WebQuest
Created by: Annie Wildgoose
Should a woman have access to a job promotion even if she is not the most qualified applicant for the position?
Introduction:
In 1965, President Lyndon B Johnson coined the phrase “affirmative action” by signing Executive Order 11246. This order required Federal contractors to “take affirmative action to ensure that people are employed and treated fairly during their employment without regards for their race, creed, color or national origin”. In 1967, President Johnson revisited and expanded this order to include policies to assist women in receiving special consideration and equal rights in employment, education and contracting decisions.
Companies, businesses and corporations hastened to diversify and meet affirmative action quotas for women in under represented employment areas. At times veteran employees felt and vocalized within their organization that “women were being given positions and lacked qualifications”. Some began to question and challenge this law.
The question you will be examining will be whether you agree or disagree with a woman, who is not the most qualified candidate, having access to a job promotion based upon gender equality laws.
Task:
You will examine and review a case from CompuLegal, which involves gender equality. You will explore arguments in support of and against affirmative action for gender equality. You will examine the facts, reasoning, arguments, precedents and decision in this case using Compulegal. You will take a position whether you agree or disagree. You will orally present your facts, reasoning and arguments in support of your decision to the class. In addition, you will submit documentation of your work in the form of a class project citing CompuLegal resource.
Process:
· Students will examine and review case “Johnson v Santa Clara Transportation Agency” (1987) listed in CompuLegal’s Case Library to gather information.
· Students will complete an analysis of the case using the Project Legal Format presented in the case library.
· Students will decide which position they agree or disagree with as related to the inquiry question.
· Students will form self-selected groups.
· Groups will explore the actions, determine the values and examine the legal bases that support their position and prepare an oral report.
· The groups will present their arguments to the class in the form of an oral presentation.
· Each presentation will be debriefed thus providing an opportunity for further insight.
· Students will complete Handout 5D (Project Legal Equal Protection-Gender Critical Lesson 5 p463) that will be distributed by the instructor.
· Students will clearly identify the court’s decision, action, and legal bases for rendering its decision using information provided in Handout 5D.
· Students will independently determine and express in written form whether the decision made by the court conforms to their values and what further changes they expect over time.
· In addition, students will independently submit a documented class project of their work.
The class
project will be typed in the following format:
1. Heading page
2. Introduction of case
3. Inquiry question
4. Agreement/Disagreement statement with supportive facts
5. Completed and attached Hand-out 5D
6. Conclusion
Resources:
http://www.maxwell.syr.edu/plegal
http://www.maxwell.syr.edu/plegal/scales/glossary.html
http://www.maxwell.syr.edu/plegal/index.html
http://www.maxwell.syr.edu/plegal/scales/santaclaraiss.html
http://www.maxwell.syr.edu/plegal.lessons/epg/epg5.html
http://wwwmaxwell.syr.edu/plegal/scales/santaclara.html
http://wwwmaxwell.syr.edu/plegal/scales/santaclaravis.html
Evaluation:
Students will be evaluated using the following rubric:
Shows thorough understanding of the topic
Addresses all aspects of the task
Shows ability to analyze, evaluate, compare and contrast issues
Supports topic with relevant facts, examples and specific details
Presents and submits a strong and well organized oral and written report
Shows a good understanding of the topic
Addresses all aspects of the task
Shows ability to analyze and evaluate issues
Includes relevant facts, examples and details but not support all aspects of the case
Presents and submits an organized oral and written report
Presents satisfactory understanding of the topic
Addresses most aspects of the task
Able to analyze issues and events but not in depth
Uses some relevant facts, example and details
Presents and submits an oral and written report but not very organized
Shows little understanding of topic
Attempts to address topic but uses vague and/or inaccurate information
Uses little facts, examples or details
Does not present an acceptable oral and written report
Conclusion:
As a result of completing this WebQuest you utilized CompuLegal; a technological aid, to assist you in your research. You examined, reviewed and analyzed facts, examples and details involved in a gender equality case.
You critically analyzed information while participating in a group and preparing an oral presentation. You documented your research by typing a persuasive report/paper expressing your sentiments and experiences while completing this project.
You can now continue to utilize the technological research and critical thinking skills you acquired during this process to further explore the issue of gender equality or other topics of interest.
Standards Addressed in this WebQuest are the following:
· 4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude towards questionable arguments, evaluate evidence, formulate rational conclusions, develop and refine participatory skills.
· 5. Civics, Citizenship and government
· 5.2 Students respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their viewpoint