Mr. Marmolejos

Evander Childs H.S.

Introduction

You have been accepted to Harvard University. Mike is your white supervisor at work who tells you his son was denied entrance and he thinks it is not because you are smarter! He argues that his son was rejected in favor of less qualified minorities, and that the school’s racial and ethnic preferences violate the U.S. Constitution. You tell him that they don’t admit anyone who is not capable of thriving academically at Harvard. You still have to graduate; no special considerations are made for you once you’re admitted. It’s just basically getting your foot in the door, to give you the opportunity to prove yourself. Mike replies that he is oppose to any program that uses race to achieve equality in society. He believes this to be reverse discrimination

Task

Each group must decide if their presentation will be a written report or a power point presentation.

Write a policy paper on affirmative action outlying its proposals and bulleting each point.

All groups must make an oral presentation.

:

Process:

To complete the task the class will be divided into groups of four students.

The group members will be chosen in class.

Students will in small groups brainstorm strategies for increasing educational and employment opportunities for minorities. Each group should consider one of the following areas:

Group1 -In the school system

Group2 -In a University

Group3 -In City Government

Group4 -In State Government

Group5 -In national government

Group6 -In business

· Using Compu Legal students will examine several cases.

· Students will decide which position they agree or disagree with, as related to the issue.

· Groups will explore the actions, determine the factors and examine the legal bases involved in each case. Each group will present their Proposals and use them to create a 10 point plan, based on the best ideas.

Resources: to help you complete your project you may use the following resources:

WWW.NOW.org/issues/affirm/

WWW.affirmativeaction.org/

WWW.maxwell.syr.edu/pelegal/scale/bakke.html

WWW.heritage.org/press/commentary/op-ns1.html

WWW.findlaw.com.

WWW.questia.com.

WWW.Tourolaw.edu

WWW.NYtimes.com.

Find Law

Evaluation:

Evaluation of your work will be done with the following rubric.

This rubric may be used for self-assessment and peer feedback. The project grade will be based upon the following evaluation scale:

A - Exemplary: 75-100points
B - Proficient: 65-74 points
Partially Proficient or Incomplete: Needs to be resubmitted - less than 65 points

PowerPoint Rubric

ACTIVITY	Exemplary	Proficient	Partially Proficient	Incomplete	POINTS
Research	10 points Note cards indicate group members accurately researched varied information sources, recorded and interpreted statements, graphics and questions and evaluated alternative points of view.	6 points Note cards show group members recorded relevant information from multiple sources of information, evaluated and synthesized relevant information.	4 points Note cards show group members misinterpreted statements, graphics and questions and failed to identify relevant arguments.	0 points Note cards show group members recorded information from four or less resources, and ignored alternative points of view.
Introduction	10 points The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals.	6 points The introduction is clear and coherent and relates to the topic.	4 point The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience.	0 points The introduction does not orient the audience to what will follow. The sequencing is unclear and does not appear interesting or relevant to the audience.
Content	20 points The content is written clearly and concisely with a logical progression of ideas and supporting information. The project includes motivating questions and advanced organizers that provide the audience with sense of the project’s main idea. Information is accurate, current and comes mainly from * primary sources.	12 points The content is written with a logical progression of ideas and supporting information. Includes persuasive information from *primary sources.	8 points The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information with few facts. Some of the information may not seem to fit. *Primary source use is not always clear.	0 points The content lacks a clear point of view and logical sequence of information Includes little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear.
Text Elements	10 points The fonts are easy-to-read and point size varies appropriately for headings and text. Use of italics, bold, and indentations enhances readability. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of text.	2 points Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability.	1 point Overall readability is difficult with lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold or lack of appropriate indentations of text.	0 points The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, and poor use of headings, subheadings, indentations, or bold formatting.
Layout	10 points The layout is aesthetically pleasing and contributes to the overall message with appropriate use of headings and subheadings and white space.	2 points The layout uses horizontal and vertical white space appropriately.	1 point The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or uses a distracting background.	0 points The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability.
Citations	10 points Sources of information are properly cited so that the audience can determine the credibility and authority of the information presented. All sources of information are clearly identified and credited using MLA citations throughout the project.	4 points Most sources of information use proper MLA citation and sources are documented to make it possible to check on the accuracy of information.	2 points Sometimes copyright guidelines are followed and some information, photos and graphics do not use proper MLA citations.	0 points No way to check validity of information.
Graphics, Sound and/or Animation	10 points The graphics, sound and/or animation assist in presenting an overall theme and make visual connections that enhance understanding of concept, ideas and relationships. Original images are created using proper size and resolution, and all images enhance the content. There is a consistent visual theme.	6 points The graphics, sound/and or animation visually depict material and assist the audience in understanding the flow of information or content. Original images are used. Images are proper size, resolution.	4 point Some of the graphics, sounds, and/or animations seem unrelated to the topic/theme and do not enhance the overall concepts. Most images are clipart or recycled from the WWW. Images are too large/small in size. Images are poorly cropped or the color/resolution is fuzzy.	0 points The graphics sounds, and/or animations are unrelated to the content. Graphics do not enhance understanding of the content, or are distracting decorations that create a busy feeling and detract from the content.
Writing Mechanics	10 points The text is written with no errors in grammar, capitalization, punctuation, and spelling.	6 points The text is clearly written with little or no editing required for grammar, punctuation, and spelling.	4 points Spelling, punctuation, and grammar errors distract or impair readability. (3 or more errors)	0 points Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader and major editing and revision is required. (more than 5 errors)
Group dynamics	10 points The group documents how members brainstormed, discussed, assumed roles and solved problems. Provides evidence that group members helped one another, shared ideas, developed and evaluated their finished product(s). The project is clearly a group effort.	6 points The group documents how members divided tasks, shared the workload and managed problems in a way that advanced the group goal.	4 points The group occasionally helped one another but required teacher assistance to resolve differences. One person documents that he/she did most of the work and/or problems were not managed in a way that advanced the group goal.	0 points The group required teacher assistance with dividing tasks and resolving differences. Few people contributed their fair share of work.
TOTAL POINTS					/100

Conclusion:

When we first discussed this topic in class, most of you stated that affirmative action was unfair and a form of reverse discrimination .Upon the completion of this web quest you will have gained an understanding of the social and legal complexities of affirmative action. You will have learned the necessary skills to analyze and weigh data, determine its validity, and create an informed opinion.

Standards

Social Studies: S5 Civics, citizenship and government

English: S1 Students will read and write, listen and speak for information and understanding,

S2. Students will read and write, listen and speak critically for literary response and expression

S3. Students will read and write, listen and speak for analysis and evaluation