WEBQUEST: TITLE: UNDERREPRESENTATION -The social problem of inclusion

 

AFRICAN AMERICANS-WOMAN-AND OTHER MINORITIES

 

WHY ARE THEY UNDERREPRESENTED

IN UNIVERSITIES AND CORPORATE

AMERICA?

 


 



By Rhonda Klores

 


INTRODUCTION

Look at American society today. What do you see? Woman, who make up 51% of the population and African Americans who make up 13 % are all but left out in the major corporate structure and on American college campuses. This under representation is a social problem that must be addressed if America is to call itself and inclusive society. These groups have sacrificed and have been an integral part of the “American Dream” and yet they have not reaped the rewards for the arduous labors. What are the causes for this social problem? What evidence can we find to support claims that this social problem requires immediate attention? What are the existing public policies that are presently in place? Can new public polices be more effective? These questions you will answer and more in this web quest. We, as Americans, who place our democracy as the cornerstone of the free world, must face up to the fact that this is a major social problem and requires scrutiny by all who want a pure democracy.

 

For decades now, Woman’s rights and Civil Rights activists have been sounding a clarion call for equal pay for equal work. Yet the corporate offices of CEOs remain male and white. Blacks do not nearly equate to their population percentages on college campuses. Some remedies have been proposed. One public policy, and the most controversial, has been proposed and enforced for the past two decades. This policy, known as AFFIRMATIVE ACTION, has created enormous controversy and has even reached the Supreme Court of the United States in the form of a tenuous decision, Bakke v. Regents of the University of California. The court decision has begged the legality of Affirmative Action showing how difficult it is to find common ground between those who believe it is a democratic, moral and constitutional imperative and those who view Affirmative Action undemocratic, anti-American and discriminatory. As the world globalizes and American domestic and foreign policy move into the twenty-first century, the social problem on “INCLUSION” will take on greater significance. The struggle for equality, which was the cause for America's inception four centuries ago, is still a major issue. The enigma, "how does the nation, with the highest standard of living in the history of mankind devise a public policy that fosters inclusion" is the question before us now and demands addressing.

 

Inclusion of all, including African-Americans and woman was conceived in the 18th century and extended into the tumult of the nineteen sixties. From Seneca Falls to the ERA, from Nat Turner and John Brown to Rosa Parks, minorities have attempted to protest and organize to gain equal access to the halls of learning and the corporate boardroom. Minorities searched for greater opportunity in higher education and access to careers in fields to which they had been previously excluded.

 

Affirmative Action was a plan to address this issue.

The program guaranteed specific quotas of African American would be admitted to even the most prestigious colleges, professional schools, as well as quotas for employment in all levels of government or corporations that accept federal funding. The goal of Affirmative action was for African American to achieve the equality that they had been denied.  Citizens in other groups believe that these quotas were institutionalized discrimination that favored one groups at the expense of qualified others. Is this the American way? Does Affirmative Action continue the long tradition of equality begun at the dawn of the twentieth century in the "Progressive Movement" of Lafollette, Roosevelt and Addams? Or is it a destruction o the long revered "Protestant Ethic" on which America was founded? Does Affirmative Action betray the long established principles of American individualism and capitalism?  Are there other public polices, along with affirmative action that can bring the “progressive dream” to reality? This will be your quest

 


 


NOW LET'S HAVE FUN

You will attempt to analyze and create public policy in New York State regarding the social problem of underrepresentation of various segments in American society. . You will become attorneys for the State of New York.  You must advise your governor and the New York State Legislators to the best public policy regarding inclusion of a major segment of your state’s population. You have A VERY DIFFICULT JOB. Your governor wants to be reelected. He needs broad based support. Your state senators and county representatives want reelection as well. You also have a moral obligation to those who have been discriminated against because of their skin color, race or ethnic background. You have to weigh the "good against the bad" in establishing a policy that will be a solution to past inequities yet preserve democratic principles. You also have to take into account the COST of such a program. Will taxpayers be willing to burden the expense of your public policy? Will the ends justify the means? Remember, improper scrutiny on this problem could cost you YOUR job !!!! And you do not want to chase ambulances so get to work !!

 


 


TASK

You will complete an evaluation of the social problem of lack of inclusion of minorities in the American mainstream using the famous "PUBLIC POLICY ANALYST" from the Maxwell School at Syracuse University. The websites will be given to you in the "procedure". You will also use Internet websites and other outside source to solve the problems posed on website.

 

Since you are lawyers, the following are your requirements for this project. You will be graded by the governor and legislators using a RUBRIC. This grade will be an integral part of your final evaluation for the course.

 


 


REQUIREMENTS FOR COMPLETION OF THE PUBLIC POLICY ANALYST

 

1: A seven page brief using the internet and outside sources answering all the questions form the PPA website. Your paper must have an annotated bibliography, typewritten, have an attractive cover and have some illustrative art from MS Word or other computer clip art.

