Lesson 4-History of Gender Roles in the Media and Prezi Presentations
Lessons/Activities
a. Read Gender Stereotypes in Advertising - Document available below
b. Group work to classify magazine advertisements into categories as defined by the reading
c. Mini-lecture and demonstration of old & recent images/magazine advertisements to highlight the fact that representation of gender roles have remained relatively constant throughout the years.
d.Prezi Presentations + self-evaluations + peer evaluations
b. Group work to classify magazine advertisements into categories as defined by the reading
c. Mini-lecture and demonstration of old & recent images/magazine advertisements to highlight the fact that representation of gender roles have remained relatively constant throughout the years.
d.Prezi Presentations + self-evaluations + peer evaluations
gender_stereotypes_in_advertising.docx | |
File Size: | 13 kb |
File Type: | docx |
Assessments
a. Mini-quiz on oral presentations
b. Oral presentation self-evaluation + peer evaluations + comments on how to improve presentation skills and/or thoughts on content
b. Oral presentation self-evaluation + peer evaluations + comments on how to improve presentation skills and/or thoughts on content
Homework
a. Continued research on possible negative effects of media on mental health
b. Continue daily viewing of video clips and television
b. Continue daily viewing of video clips and television
Understanding By Design :
Established Goals:
- Through the deconstruction and analysis of a variety past and present advertisements, students will comprehend that gender roles and stereotypes in the media have remained constant over the years.
Understanding(s):
- Media has consistently depicted throughout history gender roles in a specific and limited way.
- It is important to take the time to critically analyze media.
Essential Question(s):
- Were gender roles depicted differently in the past in comparison to today?
- Are students able to deconstruct and critically analyze media?
Students will know...
- Key facts about how media maintains and perpetuates gender stereotypes.
Students will be able to...
- Express and communicate any emotions provoked by media through the re-production of a scene.
- Write a script.
- Critically analyze a television show of their choice in a Prezi presentation.
Performance Task(s):
- 1 page written summary of the main ideas learned from Prezi presentations.
- Write a script for their television show re-production.
- Analyze media one consumes regularly.
Other Evidence:
- Oral Responses to essential questions
- Self-assessment + oral peer assessment evaluation
- Mini quiz after presentations to assess if students were paying attention and to asses what they have taken away from the presentations
Learning Plan:
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
Our students are headed in a positive direction. This Prezi project was their first opportunity to interdependently critically analyze media. It is important to know that they were given the opportunity to be critical on a television show or film they liked. This is important because this teaches students that not all that glitters is gold. In other words, just because students may like or enjoy something does not mean that it is necessarily positive. We must not blindly accept but rather we must always ask questions and be critical. They have been taught a few basic skills and knowledge regarding media and this is how we have made sure the students know where they are going.
How will you hook students at the beginning of the unit?
This lesson begins with students having the opportunity to discuss various magazine advertisements they have found in addition to doing the little activity sheet. Beginning with this rather than presentations is a good idea as starting off immediately with presentations might bore them instantly.
What events will help students experience and explore the big idea and questions in the unit? How
will you equip them with needed skills and knowledge?
As stated before, students were given a wide variety of activities, in-class work, and homework assignments which covered many aspects of media. They have been given a chance to analyze and reflect about television shows, movies, video games, magazine advertisements etc. This has enabled students to acquire the necessary knowledge to explore the questions in this unit.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?
The information covered in the unit plan was relevant to students. Our holistic approach brought personal meaning to the material we taught which has inspired students to reflect and rethink. We have guided them by offering any help and answering any questions they had.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding
throughout the unit?
Assignments such as daily journal entries, oral self-assessments, and peer evaluations were essential to ensuring that students exhibit and self-evaluate their growing skills.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
We have tailored and personalized the unit by having assignments and projects be flexible. Students have options on what they would like to do according to their personal interests.
How will you organize and sequence the learning activities to optimize the engagement and achievement
of ALL students?
All activities were organized in a manner where all students were able to achieve. Information was not overwhelming and students with little to no knowledge about media were able to succeed.
Established Goals:
- Through the deconstruction and analysis of a variety past and present advertisements, students will comprehend that gender roles and stereotypes in the media have remained constant over the years.
Understanding(s):
- Media has consistently depicted throughout history gender roles in a specific and limited way.
- It is important to take the time to critically analyze media.
Essential Question(s):
- Were gender roles depicted differently in the past in comparison to today?
- Are students able to deconstruct and critically analyze media?
Students will know...
- Key facts about how media maintains and perpetuates gender stereotypes.
Students will be able to...
- Express and communicate any emotions provoked by media through the re-production of a scene.
- Write a script.
- Critically analyze a television show of their choice in a Prezi presentation.
Performance Task(s):
- 1 page written summary of the main ideas learned from Prezi presentations.
- Write a script for their television show re-production.
- Analyze media one consumes regularly.
Other Evidence:
- Oral Responses to essential questions
- Self-assessment + oral peer assessment evaluation
- Mini quiz after presentations to assess if students were paying attention and to asses what they have taken away from the presentations
Learning Plan:
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
Our students are headed in a positive direction. This Prezi project was their first opportunity to interdependently critically analyze media. It is important to know that they were given the opportunity to be critical on a television show or film they liked. This is important because this teaches students that not all that glitters is gold. In other words, just because students may like or enjoy something does not mean that it is necessarily positive. We must not blindly accept but rather we must always ask questions and be critical. They have been taught a few basic skills and knowledge regarding media and this is how we have made sure the students know where they are going.
How will you hook students at the beginning of the unit?
This lesson begins with students having the opportunity to discuss various magazine advertisements they have found in addition to doing the little activity sheet. Beginning with this rather than presentations is a good idea as starting off immediately with presentations might bore them instantly.
What events will help students experience and explore the big idea and questions in the unit? How
will you equip them with needed skills and knowledge?
As stated before, students were given a wide variety of activities, in-class work, and homework assignments which covered many aspects of media. They have been given a chance to analyze and reflect about television shows, movies, video games, magazine advertisements etc. This has enabled students to acquire the necessary knowledge to explore the questions in this unit.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?
The information covered in the unit plan was relevant to students. Our holistic approach brought personal meaning to the material we taught which has inspired students to reflect and rethink. We have guided them by offering any help and answering any questions they had.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding
throughout the unit?
Assignments such as daily journal entries, oral self-assessments, and peer evaluations were essential to ensuring that students exhibit and self-evaluate their growing skills.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
We have tailored and personalized the unit by having assignments and projects be flexible. Students have options on what they would like to do according to their personal interests.
How will you organize and sequence the learning activities to optimize the engagement and achievement
of ALL students?
All activities were organized in a manner where all students were able to achieve. Information was not overwhelming and students with little to no knowledge about media were able to succeed.
History
Historically, gender roles in the media have remained relatively constant.
Girls= Barbie, soft, gentle, fragile, pink, victims,dependent on men, submissive, weak, wash, clean, cook, serve, sexual objects etc.
Boys= blue, independent, masochism, controlling, dominant, violent, tough, muscular, brave, sports, competition, emotional detachment etc.
Examples are the following:
Girls= Barbie, soft, gentle, fragile, pink, victims,dependent on men, submissive, weak, wash, clean, cook, serve, sexual objects etc.
Boys= blue, independent, masochism, controlling, dominant, violent, tough, muscular, brave, sports, competition, emotional detachment etc.
Examples are the following: