Society and Gender Issues
Inquiry Project
( Make a copy and go to advance-> share with your team members, & anyone with the link can comment/suggest)
Team member
Name: Megan Snyder
Name: Chloe Ward
Topic:______Society_and_Gender_Issues____________
Part 1: Driving question: (*You should schedule a time to meet with your partners to discuss this before doing Class Prep#7)
What are your three initial driving questions?
1. Should the school have let the girls play on the boys team?
2. Should the archdiocese change their rules?
3. Are the rules by the Archdiocese outdated?
What is your one, final driving question?
Are the rules by the Archdiocese outdated and why?
Background information of this driving question:
We would be working with high school students. You could use this in both a Social Studies class or an English class as a current event. A Social Studies teacher could use it to display the effects of religion in society and have an argument on whether it is just or not. Students would need to understand the role of the archdiocese and the structure of the catholic church. An English teacher could use this project to introduce a persuasive paper that students would do on the subject.
Why do you think this is a good driving question?
Try to answer these 4 questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)
Does the DQ warrant in-depth study?
Yes, it would require study on the church and the roles of people in the private catholic church society.
Is the DQ an authentic and relevant issue/problem for my students?.
Yes-the differences in roles of what men vs. women are allowed to do is a greater issue that can be traced back far into time. Understanding what may or may not have been a cause of the spread of that behavior is the root of the possible issue in private schools.
Is there more than one plausible solution to the DQ?
Yes, there are two solutions, however there are many different ways that a person can justify the two solutions, which can make the debate/discussion more interesting.
Does the DQ provide opportunities for students to evaluate, analyze, present, and defend their solutions?
Yes, there are many different ways that a person can evaluate and analyze to give the classroom a variety of perspectives.
Part2: Grabber
What is your grabber?
https://www.youtube.com/watch?v=Si0xH_rIzA0
Why do you think this grabber is beneficial and how it align with your driving question?
Try to answer these questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)
The grabber does allow the student to ask more questions about the topic because it would go beyond the issues of gender, but into the issue of religion and whether or not the church is just in having the separations of gender roles. Yes, the issue of gender roles is an issue that has especially been sparked in the past year and especially with the recent election of our current Commander and Chief. Asking about how gender is portrayed in religious contexts allows the students to evaluate modern culture and practices.
Does the grabber establish authenticity and relevance?
The grabber shows a real world account of what the archdiocese and Catholic school politicians think about the separations of gender in sports, which bleeds into the large world issue of social inequality.
Make sure to explain in detail how this grabber would be used.
This grabber would be used as another real world example to introduce this subject. In discussion, students will be asked to compare/contrast the two examples and relate them to their assigned viewpoints.
Culminating activities: List all your activities here:
1) Activity 1-Yes or No
What is your first activity?
List the name of your activity here. And explain how it would be implemented in the class, describe the process, such as how to group your students, when to present information to your students, what resources you will use, what students will create or share, etc.
Introduction: The name of the activity would be: Yes or No? In the activity, the students would come into the classroom and sit down, I will give them the article that is the subject of the overall topic. Each student will read it. I will then assign each student with a side of Yes-they agree with the archdiocese or No-they do not agree with him.
Preparation for Debate: Each group will be separated to different sides of the room where each team will research not just the structure of the Catholic Church and the structure of sports for girls vs. boys in private schools, but the overall climate in the past and today and gender and social structures.
Personal Preparation for Debate: Each student will be given an individual questionnaire which they will be required to fill out completely. They will answer questions concerning their group’s assigned argument as well as their personal stance on the subject. This will be worth 30 points and will show each student’s individual thought process.
Debate: Once they have done their research, I will act as the moderator and give both groups a question, for which they have to debate there side's point of view and convince me that what they are saying is true/correct. Each group will have a designated speaker who will relay the entire group’s idea to the class.
Why do you think this is a good activity for PBL?
Try to answer these 4 questions. (But you should not answer them with yes or no, instead explain the details and convince me that you’ve met these criteria)
How is the activity authentic?
This activity is authentic because even though it is a debate about the overall social structure of men vs. women in society, it is being presented through a very specific lense; the Catholic Church and the archdiocese.
Does the activity provide students with the opportunity to present and defend problem solution?
Students are able to present their sides stance on an issue and actively defend or debunk the other side's stance on the issue.
Does the activity require student collaboration?
Throughout this entire process, students must be working collaboratively in order to build a strong argument for their perspective, if they do not there argument could get lost in translation and they could lose the debate.
How will I judge what students have learned from the activity?
I will judge how a student learns from this activity based on their overall participation in the debate and the research, as well as the completion of my group template and after debate assessment.
Rubric:
