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GROUPS: 1. Affirmative Action Proponents: Your role is to describe how affirmative action
policies work and to convince the class that they benefit women
(ALL women -- not just middle-class and/or white women). Draw
on arguments presented in the course readings and your own ideas
of how these policies may be beneficial. You may anticipate arguments
against affirmative action and counter them in your presentation. 2. Affirmative Action Opponents: Your job is to present problems with affirmative
action policies: why they are not necessary, ineffective or detrimental.
You should also argue that these policies are NOT equally beneficial
to all women in the U.S., and explain why not. Use the course
readings, handouts and your own creativity to make a strong case
against these policies. 3. Comparable Worth Proponents: Explain to the class why comparable worth policies
are needed, how they work, and why we should support them. Convince
us, using course readings and your own ideas, as well as anticipating
arguments against pay equity. Again, consider the implications
of these policies for ALL women, and not just white and/or middle-class
women. 4. Comparable Worth Opponents: Explain to the class why we should NOT support
pay equity programs: why they are not needed, not effective,
or otherwise unfavorable policies. Explain why these policies
are NOT equally beneficial to all women in the U.S. 5. Visionaries: Advocate some specific policy measures BEYOND affirmative action and comparable worth programs that you feel would improve women's positions in the paid labor force. Feel free to brainstorm all types of measures -- take the task seriously but don't limit yourselves. PREPARATION: Be sure to study the readings most relevant
to your part of the debate well in advance of your presentation
date. You are required to do ALL of the readings for the debate.
Again, listeners will prepare two questions/comments for each
presentation (not their own). I will call on listeners at random
to pose questions/make comments after each presentation. You
will turn in your questions/comments at the end of each class
session. The readings include:
THE DEBATE: Each pair (or group) of students will
make a ten minute presentation (I will enforce the time limit
fairly strictly). You may use the board to present, or any other
method you wish. Each pair will also prepare a ONE-PAGE HANDOUT
summarizing their position (to be photocopied and distributed
to the class on the day you present). Each student's grade will
be based on a weighted average of my evaluation of your oral
presentation and handout (40%), your classmates' evaluations
of the presentation and handout (40%), and your written/spoken
comments and questions related to other presentations (10%). Students working on the affirmative
action and comparable worth presentations should do their best
to suspend their own personal opinions. Seriously play the roles
assigned to you. I will give everyone a chance to express their
own viewpoints following each part of the debate (during periods
designated "group discussion"). The debate will run as follows (approximate
dates are listed on the syllabus): Day #1:
Day #2:
Day #3:
(I'll complete instructions for this assignment by mid-semester)
1. Welfare Reform: A Conservative
Approach: You represent the
most conservative voice in the welfare reform debate. 2. Welfare Reform: A Liberal Approach: You represent a more liberal voice in the welfare
reform debate. 3. Welfare Reform: Progressive Alternatives: 4. The Mommy Track: For: Your job is to convince us that developing
"mommy tracks" is an ideal way to help corporate women
reconcile the demands of both work and family. Describe what
mommy tracks might look like, how they would be beneficial for
firms, women workers, and society at large, and tell us why we
should support efforts to develop these tracks. 5. The Mommy Track: Against: Convince the class that mommy tracks are NOT
a good idea. Tell us about the problems that mommy tracks would
perpetuate or create for women workers and for society as a whole
(men included), so that we know why we should definately NOT
support efforts to develop these tracks. PREPARATION: Be sure to study the readings most relevant
to your part of the debate well in advance of your presentation
date. You are required to do ALL of the readings for the debate.
Again, listeners will prepare two questions/comments for each
presentation (not their own). I will call on listeners at random
to pose questions/make comments after each presentation. The
readings include:
THE DEBATE: Each pair of students will make a TEN
MINUTE presentation (with the time limit enforced fairly strictly).
You may use the board to present, or any other method you wish.
Each pair will prepare a ONE-PAGE HANDOUT summarizing their position
(to be photocopied and distributed to the class on the day that
you present). Each student's grade will be based on
a weighted average of my evaluation of your oral presentation
and handout (40%), your classmates' evaluations of the presentation
and handout (40%), and your written/spoken comments and questions
related to other presentations (10%). Please do your best to SUSPEND YOUR
OWN PERSONAL OPINION when making your presentations. Seriously
play the roles assigned to you. I will give everyone the opportunity
to express their own viewpoints after all presentations have
been made for each part of the debate. The debate will run as follows: Day #1:
Day #2:
Day #3:
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