Ms. Merchlewitz Kuhner WebQuest 2


Preparing to Read From the Notebooks of Melanin Sun

Gender Roles




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Gender stereotypes and assumptions negatively affect both boys and girls.





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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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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:


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




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.





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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How to Make a Survey:

Google Forms


You can include questions such as:

  • What people think when they hear the word ______?
  • What do they think needs to be done about gender discrimination?
  • Is gender discrimination a problem in our school?
  • What are three words that describe ________?
  • How have you seen gender discrimination in your ______?



Background Articles and Videos (Choose at least 3 with your group):

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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):

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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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Group Project Rubric







Group delegates tasks and shares responsibility effectively all of the time. All tasks were fully completed.


Every group members’ participation and contribution to the project is clear.

Group delegates tasks and shares responsibility effectively most of the time. All or most tasks were fully completed.


Most group members’ participation and contribution to the project is clear.

Group delegates tasks and shares responsibility effectively some of the time. All or most of the tasks were completed.


Some group member’s participation and contribution to the project is clear.

Group often is not effective in delegating tasks and/or sharing responsibility. Multiple tasks were incomplete.


Very few group members’ participation and contribution to the project is clear.

Use of Information

Your group’s survey had multiple questions and all required responses.


Information is organized in a clear, logical way. Three or more compelling examples of research is apparent.

Your group’s survey had multiple questions and most required responses.



Most information is organized in a clear, logical way. Two or three examples of research is apparent.

Your group’s survey had multiple questions and some required responses.



Some information is logically sequenced. One or two examples of research is apparent.

Your group’s survey had few or no questions and few or no responses.


There is no clear plan for the organization of information. Zero or one example of research is apparent.

Use of Graphics

All graphics are attractive (size and colors) and support the theme and content of the presentation.

A few graphics are not attractive but all support the theme and content of the presentation.

All graphics are attractive but a few do not seem to support the theme and content of the presentation.

Several graphics are unattractive AND detract from the content of the presentation.

Spelling and Grammar

Presentation has no misspellings or grammatical errors.

Presentation has 1-2 misspellings, but no grammatical errors.

Presentation has 1-2 grammatical errors but no misspellings.

Presentation has more than 2 grammatical and/or spelling errors.


Individual Reflection

RATE Paragraphs will be graded like homework.




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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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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.



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

SL7.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.


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.