 

2: Aside from answering the PPA questions, your paper should include:

               

                a} A definition of the social problem

                b} A brief history of underrepresentation in America and the public policy of Affirmative

Action

                c} Analysis of State and Supreme Court Cases that have affected Underrepresentaton

                                and affirmative action

                d} Statistical analysis using graphs and charts representing the problem and dissecting

                                the public policy solutions

                                               

                e} Examination of at least THREE Magazine articles relating to the social problem

                f} Examination of a minimum of three Newspaper editorials on the subject of

                                underrepresentation of minorities and Affirmative Action

                g} The results of a survey in which OPINION POWER  was used to canvas

                                some sample population

 

3: From your research, you will be required to make an ORAL REPORT  to the class that will

                Present your research and evaluation of the social problem and affirmative action. You

Will give your opinion as to the best Public Policy for New York State.

 

4: You will be asked to present a POWER POINT of a minimum of SEVEN slides that will

                Clearly reinforce your oral presentation. Your power point should include graphs,

                Charts, pictures and illustrations. Please try to download from the Internet sites

                given to you. Make the Power point as interactive as possible to engross

                your constituents.

 

5: You will have ONE MARKING PERIOD to complete the task. Your written and oral report will

                be a major part of your final grade for the marking period.

 

PROCEDURE:

GOOD NEWS--- You do not have to do this task yourself. This is a major undertaking and requires full manpower support. So-you will be divided into groups of highly intelligent public policy analysts and lawyers as follows:

                                STEP # 1: You will be accompanied by a group of four other individuals

                               

                                STEP # 2: You will analyze the above "TASK" and discuss it in your group

 

                                STEP # 3: Your group will divide up the responsibilities for completing the task

                                                    Remember, each is dependent on the other--you are as strong as

                                                    the weakest link.

 

                                STEP # 4: Set up a schedule for class time and library time to complete the task

                                                   Be sure to include "team meetings"

 

                                STEP # 5: The group will make up survey questions regarding Affirmative Action

                                                    on WWW.OPINION POWER.COM, and submit them for approval.

 

All groups can use the results of this.

 

STEP # 6: Groups will use the PPA HTTP://WWW.MAXWELL.SYR.EDU/PLEGAL/TIPS.HTML

 

STEP # 7: Groups will divide up the tasks of interview, articles, formatting

                    Designing, illustrating, power point presentation and editing

                    according to the individual expertise.

 

STEP # 8: Groups will investigate the following regarding the social problem public policy of Affirmative Action

a} Define the problem of underrepresentation http://www.maxwell.syr.edu/plegal/TIPS/select.html

b} Gather the evidence that shows it is a problem http://www.maxwell.syr.edu/plegal/TIPS/identify.html

c} Identify the causes http://www.maxwell.syr.edu/plegal/TIPS/existing.html

d} Evaluate existing PUBLIC policy of Affirmative Action

http://www.maxwell.syr.edu/plegal/TIPS/existing.html

e} Develop new solutions

http://www.maxwell.syr.edu/plegal/TIPS/solutions.html

f} Select the BEST solutions

http://www.maxwell.syr.edu/plegal/TIPS/bestsol.html

http://www.maxwell.syr.edu/plegal/TIPS/bencost1.html

                                g} Use the PRINCE SYSTEM to do a cost analysis

http://www.maxwell.syr.edu/plegal/TIPS/prince1.html

 

FILL IN ALL THE WORKSHEETS TO AID IN YOUR REPORT

               

all from http://www.maxwell.syr.edu/PLEGAL/TIPS.HTML

 

STEP # 8: Groups must also familiarize themselves with

                http://www.opinionpower.com/ in order to create survey questions

 

STEP # 9: Utilize Internet sources below as well as books and other web sites are sure to annotate these sources in your bibliography

 


 


RESOURCES

 

1: http://www.ncpa.org/pd/affirm/pdaa/pdaa4.html

 

2: Search engine: www.google.com

 

3: search engine: www.Yahoo.com

 

4: search engine: www.askjeeves.com

 

5: http://www.diversityinc.com/

 

6: http://www.now.org/issues/affirm/

 

7: http://www.feminist.org/other/ccri/cahome.html

 

8: https://www.google.com/search?q=%22AFFIRMATIVE+ACTION%22&btnG=Google+Search

 

9: http://www.bamn.com/

 

10: http://www.inmotionmagazine.com/pr.html

 

11: http://www.socialpsychology.org/affirm.htm

 

12: http://www.socialpsychology.org/affirm.htm

 

13: http://www.socialpsychology.org/affirm.htm

 

14: http://www-personal.umich.edu/~eandersn/biblio.htm

 

15: http://www.amatecon.com/etext/aar/aar.html

 

16: http://www.ucop.edu/acadadv/fgsaa/affirmative.html

 

17: http://www.ncpa.org/~ncpa/pd/affirm/affirm.html

 

18: http://www.geocities.com/bigmike_75/aessays/a12.html

                (Survey)

 

19: http://www.nationalcenter.org/AA.html

 

20: http://www.nationalcenter.org/AA.html

                (Opinion)

 

21: http://bostonreview.mit.edu/BR25.6/sturm.html

                This is a history

 

22: http://www.infoplease.com/spot/affirmativetimeline1.html

                this is a time line}

23: http://www.infoplease.com/spot/affirmativetimeline1.html

                (issues of)

24: http://users.telerama.com/~jdehullu/action/aahist.htm

                (Supreme court decisions)

25: http://www.enstrom-foundation.org/Book/Ch7/Ch7-p113.html

                (Bakke case}

26: http://home.earthlink.net/~gfeldmeth/chart.civrights.html

                (Supreme Court History of )

 


 


EVALUATION

 

Your written presentation will be evaluated on a group basis. Each individual will receive the same evaluation as the group.

 

You will be evaluated based on the rubric chart below  for your written report

:

UNACCEPTABLE

NEEDS

IMPROVEMENT

SATISFACTORY

EXEMPLARY

Quality of information

Inaccurate

Information

General information

Use one specific example

Has a vague understanding of the issue

Accurate information.

Use one specific example.

Accurate information

Use two or more specific examples

Accuracy

Serious grammatical

errors

A few serious errors

Few spelling

Mistakes

Grammatically

perfect

Format

No format

Followed

A format is followed

A general format

is followed

Format is followed

Perfectly

 

 

RUBRIC FOR ORAL PRESENTATION & POWER POINT

 

Category

Not Acceptable

 

 

 

Exemplary

Originality

1

2

3

4

5

Facts Used

1

2

3

4

5

Use of Technology

1

2

3

4

5

Accuracy of Information

1

2

3

4

5

Interactivity

1

2

3

4

5

Following Prescribed Format

1

2

3

4

5

 

 

CONCLUSION

You now should have a good understanding of the meaning and significance of the social problem of non-inclusion . You should be aware of the historical context and the attempts at rectification. You should also realize the enormous  complexity of the issues involved. You should have a good understanding of the arguments for BOTH SIDES. There are positives and negatives for those in favor and for those against for Affirmative Action and other public policies. The social problem of inclusion affects  all segments of a democratic society and will  always be an issue. How should inclusion be implemented? Should history be used as a yardstick for future policies inclusion? Should Affirmative Action be part of the solution in  a democratic society? And, most importantly, what public policy should be implemented to bring about equality of race in a democratic society. You should have opinions, if not answers, on these topics through this webquest. You should have a full understanding, as well, as to why citizens hold differing opinions.

 


Future web quests could follow that investigate inclusion and Affirmative Action in the twenty-first century. Is Affirmative Action viable public policy in the age of globalization? Can it be part of a broader, worldwide policy of inclusion? Is it cost effective on a world basis? After all, most of the citizens of planet earth are poor. Most do not have resources to compete in the new technological age. Can a worldwide public policy of inclusion prevent terrorism? The consequences of leaving billions of people out of the mainstream economic improvement could prove disastrous. In a nuclear age, social outcasts have the means to create holocaust.

 

 


NEW YORK STATE STANDARDS ADDRESSED IN WEB QUEST

 

SOCIAL STUDIES STANDARDS

 

STANDARD # 1: HISTORY OF THE UNITED STATES

 

 Students use a variety of intellectual skills to demonstrate their understanding of major themes, eras and turning points in American History.

 

STANDARD # 4: ECONOMICS

 

 Students use a variety of intellectual skills to demonstrate their understanding of how America develop economic systems and associated institutions to allocate resources, make major decisions and how a market economy and a democracy solves its problems

 

STANDARD # 5: CIVICS, CITIZENSHIP & GOVERNMENT

 

Students use a variety of intellectual skills to demonstrate an understanding of eh necessity for establishing a firm government: Students understand the workings and civic values inherent in a democratic society: and understand the rights and responsibilities of citizenship including avenues of participation.

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ENGLISH STANDARDS

 

STANDARD # 1: LANGUAGE FOR INFORMATION AND UNDERSTANDING

 

Students listen, speak and write for information and understanding. Students collect data, facts and ideas; discover relationships, concepts and generalizations; use knowledge to generate written, oral and electronically produced texts. As speakers and writers, they use oral and written language that follows accepted conventions of the English language to acquire, interpret, apply and transmit information.

 

STANDARD # 3: LANGUAGE FOR CRITICAL ANALYSIS

 

Students will listen, speak read and write for critical analysis and evaluation. They analyze experiences, ideas, information, and issues presented by others using an established criteria. Students present and understand a variety of perspectives, opinions and judgments from a given source of information.

 

STANDARD # 4: LANGUAGE FOR SOCIAL INTERACTION

 

Students speak and listen for social interaction. They accept a wide variety of social communication

Of others to enrich their understanding of people and their views