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Chelsea GouinRacial Representations in Media

Chelsea Gouin

April 22nd, 2013

SED-427

Media’s Invisible Hand in Race

11th Grade

Sociology


Table of Contents

: Stage 1Page 4: Stage 2-> Informal Assessment paragraph and Formal QuizPage 6: Stage 2-> Performance AssessmentPage 8: Stage 2-> Performance Assessment RubricPage 10: Stage 3 -> Unit CalendarPage 11: Stage 3 -> Catalog Page 13: Stage 3-> Hooking LessonPage 14: Stage 3->Visual InquiryPage 17: Stage 3-> Classroom DebatePage 19: Stage 4-> Works CitedPage 20: Stage 4 -> Reflection


Unit Overview: This unit explores how media is an invisible force driving ideas of race and presenting stereotypes. With media being such a prominent part in today’s cultures, students are likely to pick up on the images that media is producing about certain races and cultures. In this unit, we will be covering the Blauner and Noel Hypothesis in addition to the concepts of Colorblind Racism, past-in-present racism, and symbolic ethnicity and how different mediums are affecting how people react to race and culture. We will be exploring these ideas through writing prompts, group discussions, a class debate, and by looking at the source by viewing video clips and images that illustrate concepts. The students will be assessed with questions that require reflection and in-depth thinking. They will be asked to analyze their thought process and review their writing process in preparation for the ACT or other standardized testing. This unit is designed to create an awareness of the media’s impact on race and has the goal of creating awareness in students so they can view these portrayals with a critical mind.

Unit Rationale: Value for School: The skills the students will take away from reading and critically

analyzing texts in order to form a hypothesis will prepare students to do similar tasks on standardized tests such as the ACT.

Value Within the Content: The concept of race vs. ethnicity as well as outside influence on prejudice is a building block for other sociological topics as the critical thinking skills developed will be useful within the subject.

Value Beyond School: Students will be made aware of how they think and view the people around them; this skill can be used in any career they choose to pursue. The idea of stereotype and the influence of media on their perception will help students to recognize and evaluate their thoughts and perceptions of people around them and develop useful thinking strategies.

Considering the Learners A challenge students may be faced with is understanding abstract ideas and applying

them to situations. Students may also have difficulty with realizing their own stereotypes and prejudices.◦ To help with this issue, we will be reading selections from essays that have opposing

viewpoints in order for students to analyze both perceptions. Weekly journal entries will help gauge student understanding as we move through the different concepts.

Considering the Content: Unit problem/question: Is the media working as an “invisible hand”, that pulls our

strings to think and view race a certain way. What is the media’s impact on race? Enduring Understanding: Media, toys, and other products project only one image of race

and leaves no room for progression, growth, or advancement within a race. Key Concepts: Race (a class or group of people tied together by characteristics; socially

constructed) vs. Ethnicity (Cultural background to which one prescribes; born into), prejudice (preconceived notion of a person or peoples), stereotype (conforming to a fixed set of patterns), media (a medium of cultivation, conveyance, and expression)

Important Skills: Students will be able to analyze and make insightful critiques on media representation. They will be able to find primary sources to back their arguments and properly cite them while conducting a critical research paper.

Objectives: 2.7: Students will be able to analyze generalizations and conclusions presented in

sociological arguments and interpretations. 2.9: Students will be able to communicate sociological information, analysis, and

interpretations in effective written forms.


4.1: Students will be able to identify race, ethnic, and gender relations and the effects of stereotyping, discrimination, and related behaviors and practices on group interactions.

6.8: Students will be able to recognize the role of the mass media and its influence on social change.

CCSS.ELA-Literacy.RH.11-12.1: Students will be able to cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-Literacy.RH.11-12.6: Students will be able to evaluate authors' differing points of view on the same issue by assessing the authors' claims, reasoning and evidence.

CCSS.ELA-Literacy.RH.11-12.7: Students will be able to integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.


