness on same sex marriage and their rights.

Years ago, homosexuality was unacceptable. Most that were gay hid it from others and did not act upon it. They married the opposite gender to live out a “normal” life. There are many instances of homosexuals being prosecuted and discriminated against. At one point, homosexuality was considered a mental illness as recognized by the DSM of Psychology. Slowly, being gay became more acceptable, and homosexuals fought for more rights, and eventually the right to marry, to date many states are still fighting against same-sex marriage.

The fight for the allowance of same-sex marriages has been a long process, and just recently the issue is coming more into the light of current politics. In 1942, in Skinner v. Oklahoma, the US Supreme Court ruled that marriage is one of the basic civil rights. Civil Rights are rights that cover all genders, no matter the sexuality of the individual. Another Supreme Court case in 1967, Loving v. Virginia, affirmed that “the freedom to marry has long since been recognized as one of the vital personal rights essential to the orderly pursuit of happiness by free men.” These court cases have paved the way for same-sex couples to fight for equal marriage rights, and were the catalysts that gave homosexuals some hope to right for their right to marry. This information is just to get you all thinking before diving into your assignment.

Supporters of gay marriage have fought a long battle, and gone through lots of ups and downs. Hopefully, in the next years, gay marriage will be legal world wide, and we will see it as Dr. Martin Luther King once dreamed we would see marriage between whites and blacks-a completely normal.

Task

1. Your group will be completing TWO assignments for this project.

FIRST you will write a 3-page research based paper to persuade your audience on the topic of same-sex marriage rights vs. heterosexual marriage rights. (For or against support with relevant details) this paper should be typed and include all group members name. Your paper can also be in the form of a letter that can be given to a Gay Straight Alliance to add to their database or someone in Government who can make decisions. Whether you agree or disagree. Each student will play the role of a journalist to help raise awareness for individuals all around the world.

Things that should be included but not limited:

I. Charts and graphs

II. All 6 Public Policy Analyst linked in the process (Worksheets to collect information, this will be collected)

III. Argument: For or Against same-sex marriage

IV. Come up with a solution to this problem

SECOND your group will deliver 8-12 minutes PowerPoint oral presentation to the class. The goal of this presentation is to raise awareness whether you are FOR or AGAINST same-sex marriage

Things that should be included but not limited:

I. PowerPoint / Charts, graphs and videos (VIUSUAL AIDS)

II. Address all social and economic ramification of legalizing Same-sex marriage

III. Argument: For or Against same-sex marriage and their Rights

IV. What rights do they have compared to Heterosexual marriage

V. Come up with a solution to this problem

Process And Resources

During this project students will be placed in a group of 3-4 students to complete a research based paper and a PowerPoint presentation. Both products will be graded and students will have access to the worksheets and different resources to help gather information on the social problem. Students are encouraged to work collaborative on this project with each taking a significant role. ONLY ONE copy of the worksheets should be submitted.

1. The first step in this process is to identify the problem

Worksheet 1

2. The second step in the process is to gather evidence of the problem

Worksheet 2

3. The third step in this process is identifying the causes of the problem

Worksheet 3

4. The fourth step in the process is to evaluate exiting public policies

Worksheet 4

5. The fifth step in the process is to develop a public policy solution

Worksheet 5

6. The sixth step in this process is to select the best public policy solution

Worksheet 6

Below you will find the resource links for additional information on same-sex marriage and their rights.

PLEASE STAY AWAY FROM WIKIPEDIA

· Same-sex ruling

· Same-sex marriage a right

· Gay Marriage and the 14th Amendment

· http://prospect.org/article/gay-equal-rights-amendment

· LGBT RIGHTS

· Same-sex marriage vs. Heterosexual marriage statistics

· Divorce rate

For additional resource feel free to use google.com or any books from your local library or online.

Evaluation

Research Paper Rubric: Same-sex Marriage Rights

Teacher: Ms. Reece

Name: _________________________________________ Date: ________________ Score: __________

