Ms. Merchlewitz Kuhner WebQuest 2
Preparing to Read From the Notebooks of Melanin Sun
Gender Roles
PROBLEM |
Gender
stereotypes and assumptions negatively affect both boys and girls. |
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INTRODUCTION |
We
are living in the 21st century – a time when more women are
leaders than ever before. Women also make up the highest percentage of
college graduates. Social movements and pop culture have heightened
visibility of women and LGBTQ women more than ever before. Yet, there are still
ways where sexism and gender roles are present. Take
a moment to remember our “gender
box”
activity. What were some of the expectations we heard about for men and boys?
For women and girls? Stereotypes
assigned to gender that lead to gender roles and assumptions negatively
impact us all. They hold us back from being able to express the full range of
human emotions and abilities. Girls can be fierce and shy. Boys can be tough
and still cry. When we repress emotions or deny certain feelings, we make it
seem like those feelings aren’t ok or that there is something wrong with us
if we want to express them. We
are going to spend some time exploring expressions of masculinity,
femininity, and policies that try to promote safe spaces and equality. You
will propose a new way for school to protect equality, reduce discrimination
and support all forms of student expression. |
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TASK |
You
will be put into groups of 4-5 students to complete this task. **Everyone
will be graded on your work as a group AND as an individual.** This
task will have three steps for
you to complete: First, in
a group, you will conduct research in the form of a survey. Next, your group will read
articles to add to your survey results and present your findings. Finally, you will submit an
individual reflection. Before
You Begin… Group
Roles: “Team Captain”- Makes sure everyone is on task and gets started right away each
time they meet. They encourage everyone to do their best. They need to be
able to answer most questions for their group. If they don’t know an answer,
they will ask the Speaker to talk to the teacher. “Reporter” (1 or 2 students) - These
students will take notes on information gathered by the group members. They
will be responsible for completing the PPA worksheets. “Speaker” – This student will share out the findings during the class
presentation. Also, they are the only person who can ask the teacher a
question during the research process. “Art Editor”– This student will discuss design, graphics, and layout ideas
with the other group members and will oversee the designing of the final
presentation. Task
Summary: Survey Everyone
in your group must take the survey you develop. Then, everyone should find at
least three more people (they don’t have to go to our school) to take it. Read & Present Using
your group roles, decide how you will collect and present your findings to
the class. You can use any of the following formats to present to the class: · PowerPoint or Google Slides presentation · Poster · Social Media post (TikTok, Instagram Story, video) · Article Reflect Each
person will complete a page with 2 RATE paragraphs. The questions/prompts
are: · What is one way that gender roles affects young people? Use at least two details to support your answer. · What is something new that you have been thinking about or changing your opinions about after going through this process. Use at least two details to support your answer. |
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PPA PROCESS |
To
complete this task, you will have to think like a Public Policy Analyst
(PPA). You will use the steps of the PPA to
complete your. 1. Define a Problem: Explain the issue from the survey that your group decided to research. Make sure that you can answer this question: How does this issue affect young people in our school? 2. Gather Evidence: Through your research, you have to find proof that this problem exist. You can use statistics, videos, and articles. Some texts and video links are listed below, but you can always include more. 3. Identify the Causes: Why do students feel like they can or can’t fully express themselves? Who or what is responsible for holding students back? What are the underlying factors that lead to student difficulties in our school and classes? 4. Evaluate Existing Public Policies: Read up on how the NYC DOE and the federal government says they are addressing the problems of discrimination and acceptance in our schools. 5. Develop A Solution: Come up with a solution that you think will better solve or help a student with their issues. 6. Select the Best Solution: Is the proposed solution realistic? Are there any obstacles that can prevent it from working? What can you do to overcome the obstacles? |
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RESOURCES |
How
to Make a Survey: You
can include questions such as:
Background
Articles and Videos (Choose at least 3 with your group): Read
United
Nations SDG #5 Gender Equality: Why It Matters Watch
video
on the United Nations SDG #5 Gender Equality Read How to raise a sweet boy in an era of
angry men Watch Megan
Rapinoe’s acceptance speech for Glamour’s “Woman of the Year 2019” award Look at the infographics
and watch the “Good Guys” video about the 2017
Gender Attitudes Survey in New Zealand Policies Articles (You must choose at
least 1 of these with your group): Read the NYC DOE’s Non-Discrimination Policy Read the NYC DOE policy and other links to
Title IX, Bullying, and Sexual Harassment. |
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EVALUATION |
Group
Project Rubric
Individual
Reflection RATE
Paragraphs will be graded like homework. |
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CONCLUSION |
You
did it! You’ve completed the WebQuest study of
roles. Not only have you succeeded in your task of becoming more socially
aware and empathetic, but you have also discovered possible solutions of how
to address it in our school. In the process you have simultaneously
learned and used the six steps of the Public Policy Analyst (PPA) in order to
become a public policy creator that can have a voice in helping lead to
positive change our world. |
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STANDARDS |
Writing W7.1: Write
arguments to support claims with clear reasons and relevant evidence. W7.2: Write
informative/explanatory texts to examine a topic and convey ideas, concepts,
and information through the selection, organization, and analysis of relevant
content. W7.7: Conduct
short research projects to answer a question, drawing on several sources and
generating additional related, focused questions for further research and
investigation. Reading RI 7.1: Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from
the text. Speaking and Listening SL7.4: Present claims and findings,
emphasizing salient points in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use appropriate eye contact,
adequate volume, and clear pronunciation. SL7.5: Include multimedia components and
visual displays in presentations to clarify claims and findings and emphasize
salient points. |