Womens Rights and Kernel Essay

Womens Rights:
An Argument Writing Mini-Unit
Deborah Gandenberger and Jean Wolph, Louisville Writing Project for NWP CRWP, funded by the Department of Education, inspired by an
LDC module by Deborah Gandenberger, templates developed by Beth Rimer and Linda Denstaedt and including slides created by Leanne
Bordeleon
Jean Wolph and Deborah Gandenberger,
Inquiry Questions
Argument of Fact:
Do women have equal rights
with men? Why or why not?
Argument of Policy:
--Should women have equal
rights with men?
--What should be done about
womens rights, if anything?
Argument of Value:
--Which woman in history
made the greatest contribution
to equality and why?
Jean Wolph and Deborah Gandenberger, Louisville Writing Project
In this mini-unit, we will

develop our
Research Skills: Learn how writers use sources effectively
to support a claim and make an argument.
Critical Reading Skills: Explore selected sources to gather
and weigh evidence, then make an informed claim.
Writing Skills: Learn how writers use frameworks to
organize an argument.
Ways to Use Sources

Am
r
o
h
p
a
et
Illustrating When
writers use specific
examples or facts from a
text to support what they
want to say.
The 18-wheeler
carries lots of cargo,
representing
material to think
about: anecdotes,
images, scenarios,
data. (Harris)
Examples:
_____ argues that ______.

_____ claims that ______
_____ acknowledges that ______
_____ emphasizes that ______
_____ tells the story of ______
_____ reports that ______
Jean Wolph and Deborah
Gandenberger, Louisville Writing
_____
believes that ______
Project
Example of Illustrating
from The Early Bird Gets the Bad Grade by Nancy
Kalish:
When high schools in Fayette County in Kentucky
delayed their start times to 8:30 a.m., the number of
teenagers involved in car crashes dropped, even as
they rose in the state.
a
s
i
h
t
s
i
y
In what wa mple or
a
x
e
c
fi
i
c
e
p
s
of
d
n
i
k
t
a
h
fact? W
e
b
t
i
t
h
g
i
laim m
Jean Wolph and Deborah Gandenberger, Louisville
c
?
Writing Project
to support
Ways to Use Sources

Am
r
o
h
p
a
et
Authorizing When
writers quote an expert or

use the credibility or
status of a source to
ds
r
o
w
support their claims.
t
W ha
ch
e ea
k
a
m
Joseph Bauxbaum, a researcher at the
son
r
e
p
Mount Sinai School of Medicine, found
seemble?
redi
c
According to Susan Smith, principal of a
school which encourages student cell phone What claimch
t ea
use,
h
g
i
lp
m
e
h
e
quot ort?
A study conducted by the Gulf Coast Center
supp
for Law & Policy Center, a non-profit
organization which monitors
environmental
Louisville Writing
Project
Example of Authorizing
from High schools with late start times help teens
but bus schedules and after-school can conflict
t
W ha s
word her
e
mak
seemble?
i
cred
[T]he focus on logistics is frustrating for

Heather Macintosh, spokeswoman for a
national organization called Start School
Later. What is the priority? she said. It
should be education, health and safety.
Jean Wolph and Deborah Gandenberger, Louisville
Writing Project
t
W ha
claim t
migh
this
e
quot
help ort?
supp
Ways to Use Sources

or
h
p
a
t
e
m
A
Countering
Countering--When a
writer pushes back
against the text in some
way, by disagreeing with
it, challenging something
it says, or interpretingait
re
t
a
Whauthor
differently than the
ey o f
k
e
th
nts
e
m
While parent groups often
portray
gaming
e
el
does.
ood
negatively, recent brain research indicates
there are positive effects.
Louisville Writing Project
a g nter ?
co u
Example of Countering
Acknowledge the opposition, then refute it:
While many people think ____, the research actually
shows
Or summarize the opposition, then give your
case:
____ argues that ____. What the author fails to
consider is
____ says that ____. This is true, but
____ suggests that ____. The author doesnt explain
why .
Gandenberger,
Louisville Writing
____ argues that ____. Another
way to look at this is
Project
TEXT 1: Study this chart.

THINK:
What is the
author
saying?
What claim is
the author
making?
What claim
could YOU
make from
this chart?
What do you think?

