1. Agenda for 3rd Class Handouts Slides Readings Name plates
Lunch sign up
Review of Last Class
Legislative History of Title VII

2. Assignment for Next Class
Review any questions from today’s assignment that we don’t discuss in class
Read Griggs v Duke Power handout
Questions to think about / Short papers
Everyone should be prepared to discuss all the questions on page 6 of the Griggs v Duke Power handout
Mandatory writing
Group 1. Q1 & Q5
Group 2. Q2 & Q6
Group 3. Q3 & Q7
Group 4. Q4 & Q8
Optional writing
All questions that are not mandatory
Optional: “How to Read a Legal Opinion”
On Webpage, “Supplemental Materials,” “Third Class”

3. Review of Last Class I Text of Title VII Structure of Title VII
701. Definitions
703(a) core provision
“It shall be unlawful to …. discriminate … because of … race, color, religion, sex, or national origin”
703(e)-(j) exceptions and clarifications
(e) bona fide occupational qualifications (BFOQ)
(h) seniority and ability tests
(j) No requirement of preferential treatment on account of numerical imbalance
705. EEOC
706. Procedure
Some provisions are clear – See Blackboard questions
Some provisions are subject to legitimate disagreement
Issues discussed in class
Class list for preferences and sign in
Digital voice recorder
Nameplates and marker
Handouts of PowerPoint slides
IP chart

4. Review of Last Class II Meaning of “affirmative action” has changed
706(g) “affirmative action” means hiring, reinstatement, and/or backpay
Contrasted to “enjoining” (ordering an end to) future discrimination
Race can not be a BFOQ,
But what about situations where race is really job relevant?
Actor in biography of Frederick Douglass
Undercover agent hired to infiltrate the KKK
When are ability tests legal?
703(h) “professionally developed tests” are not illegal, provided they are not “designed, intended, or used to discriminate”
Does “used” imply “intended”? Is “used” redundant?
When are race-conscious remedies (affirmative action) legitimate?
703(j) says they are not required to redress numerical imbalances
Are they allowed if voluntary? Or are they forbidden by 703(a)
Can a court order affirmative action to redress discrimination after (or before) the Act?
Class list for preferences and sign in
Digital voice recorder
Nameplates and marker
Handouts of PowerPoint slides
IP chart

5. Questions on Title VII
8) A factory hires male and female workers on a non-discriminatory basis. One of the supervisors has told several women that he will give them better performance evaluations and recommend them for promotion if they sleep with him. He has a habit of hugging all employees, male and female, when they arrive. He also enjoys watching pornography during his lunch break, and he invites all employees, male and female, to join him. Has the company violated Title VII?

6. Questions on Title VII
8) A factory hires male and female workers on a non-discriminatory basis. One of the supervisors has told several women that he will give them better performance evaluations and recommend them for promotion if they sleep with him. He has a habit of hugging all employees, male and female, when they arrive. He also enjoys watching pornography during his lunch break, and he invites all employees, male and female, to join him. Has the company violated Title VII?

7. Legislative History of Title VII
“Legislative History” means how a bill became law
What members of Congress said in debate about bill
What Congressional Committees wrote about the law
Often used to help interpret statutes, but controversial in recent decades
Title VII’s legislative history is particularly rich
Immense achievement for Johnson administration
3 groups
Ardent supporters: Northern Democrats
Ardent opponent: Southern Democrats
Moderates: Republicans
Neither ardent supporters nor ardent opponents were a majority
So moderates needed to vote for Act in order for it to pass
Republicans
Generally pro-business & against government intervention
Generally northern
Wanted to minimize effect of Title VII on their constituents

8. Legislative History of Title VII
1. Why do you think Mr. Smith twice said that says that he is “serious” about his amendment outlawing discrimination based on sex? (Congressional Record p columns 1 and 2)? Why do you think Mr. Smith read the letter about the imbalance between men and women? (Congressional Record, p columns 1 and 2).
2. Why do you think Mr. Smith proposed the Amendment? Why do you think Mr. Celler opposed the amendment?
3. Why do you think Mrs. Griffiths is concerned that the Civil Rights Act, if not amended to prohibit discrimination on the basis of sex, will make “white women … last at the hiring gate”? (Congressional Record, p column 3).
4. What do you think was Congress’s intent was in amending the Civil Rights Act of 1964 to ban discrimination based on sex?
5. When, on June 11, the Senators debated Mr. Tower’s proposed amendment about job testing, what were the principal arguments in favor and against the amendment? See Congressional Record pp ).

9. Legislative History of Title VII
6. What was difference between the amendments introduced by Senator Tower on June 11 and June 13, 1964? You can find the relevant texts on Congressional Record page column 2 and page column 1.
7. Why do you think the amendment proposed by Senator Tower on June 11 was rejected, but the amendment proposed by Senator Tower on June 13 was agreed on?
8. How would the amendments proposed by Senator Tower on June 11 and June 13 apply to the test in Myart v. Motorola described above. Can you argue that the test would not violate either amendment? Can you argue that the test would violate at least one of the amendments? For these purposes, assume that (a) the test in Myart was a general intelligence test, like an IQ test, (b) it was not designed to discriminate against African Americans or other minorities, (c) Motorola did not adopt it with the intent of discriminating against African Americans or other minorities, (d) African Americans and other minorities did worse on the test than whites, and (e) the relationship between test scores and job performance had been studied and demonstrated for whites, but had not been studied for African Americans and other minorities.

10. Reading a Case Chief Justice “Opinion of the court,” majority, dissent
“the writ”
“class action”
District Court, Court of Appeals, Supreme Court
“reversed”