Julia
Loving, Christopher Columbus H.S.
T.I.P.S PPA WEBQUEST/ U.S. HISTORY CLASS
GENDER DISCRIMINATION IN THE UNITED STATES
“Never doubt that a small group of thoughtful committed citizens can
change the world. Indeed, it’s the only
thing that ever has.”-Margaret Mead
INTRODUCTION
In the nineteenth century, when the Women's Rights Movement
was born, women were essentially treated as second-class citizens. Women were just beginning to gain admission
to colleges. Women were prohibited
from medical, legal, civil service employment and professions that men
traditionally held. Women who were
married had to surrender many of their rights, including the right to own
property, to their husbands. Even some of the nation's founding principles,
including the right to representation in terms of taxation, voting and any
other governmental issues did not apply to women. Gender is one of the
universal dimensions on which status differences are based. Gender is a social construct specifying the
socially and culturally prescribed roles that men and women are to follow. Did you know that in the year 2000, according to the Department
of Labor, the median weekly earnings of
females was 24% less than that of the male weekly median income?
As Public Policy Analyst’s, you will be using the
computer to travel back in time as well as visiting today’s treatment of women
in the United States. The Internet will
help to transport you to the days when women did not have the right to
vote. Your mission is to research,
document the treatment of the women in this country and suggest solutions to
this social problem. Your focus should be on Women Suffrage, the Women’s Rights
Movement, political, social and economic inequalities experienced by women
today and in the past. Americans have a
stake in an effective response to gender discrimination. Gender discrimination causes an emotional
and psychological impact which in the long run affects the community. This and all other types of discrimination have
no place in American culture. Gender discrimination is damaging to the fabric
of our society.
TASK 
You will have to create a Power
Point Presentation on the topic of gender discrimination in United
States History. For this project you
will have to use the 6-step public policy approach:(CLICK HERE)
1.
Define and describe the
problem (social conditions, players, public policy)
2.
Gather evidence for this
problem
3.
Identify causes for this
problem
4.
Describe and evaluate the
existing policy for this problem
5.
Develop solutions/policies
for the problems for this existing policy
6.
Select the best
policy for this problem
PROCESS 
Use the following guidelines for the completion of the product.
Guidelines
- Students will be
assigned to groups of four
- Complete the 6-step
public policy analysis work sheets before writing your report (CLICK BELOW)
WORK SHEET 1 WORKSHEET 2 WORKSHEET 3
WORK
SHEET 4 WORKSHEET 5 WORKSHEET 6
- Use the Online
Resources listed below in order to respond to all of the questions on the
PPA Worksheets
- After you complete
your six worksheets, begin typing a first draft in Microsoft Word of what
you would like to put into the PowerPoint Presentation
- Create a Power Point
Presentation (at least 6 slides ,
1 Student Credit Slide, and Bibliography Slide)
- Slides must supports
your research and reflect the 6-Step Public Policy approach
- Create links to
Websites you used in your PowerPoint Presentations
- Submit
your group worksheets, Microsoft Word Draft and present your power point
slide presentation
RESOURCES
GENERAL
ON-LINE SEARCH ENGINES
www.google.com www.dejanews.com
www.excite.com www.infoseek.com
www.altavista.com www.webcrawler.com
www.dogpile.com www.hotbot.com
www.askjeeves.com www.worldbook.com
SPECIFIC
WEBSITES RELATED TO WOMEN’S HISTORY
Women’s Suffrage http://www.pbs.org/onewoman/suffrage.html
http://memory.loc.gov/ammem/naw/nawstime.html
Women’s Rights Movement http://www.nwhp.org/legacy98_olod/move-hist.html
Women’s Rights Movement Time Line http://www.nwhp.org/legacy98_old/timeline.html
Women’s Rights Contacts http://www.nwhp.org/legacy98_old/today-iss.html#work
Women’s History Organizations and Museums http://www.nwhp.org/legacy98_old/hist-orgs.html
Seneca Falls Convention http://www.npg.si.edu/col/seneca/senfalls1.htm
Nineteenth Amendment http://www.nara.gov/exhall/charters/constitution/19th/19th.html
Notable Women http://www.infoplease.com/spot/womenhistbios.html
Famous Firsts by American Women http://www.infoplease.com/spot/womensfirst1.html
TEXT (Available in the School Library)
Gurko, Miriam The
Ladies of Seneca Falls Call#
305.40G
Long, Barbara United
States v. Virginia Call#
344.73 L
Flexner, Eleanor Century of Struggle Call#
324.73 F
Dupont, Kathryn Elizabeth Cady Stanton Call#
921 Stanton
Whitney, Sharon Equal Rights Amendment Call#
342.73 W
Nash, Carol The
Fight for Women’s Rights Call# 324
G
Gold, Susan Roberts
v. U.S. Jaycees Call#
342.73 G
Morgan, Robin Sisterhood
is Powerful Call# 301.41
M
Kendall, Martha Susan B. Anthony Call#
921 Anthony
Truth, Sojourner Narrative of Sojourner Truth Call#
921 Truth
EVALUATION 
You will be judged on all parts of your project: the Power Point
Presentation, Word Perfect Draft and the 6 Work Sheets.
