English 4: period 3
Performance Task—Unit 2: Gender Roles
Directions: Select one of the following topics to write about.
Topic #1: Gender Roles as God’s Curse
Writing Situation:
Earlier this year, we studied a creation correction story from Genesis 1-3. In this story, the first humans, Adam
and Eve, disobeyed God’s commandment and ate fruit from the tree of the knowledge of good and evil. As a
consequence, God gave men and women different punishments.
For women, God said, “I will greatly multiply thy sorrow and thy conception; in sorrow thou shalt bring forth
children; and thy desire shall be to thy husband, and he shall rule over thee” (Genesis 3:16).
For men, God said, “…cursed is the ground for thy sake; in sorrow shalt thou eat of it all the days of thy life;
Thorns also and thistles shall it bring forth to thee; and thou shalt eat the herb of the field; In the sweat of thy
face shalt thou eat bread, till thou return to the ground; for out of it wast thou taken: for dust thou art, and unto
dust shalt thou return” (Genesis 3:17-19).
For people of the Judeo-Christian heritage, this is more than just a fictional story; it is the truth, and the standard
by which their cultural beliefs and traditions about gender roles have been formed.
Writing Prompt:
Are gender roles a result of God’s curse? Choose any FOUR of the pieces we read in Unit 2 of the Collections
textbook that support this idea. Next, analyze and explain how the literature from the Collections unit reflects
the punishments that God gave to men and women in Genesis 1-3. Be sure to discuss both men and women in
your essay. Cite passages from Genesis, and the Collections literature to support your response.
Topic #2: Gender Difficulty
Writing Situation:
“I tell ya, life ain’t easy for a boy named Sue!” laments Johnny Cash in his performance of the poem, “A Boy
Named Sue,” by Shel Silverstein. The literature from Unit 2 in the Collections textbook focuses on gender roles
and expectations through a variety of viewpoints and genres as well as from a range of cultures and time
periods. After having read and considered all the literature in this unit, it’s time to draw a conclusion: whose
lives are more difficult?
Writing Prompt:
Is it more difficult to be a MAN or a WOMAN? Write an argumentative essay in which you address this
question. Cite examples from at least FOUR of the pieces we read in Unit 2 of the Collections textbook to
support your ideas. You may also use anecdotes (personal stories) to support your opinion.
Topic #3: Evolution of Gender Roles?
Writing Situation:
We have spent the last several weeks discussing gender roles. In this unit, we have read both fiction and non-fiction texts that
explore what it means to be a man and a woman. Some of these texts present a progressive view of gender: They show that
ideas about gender roles are changing for the better. Some texts show the oppressive nature of gender roles, presenting the view
that gender roles have changed very little through the centuries. Now you will have the opportunity to discuss these texts
through the lens of your personal experience.
Writing Prompt:
Have expectations and beliefs about gender roles changed? In a well-developed argumentative essay, present your perspective
on gender roles in the 21st century. Analyze and explain the gender roles and expectations presented in at least FOUR of the
pieces we read in Unit 2 of the Collections textbook. Next, discuss how these gender roles have (or have not) evolved or
changed from traditional beliefs. Make connections between your personal experiences with gender roles and the
themes/arguments presented in our text. Use anecdotes and/or a narrative to present a personal experience with the issue.
Sources to Choose From:
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“The Wife of Bath’s Tale” from The Canterbury Tales by Geoffrey Chaucer: fiction / narrative poem
“Mallam Sile” by Mohammad Naseehu Ali: fiction / short story
“My Father’s Sadness” by Shirley Geok-lin Lim: non-fiction / poem
A Vindication of the Rights of Woman by Mary Wollstonecraft: non-fiction / book excerpt
“In a Scattered Protest, Saudi Women Take the Wheel” by Neil MacFarquhar and Dina Salah Amer: non-fiction /
newspaper article
“Saudi Women Defy Driving Ban” non-fiction / video news report
“The Men We Carry in Our Minds” by Scott Russel Sanders: non-fiction / essay
Pink Think by Lynn Peril: non-fiction / book excerpt
“When Their Workday Ends, More Fathers Are Heading Into the Kitchen” by Rachel L. Swarns: non-fiction /
newspaper article
“A Boy Named Sue” by Shel Silverstein: fiction / poem
Miss Representation: non-fiction / documentary film
Due Dates:
The Pre-Writing Packet is due on FRIDAY, NOVEMBER 13 and is worth 50 points.
Draft #1 is due on TUESDAY, DECEMBER 02 and is worth 100 points.
The FINAL DRAFT is due on TUESDAY, DECEMBER 08 and is worth 200 points.
Requirements:
Draft #1 AND the FINAL draft of your performance task essay must:
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Be MLA formatted.
Be a MINIMUM of FOUR pages, typed.
Use parenthetical documentation (MLA citations) to cite the sources of your information.
Contain a Works Cited page with a MINIMUM of FOUR sources.
Be submitted to turnitin.com
Include BOTH a printed copy of your essay AND a printed copy of the Originality Report from turnitin.com.
Any late papers MUST be turned in by FRIDAY of the same week when the paper was due; the paper will receive 90%
credit. NO LATE PAPERS WILL BE ACCEPTED AFTER FRIDAY OF THE WEEK THE PAPER IS DUE.