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In this lesson, students will review key events in the history of affirmative
action and assess their initial views on the issue. They will then research key
points in the debate over whether affirmative action should continue to focus
on race or should it be social hold a greater consideration. They will deliberate
in a "fishbowl" activity exploring different aspects of the issue and
then state their opinion in a call for action OP-Ed article.
This lesson
corresponds to the National Discussion on the Future
of Affirmative Action from the Miller Center of Public Affairs at the University
of Virginia 
Since its inception, the policy of affirmative action (the public policy that
takes race, gender, or ethnicity into account in an attempt to promote equal opportunity)
has been controversial. Some believe it is necessary to redress past discrimination
that has presented some social groups with disadvantages. Others believe it provides
too much compensation and makes allowances for less qualified individuals.
The
election of President Barack Obama has brought the subject of affirmative action
full circle providing validation for both sides of the argument: those who favor
affirmative action believe the election of President Obama says it works and should
be continued. Those who oppose affirmative action or think it should end say the
election of President Obama proves that affirmative action is no longer needed.
President Obama himself, has brought a new dimension to the debate when during
the presidential campaign he stated that he felt social class should be considered
when trying to promote equal opportunity. 
Opening Activity:
1. To get an idea of student understanding and opinion
of affirmative action, write the following up on the front board or overhead:
Affirmative Action: government policy designed to redress past discrimination
against women and minority groups through measures to improve their economic and
educational opportunities.
2. Then take an informal poll of students'
opinions by asking them to place themselves on a continuum line similar to the
one below. Count and record the number of students in each position and ask several
for this reasoning. Strongly Disagree I Disagree I Neutral I Agree
I Strongly Agree 3. Divide students into small groups of 3-4. 4. Distribute
Students Handout: History of Affirmative
Action to all students. Have them review the timeline and answer the discussion
questions that follow the timeline. 5. Review the questions with the class
and take another survey like before of students' opinions on affirmative action.
Main Activity, Part 1: "Attacking Affirmative Action"
To
start this activity, students will research the positions held by both sides of
the affirmative action debate. Students will gather notes from a Now on PBS program.
(This can also be completed as a homework assignment prior to conducting the activity
in class.)
1. Place students in small groups of 2-3 students.
2.
Distribute Student Handout 2: Note-taking
handout to all students.
3. Have students access the Now on PBS
program, "Attacking Affirmative Acton" at http://www.pbs.org/now/shows/434/video.html.
They should watch only the first 11:55 (including the introduction) for this information.
4. When students have completed the handout, briefly review the following
questions with the class. a. Did any of the arguments presented in the video
affect your previous views on affirmative action? Why or why not?
b. From what
you saw in this video, which side do you feel has the strongest argument and why?
c. How would you describe the argument that affirmative action poses discrimination
against whites and white males?
d. How can the argument be made that affirmative
action does more harm than good for women and minorities?
e. Do you feel the
drop in minority enrollment in California universities is due to the states elimination
of affirmative action policies or other factors? Explain your answer. Main
Activity, Part 2: Arguments For and Against or Class-based Affirmative Action
Fishbowl Discussion Activity
1. Have students stay in their small groups
from the previous activity or form new groups of 2-3 students.
2. Distribute
three argument view points on race and class-based affirmative action to all
students. (This could be done as homework prior to conducting the activity.)
3.
Have students take notes on the questions at the bottom of each handout. Then
in their small groups review the discussion the questions at the bottom of each
page.
4. Fishbowl Instructions:
a. Divide students into 5 groups.
b. Ask all students to arrange their desks or chairs into a single file circle
in the middle of the room.
c. Have the first group sit facing each other in
the center of the circle.
d. Explain to students that in a fishbowl discussion,
only the students in the center of the circle are allowed to speak. Students on
the outside circle should be listening closely and referring to their notes. When
a student from the outer circle wants to contribute to the discussion, he or she
moves to the group in the middle and taps a participant to indicate that he or
she want to take their place in the discussion circle.
e. After discussing
the first question, bring in the second reading group for the second question
and conduct the activity in the same way. Be sure to switch groups every time
you move to another question to make sure all students have an opportunity to
be in the center discussion circle at least once. Fishbowl Questions
1.
Has race-based affirmative action as achieved its goals of redressing past discrimination
to improve minorities' economic and educational opportunities? Explain.
2.
Race-based affirmative action promotes diversity, but does it promote equality
of opportunity? If so, how? If not, explain why it should or shouldn't be continued.
3. Explain what you think will be the effect of the elimination of race-based
affirmative action programs.
4. Is class-based affirmative action a better
way to address the needs of the disadvantaged? Explain.
5. Is the question
of race-based versus class-based affirmative action and "either/or"
proposition? Can both be used or is one policy better than the other? Assessment
Have
students write an Op-ED article or letter to a state legislator that explains
their view of affirmative action, how it might or might not have changed after
completing this activity, and what policy they feel the government should take.
Students can send essays to extra@newshour.org for possible publication on NewsHour
Extra.
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