Category	Exceeds Standard	Meets Standard	Nearly Meets Standard	Does Not Meet Standard	No Evidence	Score
Title Page	Title Your Name, Teacher’s Name, Course Period, Date, Neatly finished-no errors	Evidence of four	Evidence of 3	Evidence of 2 or less	Absent
Thesis Statement	Clearly and concisely states the paper’s purpose in a single sentence, which is engaging, and thought provoking.	Clearly states the paper’s purpose in a single sentence.	States the paper’s purpose in a single sentence.	Incomplete and/or unfocused.	Absent, no evidence
Introduction	The introduction is engaging, states the main topic and previews the structure of the paper.	The introduction states the main topic and previews the structure of the paper.	The introduction states the main topic but does not adequately preview the structure of the paper.	There is no clear introduction or main topic and the structure of the paper is missing.	Absent, no evidence
Body	Each paragraph has thoughtful supporting detail sentences that develop the main idea.	Each paragraph has sufficient supporting detail sentences that develop the main idea.	Each paragraph lacks supporting detail sentences.	Each paragraph fails to develop the main idea.	Not applicable
Organization- Structural Development of the Idea	Writer demonstrates logical and subtle sequencing of ideas through well-developed paragraphs; transitions are used to enhance organization.	Paragraph development present but not perfected.	Logical organization; organization of ideas not fully developed.	No evidence of structure or organization.	Not applicable
Conclusion	The conclusion is engaging and restates the thesis.	The conclusion restates the thesis.	The conclusion does not adequately restate the thesis.	Incomplete and/or unfocused.	Absent
Mechanics	No errors in punctuation, capitalization and spelling.	Almost no errors in punctuation, capitalization and spelling.	Many errors in punctuation, capitalization and spelling.	Numerous and distracting errors in punctuation, capitalization and spelling.	Not applicable
Usage	No errors sentence structure and word usage.	Almost no errors in sentence structure and word usage.	Many errors in sentence structure and word usage.	Numerous and distracting errors in sentence structure and word usage.	Not applicable
Citation	All cited works, both text and visual, are done in the correct format with no errors.	Some cited works, both text and visual, are done in the correct format. Inconsistencies evident.	Few cited works, both text and visual, are done in the correct format.	Absent	Not applicable
Bibliography	Done in the correct format with no errors. Includes more than 5 major references (e.g. science journal articles, books, but no more than two internet sites. Periodicals available on-line are not considered internet sites)	Done in the correct format with few errors. . Includes 5 major references (e.g. science journal articles, books, but no more than two internet sites. Periodicals available on-line are not considered internet).	Done in the correct format with some errors. Includes 4 major references (e.g. science journal articles, books, but no more than two internet sites. Periodicals available on-line are not considered internet).	Done in the correct format with many errors. Includes 3 major references (e.g. science journal articles, books, but no more than two internet sites. Periodicals available on-line are not considered internet sites.)	Absent or the only sites are internet sites.

Oral Presentation: Same-sex Marriage Rights vs. Heterosexual couples (USE AS AN ADDITIONAL CHECKLIST)

Teacher: Ms. Reece

Name: _________________________________________ Date: ________________ Score: __________

Select the box, which most describes student performance. Alternatively you can "split the indicators" by using the check boxes before each indicator to evaluate each item individually.

Language Use and Delivery The student communicates ideas effectively

Organization and Preparation The student exhibits logical organization.

Content

The student explains the process and findings of the project and the resulting learning.

Questions and Answers

Exceeds Standard	Meets Standard	Nearly Meets Standards	Does Not Meet Standard	Score
qEffectively uses eye contact. qSpeaks clearly, effectively and Confidently using suitable Volume and pace. qFully engages the audience. qDresses appropriately, qSelects rich and varied words for context and uses correct grammar.	qMaintains eye contact. qSpeaks clearly and uses suitable Volume and pace. qTakes steps to engage the audience. qDresses appropriately. qSelects words appropriate for context and uses correct grammar.	qSome eye contact, but not maintained. qSpeaks clearly and unclearly in different portions. qOccasionally engages audience. qDresses inappropriately. qSelects words inappropriate for context; uses incorrect grammar.	q Uses eye contact ineffectively. q Fails to speak clearly and Audibly and uses unsuitable pace. q Does not engage audience. q Dresses inappropriately. q Selects words inappropriate for context; uses incorrect grammar.
qIntroduces the topic clearly and creatively. qMaintains clear focus on the topic.. qEffectively includes smooth transitions to connect key points. q Ends with logical, effective and relevant conclusion.	qIntroduces the topic clearly. qMaintains focus on the topic. qInclude transitions to connect key points. qEnds with coherent conclusion based on evidence.	qIntroduces the topic. qSomewhat maintains focus on the topic. qIncludes some transitions to connect key points. qEnds with a conclusion based on evidence.	qDoes not clearly introduce the topic. qDoes not establish or maintain focus on the topic. qUses ineffective transitions that rarely connect points. qEnds without a conclusion.
qClearly defines the topic or thesis and its significance. qSupports the thesis and key findings with an analysis of relevant and accurate evidence qProvides evidence of extensive and valid research with multiple and varied sources qProvides evidence of complex problem solving and learning stretch. qCombines and evaluates existing ideas to form new insights.	qClearly defines the topic or thesis. qSupports the thesis and key findings with evidence. qPresents evidence of valid research with multiple sources. qProvides evidence of problem solving and learning stretch. qCombines existing ideas to form new insights.	qDefines the topic or thesis. qSupports the thesis with Evidence. qPresents evidence of research with sources. qProvides some evidence of problem solving and learning stretch. qCombines existing ideas.	q Does not clearly define the topic or thesis. qDoes not support the thesis with evidence. qPresents little or no evidence of valid research. qShows little evidence of problem solving and learning stretch. qShows little evidence of the combination of ideas.
Demonstrates extensive knowledge of the topic by responding confidently, precisely and appropriately to all audience questions and feedback.	Demonstrates knowledge of the topic by responding accurately and appropriately to questions and feedback.	Demonstrates some knowledge of the topic by responding accurately and appropriately to questions and feedback.	Demonstrates incomplete knowledge of the topic by responding inaccurately and inappropriately to questions and feedback.