Stage II

Informal Assessment: Throughout this Unit, students will be recording their thoughts on each new concept discussed as well as videos or images viewed in class in their “Sociologist Journal”. The end of each lesson will provide a prompt which allows students to reflect on the topic and flesh out their opinions as well as report any issues they may be struggling with. This will be a way for the teacher to gauge the progression of the unit in a way where students aren’t pressured. These free-writes allow them to pause and work out their thoughts without worry of their classmates opinions.

As this is a Sociology course, discussion throughout the lesson will be prominent. As the discussions are conducted, students may express how they feel the concept applies to things they’ve viewed in the media. This gives an opportunity to correct any misconceptions or confusions before the formal assessment.

Racism in the MediaFormal Assessment: Quiz

1.) We’ve already discussed how the video “Black Acting School” represents selective perception; what other concept applies?

A.) Modern Institutional Discrimination B.) Modern RacismC.) Past-in-Present Institutional Discrimination D.) Scapegoat Hypothesis

2.) The costumes “PocaHottie” and “Noble Brave Warrior” best represent: A.) Selective Perception B.) Cognitive PrejudiceC.) Ideological Racism D.) symbolic ethnicity

True or False:

3.) The clip of Julie and Kevin from The Real World is an example of symbolic ethnicity. T or F4.) “White men always pick the few, unspoiled, beautiful, awesome spots for these abominations. You have raped and violated these lands, always saying ‘gimme, gimme, gimme’, and never giving anything back.” (Lame Deer Seeker of Vision by John Lame Deer and Richard Erdoes)

This quote illustrates the concept of race relations cycle. T or F

Short Answer:

In your own words, define colorblind racism and give an example from the media that was not discussed in class.

Essay Question:


Define, in your own words, the Blauner Hypothesis. Is it relevant in today’s media? Give at least 3 examples that support your position. How is race being represented in television shows, movies, books, toys, or other products that are being produced?

You will be graded on: Properly defining the Blauner Hypothesis Taking a firm stance on the relevance in today’s media A clear thesis 3 strong examples that enhance your argument.


Performance Assessment We have spent a week viewing and discussing various portrayals of race in multiple media

settings. Armed with the knowledge you have gained through this week, it is time for you to step up and spread the word of how racial portrayals may or may not be offensive. Attached are two essays that take on opposite view points regarding Native American Mascots. Please read both arguments and take a stance.

Your role in this is an administrator for a school that has a Native American Mascot. Based on your knowledge of racial portrayal, which author do you side with? As an Administrator, write to the author you disagree with. In your formal letter you must reply why you are against their claim using at least 3 concepts discussed in class. To strengthen your argument, you must find 2 other scholarly sources to back up your argument.


Rubric for Performance Assessment Great Good Fair Poor

Typed 5 points 0 points (Not typed)Administrative Role 20 points

Introduces self as an administrator at a

school with a Native American Mascot,

remains formal throughout. Does not contain any slang language.

Keeps a professional tone.

Consistent

16 pointsIntroduces self as an

Administrator, consistently professional

vocabulary, uses a few slang terms.

Switches between formal to casual

tone.

12 PointsDoes not introduce

self as Administrator. Somewhat formal

and professional but mostly written in a casual tone. Uses

slang.Inconsistent voice within the letter

8 pointsDoes not

acknowledge the role, Addresses the letter to the authors but in a casual tone.

Letter format 15 pointsFormatted correctly, includes address, by

line, introduction paragraph and an

appropriate closing

13 pointsTyped as a letter but

missing pieces

0 PointsNot written as a

letter

Uses and Cites two scholarly sources

20 pointsBoth sources are

from credible sources (NOT

Wikipedia!), Follows MLA citing

guidelines, is a thoughtful re-phrasing and

application, not a carbon copy of work,

appropriate use of source

16 pointsTwo credible sources, incorrectly cited, in-text use is used as paraphrasing, the

source is used in an appropriate spot

12 pointsOne or both sources are not from credible

sources. Incorrect citation, the source does not enhance the argument, the

source has no original thought

added, mostly just copied

8 pointsBoth sources are from Wikipedia or other non-credible sources. Incorrect

citation, no thought added to in-text

citation, the source is placed incorrectly

within the letter

References to 3 concepts and

materials discussed/viewed in

class

20 pointsAll three concepts are included and

referred to correctly, enhances the

argument, defines the concepts in

relation to subject.