What do you think about the chart? About
women in government?
Share your writing.
Add a For example . . . . (from the chart or
from your social studies background
knowledge)
Share
TEXT 2: Study this chart.

THINK:
What is
the author
saying?
What
claim is
the author
making?
What
claim
could YOU
make from
this chart?
What do you think?

What do you think about the chart? About
men versus women in computer science?

Share your writing.
Add a For example . . . . (from the chart or
from your social studies background
knowledge)
Share
For Text 3: Make this chart in your notebook

Source: Womens Rights, http://visual.ly/womens-rights
(onebillionrising.org)
It Says
I Say
1.
2.
3.
4.
5.
6.
TEXT 3: Womens Rights

http://visual.ly/womens-rights
onebillionrising.org
By Linda Shirar, graphic artist
Retrieved on 4-13-15
<div class='visually_embed' data-category='Human Rights'
rel='videographic' style='position: relative;width: 540px;height:
303.75px'><iframe src='http://player.vimeo.com/video/66475816'
width='540' height='303.75' frameborder='0' ></iframe><div
class='visually_embed_bar'><span
class='visually_embed_cycle'><span>by </span><a target='_blank'
href='http://www.alaplaceclichy.com?
utm_source=visually_embed'>linduur</a>. <br/></span></div><link
rel='stylesheet' type='text/css' href='http://visual.ly/embeder/style.css'
/><script type='text/javascript'
src='http://visual.ly/embeder/embed.js'></script></div>
Infographic about global statistics on women's rights. Music:

Ketto Revisited feat. Bonobo - Kidkanevil For more info visit
onebillionrising.org - See more at: http://visual.ly/womensrights#sthash.NYMlKCHN.dpuf
:
K
N
I
TH
his m
t
s
D o e ce s e e
sour ible?
cred
for f
n
e
List ples o G
examSTRATIN .
ILLU is video
in th
on
m
e
h
Jot t chart
your r It
e
und .
Says
Video Instructions
As you watch the video . . .
Under
It Says
Take notes on the claims made.
Jot down evidence that seems compelling or
convincing OR that you question.
Write down words and phrases that stick
out to you.
Second viewing,
Add any additional notes you missed last time
AFTER viewing: Well discuss what we learned.
Comparing Notes: Womens Rights

It Says
I Say
1. Lots of progress for women in last 100

years
2. Women = 70% of worlds poorest people
3.
2/3 of the worlds illiterates are women
4. 107 million women are missingmore

than all of the men killed in wars in the 20th
century
5. Claims women who are uneducated are
the worlds greatest unexploited resource.
6. India: girls 1-5 are 50% more likely to die
than boys
7. million women worldwide still die from
pregnancy-related problems each year (99/100
in southern hemisphere)
ou
y
d
i
tes d ch are
o
n
t
i
g?
a
h
n
i
h
t
W
a
W
re?
ustr
l
l
u
i
t
f
p
ca
so
e
l
p
exam
otes
n
r
you ation
p
u
h
re
rm
Catc ny info at you a
a
with issed th
m
you sted in.
e
inter
Womens Rights
It Says
8. Women earn 69% of male salaries
worldwide.
9. 9% of police are women
10. 27% of judges are women
11. Claims male-dominated society is a risk
factor for women
12. Claims women are our best hope for
fighting world poverty and hunger in Africa
I Say
ou
y
d
i
tes d ch are
o
n
t
i
g?
a
h
n
i
h
t
W
a
W
str
e?
r
u
l
l
u
i
t
f
cap ples o
exam
ere
h
t
s
I
r in g
:
e
e
t
g
n
llen ny cou
a
h
C
ya
l
l
a
u
act
?
here
13. Women arent the problem; they are the

solution.
I SAY . . .
Under I Say
Across
from each It Says note,
Write your reactions, responses, comments,

questions, agreements, or disagreements to the
video notes
Share!
Refresh Your Memory

Reread your writing and notes
on Womens Rights.
Now Im Thinking
What do you think about womens rights now?
Argument of Fact:
Do women have equal rights
with men? Why or why not?
Argument of Policy:
--Should women have equal
rights with men?
--What should be done about
womens rights,if anything?
Use the sentence starters to include

information in your writing.
Think about ways to add information from a source to your
writing. Use a sentence starter to add evidence and then
explain your thinking.
Ag The infographic on womens rights shows
ree According to the video on womens rights by Linda
Shirar,
Supporting my example, research on womens
rights shows
Dis
agr
ee
Although the video says

