Web Quest
How are woman’s rights
protected under the Nineteenth Amendment?
By Toby Marxuach-Gusciora
De
Introduction:
You are a woman who interviewed
for a position as a Director or a marketing Company. The
interview went well and you were told that you would hear about the position in
a few days. You waited for four days and didn’t hear anything. You decided to
call the company to inquire about the position. The secretary
/receptionist you spoke with told you that another candidate was offered the
position and you would receive a letter in the near future.
After further investigation
you found out that the other candidate was a man with less experience and fewer
degrees than you.
You
started to wonder about the other candidate.
After further investigation and time you were able to find out that the person
hired was a man who had less experience and fewer degrees than you. You decide
to investigate similar situations. You looked at the nineteenth amendment for
help.
You
are to use the nineteenth amendment based on gender basis to decide whether you can sue the company for
discrimination based
on gender
Task:
You
are going to investigate the nineteenth amendment to see if there are other
cases where woman were discriminated against because
of gender. Your task is to present a case proving that gender discrimination
was used in your case. You may either do an oral presentation or a power point presentation
for your classmates. You will use the TIPS ConLaw website to aide you. In
addition, you will work in groups of three to four students to prepare your
final case.
www.maxwell.syr.edu/plegal/tips.html
.
Process:
You are to read the cases
that apply to gender discrimination. http://www.maxwell.syr.edu/plegal/scales/eps.html
You are to read the cases and look at the cartoons Johnson versus
Write or draw a summary of each case as it applies to
you to use as evident in your final product.
Resources:
Ask a Legal Eagle
Prentice Hall – Brief
Review of
Other
websites you can use to get information are
listed below:
www.history
teacher.com
EVALUATION
Student
projects will be evaluated and graded according to the following guidelines:
|
|
Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
|
Content |
Little or no accurate
information is provided from court cases.. |
Information is somewhat
accurate and comprehensive.. |
Information is mostly
accurate and comprehensive and contains few extraneous details. |
Information is
completely accurate, comprehensive, and carefully selected to meet the needs
of the project, and incorporated Information from given cases. |
|
|
Organization
|
Materials poorly
organized with little or no attention to organization, clarity, and logic of
the cases. |
Some materials and
information demonstrate organization, clarity and logic of the cases. |
Most materials and
information demonstrate organization, clarity, and logic of the cases |
All materials and
information are well organized, clear and logically represent the logic of
the cases. |
|
|
Visual Display ForPowerPoint And Oral Preseantion
|
No use of color, pictures
and other visuals that are motivating to students. |
Little use of color,
pictures and other visuals that are motivating to
students. |
Some use of color,
pictures and other visuals that are motivating to students. |
Attractive display,
using color, pictures and other visuals that are motivating to students. |
|
|
Punctuality |
Presentation is turned in more than three days
late. |
Presentation is turned
in two days late. |
Presentation is turned in one day late. |
Presentation is turned
in by the deadline. |
|
Conclusion:
Working in groups the
students will become familiar with the Compulegal website and gain proficiency
in analyzing Supreme Courts Cases. In addition, the students will gain proficiency
in organizing material for public speaking.
English
Language Arts
Standard 1: Language for Information and
Understanding
Students will listen, speak, read,and write for information and understanding. As listeners
and readers, students will collect data, facts, and ideas; discover
relationships, concepts, and generalizations; and use knowledge generated from
oral, written, and electronically produced texts. As speakers and writers, they
will use oral and written language that follows the accepted conventions of the
English language to acquire, interpret, apply, and transmit information.
Standard 2: Language for Literary Response
and Expression
Students will read and listen to oral,
written, and electronically produced texts and performances from American and
world literature; relate texts and performances to their own lives; and develop
an understanding of the diverse social, historical, and cultural dimensions the
texts and performances represent. As speakers and writers, students will use
oral and written language that follows the accepted conventions of the English
language for self-expression and artistic creation.
Standard 3: Language for Critical Analysis
and Evaluation
Students will listen, speak, read, and
write for critical analysis and evaluation. As listeners and readers, students
will analyze experiences, ideas, information, and issues presented by others using
a variety of established criteria. As speakers and writers, they will use oral
and written language that follows the accepted conventions of the English
language to present, from a variety of perspectives, their opinions and
judgments on experiences, ideas, information and issues.
Standard 4: Language for Social Interaction
Students will listen, speak, read, and
write for social interaction. Students will use oral and written language that follows
the accepted conventions of the English language for effective social
communication with a wide variety of people. As readers and listeners, they
will use the social communications of others to enrich their understanding of
people and their views.
Social
Studies
Standard 1: History of the
Students will use
a variety of intellectual skills to demonstrate their understanding of major
ideas, eras, themes, developments, and turning points in the history of the
Standard 5: Civics,
Citizenship, and Government
Students will use
a variety of intellectual skills to demonstrate their understanding of the
necessity for establishing governments; the governmental system of the