16 pointsAll three concepts included, concepts

are defined primarily textbook with little

original voice, refers to the argument being made and strengthens it

12 pointsOnly uses 2

concepts, little to no original voice in

defining, does little to strengthen the argument being

made

8 pointsOnly 1 concept is used, definition

written directly from the textbook,

doesn’t fit with your argument or the

definition has nothing to do with

subject


Day Lesson Name Goal Activities AssessmentDay 1 Introduction: How to

Develop a StereotypeTo introduce students to the unit of racial

portrayal in the media by looking at their own

stereotypes and how they form their views

of race

Hooking Lesson: Who’s coming to the

Party?

Free-Write: What types of trends do you see in media’s representation

of race?

Day 2 African Americans in the Media

To illustrate how African Americans

have been portrayed in media, have students reflect on colorblind

racism

View the video: Black Acting School, group discussion/reflection

In groups of 3 or 4, students will discuss

colorblind racism and if they think it is

prevalent in today’s society. As a class we will discuss responses and give examples that

support the answer.

Day 3 Native Americans in the Media

Show students examples of the

stereotypical representation of

Native Americans and think on how media works at institutional

racism.

Visual Inquiry: Playmobil Native

American Play set as well as Halloween

Costumes

Informal assessment as we discuss in class a follow-up of Color

Blind Racism in relation to Native Americans plus

thoughts on how media stops progression of a

race.

Day 4 Symbolic Ethnicity Students get a clear look at how media shapes how people “should” think/feel

about race.

View Video: The Real World: Julie v. Kevin

This will lead to a structured debate; one side will be arguing for Kevin, the opposite for

Julie

The in-class structured debate will be the main

use of assessment as well as a follow-up

response that students will record in their

journals(The end of unit

project assignment sheet will be handed

out)

Day 5 Who is Bob Blauner? Students will compare and contrast the

Blauner Hypothesis to the Noel Hypothesis

and use examples they have seen/heard

Think-Pair-Share on the separate theories

Write-up of thoughts and connections based

on the TPS we have created together in

class.(Performance

Assessment due)


Catalog Day 1 (50 min) Hooking Lesson: Who’s Coming to the Party? (Elaborate Lesson Plan Attached) As this is an introduction to the unit, the goal is for the students to realize their own

thoughts and/or stereotypes of race and think on where it developed. Today, students will receive roles that give them a gender and a race in which they must play out. One student will be the role of host and must guess each party-goers race based on how they speak/act. The goal for the teacher is to gauge how students are acting out their role; did they say they brought a certain food? Are they acting in a way they think is “culturally appropriate”? After this activity, the teacher will ask why the students chose to portray their character as they had. This will open to a broader discussion on where we encounter different racial portrayals.

Day 2 (50 min) African Americans in the Media African Americans are represented in media primarily in movies. At the beginning of class, the

teacher will ask the students to name some famous African American actors and what movies they were in. Then, after recording the answers on the board, ask what roles they typically portray (ex: are they a cop? A lawyer? A gangster? A father?) We will then view the video Black Acting School to show this race is socially constructed and stereotyped by the roles they portray in movies. Open the floor to discussion. What did you see in the video? Do you agree/disagree? Introduce the concept of “Color Blind Racism”. Students will be broken up into groups of 3 or 4 and discuss the idea of Colorblind Racism. They will reflect on if they believe if it is relevant in today’s society and how the video reflected the idea.

Day 3 (50 minutes) Native Americans in the Media (Elaborated Lesson Plan Attached) Students will view two images of new forms of media (costumes and children’s toys) and how

these products, geared toward the younger generations illustrate the idea of past-in-present racism. These products display only one era and aspect of Native American culture and prevents the race from progressing. Class will discuss their reactions to the playset and costumes and in a free-write tie in these images with yesterday’s discussion of Colorblind Racism.