While the author explains
h
g
i
l
igh
s
m
e
t
s
r
u
o
y
t
Adding to Our Thinking with a New Text

2058: The year American
women might see equal
pay
by Danielle Paquette,
The Washington Post
2:53 p.m. EDT
March 20, 2015
his
t
s
e
em
Do
e
s
ce
sour ble?
i
cred
for of
k
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Lo
ples ING,
m
a
ex
ORIZ ING,
H
T
AU
AT
R
T
S
ILLU
in
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N
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I
a
TER .
N
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CO rticle
a
this
VIP Notes
(Very Important Post-It Notes)
Use only 3 Post-it notes of
each color
Yellow=Important New Info
Blue= Things that strike you
or challenge your thinking
2058: The year American women might see equal pay

Danielle Paquette, The Washington Post 2:53 p.m. EDT March 20, 2015
WASHINGTON When it comes to equal pay, the American woman is stuck in a

proverbial waiting room. But the number on her ticket the length of her stay largely
depends on where she lives and to whom she was born.
A new report from the Institute for Womens Policy Research, released last week, predicts
U.S. women wont reach pay parity with men until 2058. And the wait could be much longer
for those in Wyoming and Louisiana, for example, where women on average make less
money than female peers in other states. Closing the gender wage gap is generations
away in Wyoming, the studys authors predict. The projected year: 2159. Louisiana ranks
second to last by a half-century (2106) and is followed by North Dakota (2104).
To reach these dismal conclusions, researchers crunched U.S. census data: How many
women in a given area were working? In management roles? In science, technology,
engineering or math fields? At what pay? Rates of progress, the researchers found, varied
drastically by state, race and educational attainment.
The unifying theme: Women across the country have a long way to go.
2058: The year American women might see equal pay,

continued
The analysis isnt entirely bleak. As womens earnings have grown (while mens have stagnated), the
gender pay gap narrowed sharply in the 1980s and 90s. In 2013, women made 78.3 cents for every
dollar men earned, up from 60.2 cents in 1980.
During the past 3 decades, inflation-adjusted median earnings for womens full-time, year-round
work spiked nationally from $30,138 to $39,157. Mens earnings decreased slightly from $50,096 to
$50,033.
Since the early 2000s, though, progress toward wage equality has sputtered almost to a halt. Median
earnings for women have remained largely consistent. But female labor force participation declined
from 59.6 percent in 2002 to 57 percent in 2014, according to the Bureau of Labor Statistics.
Women also remain underrepresented in the highest-paying fields: engineering, technology and
medicine. Across industries, they hold far fewer upper-management positions. For example, only
16.9 percent of Fortune 500 board seats are female-occupied.
Parity appears closer for East Coast women. New York has the narrowest wage gap: Empire State
women earn 87.6 cents for every dollar banked by men. Maryland and the District of Columbia, trail
slightly with 87.4 and 87, respectively.

continued
Less urbanized states show the starkest disparities. The gender earnings ratio in Louisiana
is 66.7, ranking dead last. Women in West Virginia (67.3) and Wyoming (67.9) dont fare
much better.
Florida women could reach equal pay first in 2038. California and Maryland are tied for
second (2042).
Womens earnings differ by race and ethnicity: Across the largest ethnic groups in the
United States, Asian Pacific Islander women earn the most annually at $46,000, making
88.5 cents for every dollar earned by men.
Native American and Hispanic women take home the least annual income at $31,000 and
$28,000, respectively. Hispanic women, though, face the widest wage gap of Americas
most prominent racial groups. The female-to-male ratio: 53.8 percent.
Women now outpace men in college enrollment. Those with a bachelors degree typically
earn twice as much as those with less than a high school diploma.

continued
But across all levels of education, men earn significantly more than women with equal
schooling. The wage gap is the largest for those with the most educational attainment:
Women with graduate degrees make only 69.1 percent of what men with graduate degrees
earn. The share jumps to 71.4 percent for women with bachelors degrees. (Both groups take
on comparable amounts of debt.)
The reports conclusion: These data indicate that women need more educational
qualifications than men do to secure jobs that pay well, researchers wrote.
Millennial women face a narrower wage gap, earning 85.7 cents for every dollar earned by
male peers. More than 1 in 3 millennial women work in managerial or professional
occupations, compared with 1 in 4 millennial men. Its important to note that many female
workers of this generation have not yet hit their childbearing years. Mixing motherhood and
employment is an oft-cited driver of pay disparities.
The majority of senior citizens people older than 65 are women. Many work full time: 14
percent worked year-round in 2013, according to census data. But on average, they made
less than younger demographics, or women 16 to 65: $37,000 annually, compared with
$38,000 annually.
Continue Your Thinking

Begin a new writing using
information from the new text.

