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
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 !!
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
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.
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.
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
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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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.
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