Day 4: 50 min Symbolic Ethnicity (Elaborated Lesson Plan Attached) Media is a prominent part in people’s lives. It portrays race by creating scenarios in which the

character’s reaction is justified by their race. Students will challenge their thoughts and reasoning by analyzing their thought process in today’s structured debate. The teacher will be handing out roles to each of the students in order for them to take notes specifically to their role. The class will view the clip from The Real World in which Julie and Kevin argue about race. The teacher’s goal in this lesson is to act as the “judge” in the scenario, guiding students with questions that will make them reflect on their justification for their responses.

*Performance Assessment assignment sheet to be handed out.

Day 5 (50 minutes)


Who is Bob Blauner?Today the Blauner and Noel Hypothesis will be looked at. We’ve covered how races are

represented, but these theories suggest why races are represented in the ways in which they are. By comparing and contrasting the two theories, students can form their own opinions and recognize how these theories are being played out in media. By creating a Think-Pair-Share as a class, students can branch off with their own connections in their journals.

*Performance Assessment due.


Title of Lesson: Who’s Coming to the Party?

Length of Lesson: 30 Minutes

Overview: This lesson will set up the unit by making students realize what stereotypes they may have and how they were formed. This helps the teacher to gauge where the class is at as a whole and how to guide the students into uncovering how the media shapes their views of race and cultures.

Central Problem/Question: How do stereotypes develop?

Objectives: Students will be able to recognize their stereotypes they have developed. Begin to reflect on where they see race portrayed and howRecognize the impact media has on how different races are viewed.

Materials: Teachers will make note cards that contain different gender and races, one card labeled as the Host. Examples: Native American Woman, African American Male, Japanese Mother, etc.

Instructional Sequence:

1. Teacher introduces the game by giving the rules: One student will be the host of a party, the other students will each be a different gender/race. Using their past knowledge, the students will make conversation with the host giving hints as to their race (Example: I brought this dish to share) without coming out and announcing it. When the host thinks he/she knows a guests race, they conversationally reveal it. “Thank you Mr. Smith, I always enjoy hearing your African drums!” (The explanation of this game should take no more then 5 minutes allowing for questions)

2. The teacher asks for volunteers and hands out the cards reminding students to keep their identities secret. (1 ½ min.)

3. The first student and the host begin their conversation. In order to allow a fair amount of time the limit is five minutes per pair. (5 min.)

4. The rest of the students to whom roles were assigned go forth and have conversations with the host. 5. When each of the students have had their chance to reveal which race they were, the teacher will

ask, “What decisions did you make in order to help the host guess who you were?” Allow students to answer (3 min)

6. Follow-up question, “How did you come to make those decisions?” (3 min)7. “Where do you see these races represented?” (1-2 min)8. “What common characteristics do you see in minority groups that are shown in the media?” (3-5

min.)

Assessment: Have students do a free-write on what they observed today, what they would have done if given the opportunity or what trends do they see in racial portrayal in the media.


Title of Lesson: Native American Representation in the Media (A Visual Inquiry)

Length of Lesson: 15 min.

Overview: TV and movies aren’t the only mediums that construct ideas and stereotypes of race. First we will look at a Playmobil play set of a Native American Family and then view a male and female costume that are suppose to represent Native Americans; these images will help enhance a discussion on past-in-present racism and how these products prevent the Native American culture from progressing with an ever-advancing society.

Central Problem: What images are being produced of Native Americans and what does it say about their culture?

Objectives: Students will be able to identify race, ethnic, and gender relations and the effects of stereotyping, discrimination, and related behaviors and practices on group interactions.

Students will be able to recognize the role of the mass media and its influence on social change.