Use sentence frames to
introduce the information.
Explain what you think
about the evidence.
Agree
Sentence Starters
According to Danielle Paquette in an article titled, 2058:
The year American women might see equal pay,
_______, [name and position or organization], was quoted
in the Washington Post as saying.
Disagree
The article ____________ explains

Although the article says
While the research study showed
Adding to Our Thinking with a New Text

Stephanie Coontz | Women have
come a long way, but still have far to
go
this m
s
e
Do
ee
s
e
c
sour ble?
i
cred
for of
k
o
by Stephanie Coontz,
Lo
ples ING,
m
a
McClatchy-Tribune News Service; 12:14 eAxUTHORIZTING,
A
R
T
S
a.m. EDT March 16, 2014
ILLU
in
and TERING
N
COU rticle.
Stephanie Coontz teaches history and family studies at The
a
s
i
h
t
Evergreen State College in Olympia, Wash. Her most recent
book is A Strange Stirring: The Feminine Mystique and
American Women at the Dawn of the 1960s. Readers may
send her email at coontzs@evergreen.edu.
VIP Notes
(Very Important Post-It Notes)
Use only 3 Post-it notes of
each color
Yellow=Important New Info
Blue= Things that strike you
or challenge your thinking
Stephanie Coontz | Women have come a long way, but

still have far to go
McClatchy-Tribune News Service; 12:14 a.m. EDT March 16,
2014 (Photo: hugh haynie)
OLYMPIA, Wash. This year marks the 50th anniversary of the Civil
Rights Act, which initially outlawed discrimination on the basis of race,
color, religion, or national origin but not on the basis of gender. The
word sex was added to the act as a last-minute amendment by a
senator who opposed racial integration and may have hoped to thereby
kill the bill entirely. Even after the law passed, few people expected the
prohibition of gender discrimination to be enforced by the Equal
Employment Opportunity Commission, the group charged with
implementing the act.
Sure enough, the EEOC immediately outlawed race-segregated
employment ads, but refused to do the same for gender-segregated
ads. The head of the EEOC announced that the amendment banning
sex discrimination was a fluke, not to be taken seriously. The National
Organization for Women and other groups spent the next 20 years
struggling to get the anti-discrimination provisions of the act applied to
women.
Continued | Women have come a long way, but

Not until 1973 did the Supreme Court rule that it was illegal to divide employment ads into Help
Wanted: Female and Help Wanted: Male. Only in 1974, a full decade after the Civil Rights Act
was enacted, did Congress outlaw discrimination in housing and credit on the basis of sex. Until
1981, many states still designated the husband as the legal head and master of the
household. And it took until 1984 for the court to compel previously all-male organizations such
as the Rotary and Lions clubs to admit women. (That same year, the state of Mississippi finally
ratified the 19th Amendment, granting women the vote.)
Despite this uphill battle, women have come a long way, according to a report issued last month
by the Council on Contemporary Families. In 1964, fewer than 3 percent of all attorneys and just
three of the countrys 422 federal judges were women. Today half of law graduates and a full
third of the Supreme Court justices are female. The number of female senators has increased
tenfold.
In 1980, not a single woman occupied a corner office in a Fortune 100 company. According to
this months Harvard Business Review, women now hold nearly 18 percent of the top jobs in
those companies.
More women than men graduate from college today, and unlike 40 years ago, the average
female college graduate now earns more than the average male high school graduate.