Guidelines for your Power Point Presentation
ü
Four presenters for each
slide show
ü All your slides must be original
ü Your presentation must consist of at
least 6 slides and 1 list of credits slide
ü Your slides must be based on the 6
step public policy analysis
ü You must provide additional
information which address all the details of your research through a carefully
prepared presentation
Rubric
|
|
BEGINNING 1 |
DEVELOPING 2 |
ACCOMPLISHED 3 |
EXEMPLARY 4 |
Score |
|
Power Point Presentation |
-exhibits no knowledge of the uses of P.P. -presents a minimum amount of data to
support the proposed policy |
-exhibits little knowledge of the uses of
P.P. -presents audience with several sources of
data in a logical format to support the proposed policy |
-exhibits an acceptable amount of
knowledge Of the uses of P.P. -presents the audience with enough data in
a logical, creative, and organized format to support the proposed policy |
-exhibits a superior knowledge of the uses
of P.P. -presents the audience with an exceptional
amount of data to support the proposed policy |
|
|
Web Sites Research |
-too few links relevant to the proposed
policy |
-enough links but few support the proposed
policy |
-many links that support the proposed
policy |
-excellent use of a variety of links in
which all support the proposed policy |
|
|
Microsoft Word Draft |
-incomplete but follows the
6 step PPA format -does not use the conventions of standard
written English |
-complete with too few
analyses of the PPA format for this topic -exhibits a weak usage of the conventions
of standard written English |
-complete with sufficient
analyses of the PPA format for this topic -exhibits an acceptable usage of he
conventions of standard written English |
-complete with a superior
understanding of the PPA format for this topic -exhibits a strong use of the conventions
of standard written English |
|
|
Use of other Sources (Books) |
-does not use any other sources besides the web sites |
-use few of the other sources besides the
web sites |
-use some of the other sources besides the
web sites |
-uses many of the other sources besides the
web sites |
|
|
|
|
|
|
|
|
Grades and Due Dates
q
q All assignments (WORKSHEETS, MICROSOFT
WORD DRAFT AND POWPER POINT PRESENTATIONS are due within 4 weeks.
q
q This project is worth 400 points.
q
q The following percentages correspond
to the rubric number:
1 = 60 points
2 = 70 points
3 = 80 points
4 = 90 points
N.B. Everyone will
receive an additional ten points for each rubric category for their
participation, enthusiasm and cooperation!
NEW
YORK STATE STANDARDS 
This web quest focuses on the following English Language
Arts Performance Standards:
E1c: Read and comprehend informational
materials.
E2a:
Produce a report of information.
E2e: Produce a persuasive essay.
E3a:
Participate in one-to-one conference with the teacher.
E3c:
Prepare and deliver an individual presentation.
E3d:
Make informed judgments about TV, radio, film.
E4b:
Analyze and subsequently revise work to improve its clarity and
effectiveness.
This Web Quest
focuses on the following 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.
Conclusion 
This PPA Web Quest will help you understand Gender
Discrimination in the United States and the role it does now or may eventually
play in your lives. As Public Policy Analyst’s you will have identified the
process it takes to create an alternative policy to the already existing
policy. As a result of this project you
will have a set model for you to become an individual problem solvers on public
policies that affect you.
Submitted by:
Julia Loving, School Media Specialist
CHRISTOPHER COLUMBUS H.S.