The students will be able to express their thoughts on the images we view as well as tie them to the concept discussed in the previous lesson on “Colorblind Racism”

Materials: The teacher will display the following images:

(Playmobil: Native American Family utoypia.com)


(Family at the park, utoypia.com)

(Pocahottie and Noble Warrior: couplescostumes.com)

Instructional Sequence: 1. First show the students the first image of the Playmobil set of the White Family. Ask students,

“What do you see?” (5 min.)2. Follow-up with “Can any of you relate to this?” Point to specifics in the picture, such as playing

baseball, or taking pictures, or just a Family Fun Day at the park. (3-5 min.)3. Next, show the Native American Family playset. “What do you see?” (3 min.)4. Show both pictures side by side. “Both of these playsets are of families. What is different?” (3

min.)5. What message are you reading from viewing these images side by side? (5 min.)6. That was one example. Here’s another example of a medium in which enforces racial ideas:

Halloween Costumes. What sort of costumes do you wear on Halloween? (3 min)7. What about Noble Warrior and his date? Show the image of the Native American Costumes.

Ask students what is being reflected in these costumes. (3 min.)8. What do these costumes say about the culture? (5 min.)9. Use examples that were provided by students that connect to “Past-in-Present Racism”. How does a race’s past affect how they are viewed in today’s society? Race is a vicious cycle that is being reinforced in these products.


Assessment: Yesterday, we discussed Colorblind Racism and how it plays out in today’s society. In their journals, students can reflect on how the images we viewed today enforce the idea of Colorblindness.


Title: Symbolic Ethnicity- A Debate

Length of Lesson: 50 min

Overview: The class will view a video in which a black male and white female argue on their race. The students have learned various concepts regarding race and racial portrayal and have had practice in fleshing out arguments defending their stance. Now they will have a chance to take on a role and participate in a debate with the rest of the class.

Central Problem: Where is the line between symbolic ethnicity and defending your culture out of pride?

Objectives: Students will be able to evaluate both sides of the argument and draw on sociological concepts to enhance and strengthen their arguments.

Students will be able to view the video and listen to the arguments presented critically

Materials/Sources: The teacher will be showing the clip, “The Real World: Julie vs. Kevin” (http://www.youtube.com/watch?v=u1JcvLPix3Y)

Instructional Sequence: 1. Write the words “Symbolic Ethnicity” on the board. Ask students what they think this term means.

(3 min.)2. Give the actual definition of symbolic ethnicity. Ask students if they can recall a specific example

in the media. (3 min.)3. Announce the day’s activity. The class will be divided into Team Kevin and Team Julie before

viewing the video. One female will be assigned the role of Julie just as one male will be the role of Kevin. The scenario is that Kevin has taken Julie to court (a Judge Judy scenario, if you will) and is demanding he get a pay raise for this episode as he felt his race/culture was attacked. Team Kevin’s lawyers are arguing that Kevin was defending his culture where Team Julie’s lawyers are arguing that this was just a form of symbolic ethnicity and was misplaced. Both teams should jot down sociological terms they feel is relevant in their argument as they watch the video. (The explanation will take 5-7 minutes including time for questions)

4. Divide the class and assign the role of Kevin and Julie. (1 min.)5. Play the video. (2 min and 4 sec.)6. Start the scenario, Kevin will start by pleading his case and then Julie will give her rebuttal. (6 min)7. Begin a back and forth between the lawyers. Have lawyer 1 on Kevin’s side defend his client, and

so on and so forth. Allow the lawyers to ask the clients questions as they see fit. (15 min)8. The teacher, as the judge, may kindly correct any misconceptions that the students are making. For

example, if they are using a term/concept incorrectly the “Judge” can politely correct them. Or if the conversation is straying from the topic, it’s the teachers job to keep them on track. As well, if an idea is just being repeated, throw in an idea that plays off of another students. Such as, “Well, Miss Smith brought up an excellent point of Julie stereotyping, does any of Julie’s lawyers have a comment on that?” Whenever a student introduces a new concept to the argument, the teacher should challenge the student to have them justify their response. “Mr. Bob, you said that Kevin was relying on symbolic ethnicity? Could you please give us an example?”