But were not there yet. At every educational level, women still earn less than men with
comparable credentials, even when they work the same number of hours a week in the same
kind of job. While women are now half of law school graduates and one-third of attorneys, they
are only 15 percent of equity partners and 5 percent of managing partners in law firms. And at
current hiring rates, it would take 278 years for men and women to fill equal numbers of CEO
slots.
Some women, having broken into exclusive careers, are still trying to crack the glass ceiling.
Many more women are still stuck in the basement, looking for an up escalator. Women
constitute 62 percent of all minimum-wage workers, and working-class jobs are as sexsegregated today as they were in 1964. In all racial groups and at every age, women are more
likely to live in poverty than men, although minority women are especially disadvantaged.
African-American women earn just 64 cents, and Hispanic women just 55 cents, for every dollar
earned by white, non-Hispanic men.
Many of these inequities still result from discrimination. While few Americans would now openly
claim that women are less capable than men, implicit bias tests consistently reveal that women
are perceived as less competent, decisive or assertive than men. Studies also show that
applications bearing female names are rated less qualified than identical applications bearing
male names.

Additionally, wage rates reflect the historical legacy of gender segregation. Occupations
traditionally associated with women pay less than mens jobs even when they require the
same or greater levels of skill and stamina. In 2010, the people who cared for the grounds
surrounding our offices and homes (95 percent male) earned a median annual wage of
$23,400. Those who cared for our children (94 percent female) earned just $19,300.
In 2010, the median annual wage for light delivery drivers, 94 percent of whom are male,
was $27,500. Home health aides, 88 percent of whom are female, earned $7,000 less per
year, even though they have higher average levels of education than the delivery drivers,
do as much heavy lifting and spend more time on their feet. Among young childless
individuals working exactly the same hours, health aides still earn 13 percent less than
delivery drivers.
When couples have children, women fall even further behind, because policymakers have
not caught up with new family realities. Dual-earner families are now the norm, but work
policies are still designed for a labor force composed of full-time male workers with wives
at home to take care of family obligations. The lack of family-friendly work policies and
affordable quality child care, combined with mens higher wages, encourages many women
to cut back when work conflicts with family obligations.

But this reinforces gender inequality over the long run. On average, when a woman leaves the
workforce for a year to care for a child, she loses almost 20 percent of her lifetime earnings power. If
she spends three to four years away, this reduces her potential lifetime earnings by a full 40 percent.
Mothers who do not quit work are also penalized. Studies show that employers are less likely to hire or
promote mothers than childless women (or fathers) on the assumption that they are less committed to
work.
So the bad news is that we have a way to go to reach equality. But the good news is that we have come
far enough in the past 50 years that men now have as much of a stake as women in reaching that goal.
As late as 1977, two-thirds of Americans thought men should earn the money and women should stay
home with the family. Today, only 30 percent of Americans favor such arrangements. Almost two-thirds
now say it is best for husbands and wives to share paid work and family obligations. Ninety-seven
percent support equal rights.
Since 1965, husbands have doubled their share of housework and tripled their share of child care.
Interestingly, men now report higher levels of workfamily conflict than women, largely because of
these increased family commitments. But increasingly, men face the same discriminatory treatment as
women if they ask for work-family accommodation.

If we paid women the same wages as men for comparable work, that would halve the
poverty rate in American families. It would also raise the standard of living for males in twoearner working- and middle-class households. And if the United States adopted jobprotected, subsidized family leave, as more than 180 other countries in the world already
have done, men, women and children would all benefit. Pay equity, comparable worth
policies and family-friendly work reforms are not just womens issues any more. They are
our next civil rights challenge perhaps our next human rights challenge.
------------------------Stephanie Coontz teaches history and family studies at The Evergreen State College in
Olympia, Wash. Her most recent book is A Strange Stirring: The Feminine Mystique and
American Women at the Dawn of the 1960s. Readers may send her email at
coontzs@evergreen.edu.
Continue Your Thinking

Begin a new writing using
information from the new text.