SOCIAL STUDIES: Group Presentation Rubric

4	All parts are easily heard. Topic is addressed in depth. Visuals are attractive, effectively designed, can be seen by all, and reinforce the presentation’s main idea. Used effective speaking techniques throughout (audience awareness, eye contact, gestures, vocal variety) Well organized. All information is accurate. Polished presentation. Integrates all required components creatively and smoothly.
3	Most parts are easily and clearly heard. Topic is addressed effectively. Visuals are attractive, well-designed, can be seen by most, and somewhat reinforce the presentation’s main idea. Used effective speaking techniques most of the time (audience awareness, eye contact, gestures, vocal variety). Good organization. All information is accurate. Needs minor rehearsal. Integrates all required components smoothly.
2	Difficult to hear and understand. Topic is addressed sporadically. Visuals are neat, have an average design, could be seen by some, pertain to presentation. Used some effective speaking techniques (audience awareness, eye contact, gestures, vocal variety). “Off track” in some places. Some factual errors. Needs considerable rehearsal. Integrates all required components.
1	Very difficult to hear and understand. Topic is not addressed. Visuals are too small, poorly designed, did not pertain to the presentation. Did not use effective speaking techniques (audience awareness, eye contact, gestures, vocal variety) Lacks organization. Many factual errors. Needs major rehearsal. Integrates all required components.

Grading Rubric for Power Point Project

: Same-sex Rights vs. Heterosexual Marriage

Name(s)_______________________________ Period_____

Subject_______________________________ Rank____ Score____ Teacher: Ms. Reece

	5	4	3	2	1
Content	Content is accurate and all required information is presented in a logical order.	Content is accurate but some required information is missing and/or not presented in a logical order, but is still generally easy to follow.	Content is accurate but some required information is missing and/or not presented in a logical order, making it difficult to follow.	Content is questionable. Information is not presented in a logical order, making it difficult to follow.	Content is inaccurate. Information is not presented in a logical order, making it difficult to follow.

Slide Creation	Presentation flows well and logically. Presentation reflects extensive use of tools in a creative way.	Presentation flows well. Tools are used correctly	Presentation flows well. Some tools are used to show acceptable understanding.	Presentation is unorganized. Tools are not used in a relevant manner. Lacking some of the members’ information.	Presentation has no flow. No tools used. Insufficient information and lacking some of the members” information.
	Each member’s information is represented in slides and identified with their name.	Each member’s information is represented in slides and identified with their name. Overall presentation is interesting.	Each member’s information is represented in slides and identified with their name.
Slide Transitions	Transitions are smooth. Transitions enhance the presentation.	Smooth transitions are used on most slides.	Smooth transitions are used on some slides	Very few transitions are used and/or they distract from the presentation.	No transitions are used.
Pictures, Clip Art Background	Images are appropriate.	Images are appropriate. Layout is cluttered.	Most images are appropriate	Images are inappropriate.	No images
	Layout is pleasing to the eye.
Mechanics	No spelling errors. No grammar errors. Text is in authors’ own words.	Few spelling errors. Few grammar errors. Text is in authors’ own words.	Some spelling errors. Some grammar errors.	Some spelling errors. Some grammar errors. Most of text is in authors’ own words.	Many spelling and or grammar errors. Text is copied.
			Text is in authors’ own words.
Technology Connection	Comprehensive use of technology is apparent.	General understanding of technology.	Acceptable understanding of technology.	Little understanding of technology.	No understanding of technology.

Conclusion

CONGRATULATION!!!!!!!!

TODAY you are more educated than you were YESTERDAY. Whether you AGREE or DISAGREE, FOR or AGAINST you have played the role of a public policy analyst who became an educator in a social issue that is affecting many people around the world today. You have found a solution to a problem that may help many individuals facing this issue or know someone facing this issue. Lets continue working in hope of making a difference in someone’s life!

Peace, Love and Happiness…

THANK YOU ALL FOR PARTICIPATING.

Standards

ELA

W.8.9

Research to Build and Present Knowledge

9. Draw evidence from literary or informational texts to support analysis, reflection and research.

W.8.5

Production and Distribution of Writing

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach, focusing on how well purpose and audience have addressed.

SL.8.1

Comprehension and collaboration

1. Engage effectively in a range of collaborative discussions (one-one, in groups and teacher led) with diverse partners on grade 8 topics texts, and issues, building on others ideas and expressing their own clearly.

SL.8.4

Presentation of Knowledge and Ideas

Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning and well-chosen details: use appropriate eye contact, adequate volume and clear pronunciation.

Social Studies

WHST.6-8.4

Production and Distribution of Writing

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience.

WHST.6-8.4

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

RH.6-8.9

Integration of Knowledge and Ideas

Analyze the relationship between a primary sources on the same topic.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the author take