9. “Julie” and “Kevin” will give their closing arguments summarizing the discussion/debate and strengthening their case. (6 min.)

10. The teacher, as the judge, will make the final decision over who won the case based on the


strengths of the arguments that were presented.

Assessment: The teacher will be making note of the points students are making during the debate. After, the students will write up a reflection on what they observed during the debate. Did they agree with the verdict? They were assigned to defend one of the characters, would they have chosen to defend the other? And, how much do they feel that the media had to play in the staging of this argument?


Stage IV:

Works Cited

Day at the Park. 2008. Photograph. Utoypia.com, n.p.Healy, Joseph F Race, Ethnicity, Gender and Class: The Sociology of Group Conflict and Change Thousand Oaks, CA: Pine Forge, 2003. Print.Native American Family. 2008. Photograph. Utoypia.com, n.p. Comp. Playmobil.The Real World: New York Web. <http://www.youtube.com/watch?v=u1JcvLPix3Y>


Reflection

I love the field of Sociology and was very enthused to embark on this next stage in my sociological pursuits. Being such a vast field, I had to decide on which area I was most passionate on. I decided on Race because I had taken an entire course on it here at OU and it honestly opened my eyes to a lot of things. Plus, it was something I was passionate about and thought I could do well with. I also knew it would be a challenge presenting race seeing as I’m white. The reason I chose race in media specifically is because it’s something that is relevant and relatable. As this was my first crack at Backward Design and basically the most elaborate lesson plan I’ve ever attempted, I wanted to work with something I was comfortable with.

It has been quite the journey working with this unit. I had felt confident in my own knowledge of the content and pretty sure I could flesh it out into interesting lessons. However, as I chugged through each stage, I realized there were holes in what I “thought” I knew. Sure, I could define the terms and give examples. But that is just not enough to teach a lesson. It took a lot of trips to Google, reading up on articles, cruising through videos, and chats with previous teachers/professors who have given lectures/lessons on this topic. I was no longer comfortable with the topic, I was actually very intimidated. This is also a fairly controversial topic, which gave me time to reflect while I thought of ways of presenting the material. Although I know I would be presenting these races in a positive light, I thought perhaps that was too bias. I didn’t want to dump my opinions on them and then have them feel stupid for thinking differently. It was a challenge to try and even the scales.

This material was presented to me at a college level, it required a lot of writing, reflecting, discussing, debating, and thinking to grasp the concepts. Tackling the idea of race with high schoolers would require a scaled down version of these actions. Sociology is difficult for high school because it’s an overview of the subject and it just breezes through topics that can be so fascinating to delve into. That’s what made me re-vamp huge chunks of my lesson. I realized that I wouldn’t have weeks to cover topics, really I’d just have days. So, I tried to think of it as each unit would be a teaser. Something that would offer students the tools to form their opinions and have them fired up and intrigued enough to pursue these matters on their own. I can’t change everyone’s opinion or give these topics the time they deserve. Instead, I can create an awareness for what’s out there. I can provide students the framework in which they can now recognize the impact that media is having and at least be able to understand what is happening. It is up to them with how they wish to pursue it.

This unit plan was honestly my baby these last few weeks. Blood, sweat, and tears have been poured into the making of this. And I am quite proud of myself for making it through it. Of course, I realize it is far from perfect. But I know it’s not complete rubbish. If anything this will be a starting point if I ever have to come back to this. I feel like I grasped the idea and after I have some more experience I can expand this lesson into what it should be. I am proud that I was able to illustrate and flesh out my ideas into coherent lessons. I think I provided diverse ideas and thought of interesting ways to present the concepts. I don’t mean to sound arrogant because I know this isn’t the golden unit plan. However, I don’t think it belongs in the trash either. I think I have a long way to go, but I can also look at this and see how far I’ve come. I know my lessons could be elaborated more, but I think this is knowledge that is gained primarily from working in the field. As I begin to present lessons, I am hoping to learn how to smoothly guide discussions and continue to get class involvement. I think my passion for this subject is evident and hopefully it will be to my future students too.

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