Use sentence frames to
introduce the information.
Explain what you think
about the evidence.
Disagree
Agree
Sentence Starters
According to Stephanie Coontz, a professor of teaches

history and family studies at The Evergreen State College in
Olympia, Wash.,
The opinion piece by Coontz explains
Although the commentary, Women have come a long
way, but still have far to go, says
While the author of A Strange Stirring: The Feminine
Mystique and American Women at the Dawn of the 1960s
showed
Share your notes

with your neighbor.
Add any new ideas to

your notes.
Exit SlipNotecard Claim

Read over your writing so
SAMPLES:
________
far and use the note card to

write a claim about womens
rights.
How might you qualify (or
limit) your claim?
_______
Because research shows ___,
we should ___.
NWP CRWP funded by the Department of Education

Gandenberger,
Lets Review!
Lets Review our Notes & previous writing on the
Womens Rights
Chart & writing response

Video & writing response
It Says/I Say chart
Articles, notes, & writing response
Note card Claim
Get Ready to Write!
Attention
grabber
and my
claim on
the
Issue
Here's
what Ive
learned
The 40-Minute Kernel Essay
But this fact

really
convinces
me
I now
believe
3 minutes
Attention
grabber
and my
claim on
the Issue
Write an introduction that

provides an interesting detail
about womens rights to grab the
readers attention.
Then state your claim on the
issue of womens rights.
4 minutes
Select 2-3 pieces of evidence that

provide information to support your
claim.
Here's what
Ive learned
10 minutes
State a reason you believe this claim.

Insert evidence using sentence
starters to write what youve learned
about the effects of gaming. Connect
and explain how the evidence
supports your claim.
3 minutes
But this
fact really
convinces
me
Identify 1-2 pieces of evidence that

seem most convincing--maybe a fact
from research or a quote from an
authority.
10 minutes
State the reason this fact or quote
seems most important. Introduce the
evidence with a sentence starter like
According to Explain how this
evidence supports your claim.
3 minutes
I now
believe
Write a final few sentences as a

conclusion, perhaps restating
your claim.
Searching for Ways You Used Sources

Trade papers with a partner.
Partners read and code the ways the writer used
sources in the margin.

Search draft for examples of
Illustrating= I
Authorizing= A
Countering = C
DISCUSS: What have we learned about using
sources during this mini-unit? How can we use
these ideas in other writing experiences, including
on-demand testing?

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Womens Rights:

An Argument Writing Mini-Unit

Jean Wolph and Deborah Gandenberger, Louisville Writing Project

In this mini-unit, we will

Jean Wolph and Deborah Gandenberger,

Ways to Use Sources

_____ argues that ______.

Ways to Use Sources

writers quote an expert or

[T]he focus on logistics is frustrating for

Ways to Use Sources

TEXT 1: Study this chart.

Jean Wolph and Deborah Gandenberger, Louisville Writing Project

What do you think?

TEXT 2: Study this chart.

What do you think?

men versus women in computer science?

For Text 3: Make this chart in your notebook

TEXT 3: Womens Rights

Infographic about global statistics on women's rights. Music:

Jean Wolph and Deborah Gandenberger, Louisville Writing Project

Comparing Notes: Womens Rights

1. Lots of progress for women in last 100

2/3 of the worlds illiterates are women

4. 107 million women are missingmore

Jean Wolph and Deborah Gandenberger, Louisville Writing Project

13. Women arent the problem; they are the

Jean Wolph and Deborah Gandenberger, Louisville Writing Project

from each It Says note,

Write your reactions, responses, comments,

Jean Wolph and Deborah Gandenberger, Louisville Writing Project

Refresh Your Memory

Jean Wolph and Deborah Gandenberger, Louisville Writing Project

Use the sentence starters to include

Although the video says

Jean Wolph and Deborah Gandenberger, Louisville Writing Project

Adding to Our Thinking with a New Text

Jean Wolph and Deborah Gandenberger, Louisville Writing Project

Use only 3 Post-it notes of

2058: The year American women might see equal pay

WASHINGTON When it comes to equal pay, the American woman is stuck in a

2058: The year American women might see equal pay,

2058: The year American women might see equal pay,

2058: The year American women might see equal pay,

Jean Wolph and Deborah Gandenberger,

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information from the new text.

The article ____________ explains

Adding to Our Thinking with a New Text

Use only 3 Post-it notes of

Stephanie Coontz | Women have come a long way, but

Continued | Women have come a long way, but

Continued | Women have come a long way, but

Jean Wolph and Deborah Gandenberger, Louisville Writing Project

Continued | Women have come a long way, but

Continued | Women have come a long way, but

Continued | Women have come a long way, but

Jean Wolph and Deborah Gandenberger, Louisville Writing Project

Continue Your Thinking

information from the new text.

According to Stephanie Coontz, a professor of teaches

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_ argues that __.