The Oregon Department of Education released this online and offline lesson adaptation, as a part of the Distance Learning for All Erin's Law Toolkit for Districts. The lesson is an Advocates for Youth Rights, Respect, Responsibility (3Rs) Ninth Grade lesson entitled Understanding Gender. This lesson focuses on the core sexuality education topics: Respecting Differences, Advocacy, Stereotypes, Empathy, Positive Identity Development, and Bullying and Abuse Prevention, which are foundational to healthy relationships and bullying, violence, and child abuse prevention education. 3Rs Authors: Elizabeth Schroeder EdD MSW, Eva Goldfarb PhD, Nora Gelperin MEd
Most students are familiar with at least some portraits—pictures or paintings of people—but perhaps they have not had a chance to think about the way a portrait shows a person. In fact, portraitists make a lot of choices when they execute their work. These choices include how the artists see the subject, and how the artists want the subject to be seen by others. It is important for young children to develop a critical eye when looking at portraits, just as they are developing critical thinking skills in other areas. In particular, this lesson helps children start thinking about what a portrait can show about race and racial stereotypes, and how portraitists might reinforce or fight against stereotypes through their art.
By critically analyzing popular television programs, students develop an awareness of the messages that are portrayed through the media.
Students will analyze how a portrait reflects the events and trends of its time and then create a portrait of a public female figure today.
The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.
Students will consider the different ways that humor can be used by a writer to criticize people, practices, and institutions that he or she thinks are in need of serious reform. Students will read satirists ranging from classical Rome to modern day to examine how wit can be used to make important points about culture.
Students research an aspect of modern life that they would like to lampoon.
Students read from satirists across history to absorb the style and forms of humor and institutions satirized.
Students write their own satire, drawing on techniques of famous satirists to criticize their targets.
These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.
What is satire, and when is it too harsh?
How can humor and irony make you more persuasive?
What do you think is funny? How far would you go to satirize it?
Who gets more reaction—satirists or protestors?
Students continue to look at “Once Upon a Time.” They’ll consider what makes the story so powerful and what makes it a Juvenalian satire.
Students plot the six most important events in “Once Upon a Time” and discuss what they think the author is saying about life in South Africa. Then they look at how the story made them feel and where it seemed particularly Juvenalian.Lesson PreparationRead the lesson and student content.Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
Students will identify themselves using characteristics in French. Students will ask a partner questions about themselves to identify what the person is like. Students will then describe their partner to others.
Go inside the Bay Area's burgeoning Muslim spoken word, poetry, and Hip-Hop scene with Calligraphy of Thought women poets as they create and rehearse new works for a performance. This Educator Guide addresses the history of Muslim women in entertainment and the history of Hip-Hop.
What is 'innate behaviour'? Where does it feature in the environment? And how does it compare to 'learned behaviour? Learn about it in this video by The Virtual School.
Introduction to Sociology 2e adheres to the scope and sequence of a typical, one-semester introductory sociology course. It offers comprehensive coverage of core concepts, foundational scholars, and emerging theories, which are supported by a wealth of engaging learning materials. The textbook presents detailed section reviews with rich questions, discussions that help students apply their knowledge, and features that draw learners into the discipline in meaningful ways. The second edition retains the book’s conceptual organization, aligning to most courses, and has been significantly updated to reflect the latest research and provide examples most relevant to today’s students. In order to help instructors transition to the revised version, the 2e changes are described within the preface.
Explain the difference between stereotypes, prejudice, discrimination, and racismIdentify different types of discriminationView racial tension through a sociological lens
This lesson is part of the series, Picturing Accessibility: Art, Activism and Physical Disabilities, which provides students opportunities to discuss what they know and don't know about accessibility, ableism, and stereotypes regarding people with disabilities.
Literature plays a powerful role in helping children form value systems. Children start to understand what is—and is not—valued by authors and stories. Part of learning to read is being able to look critically at the images and messages in books, to understand what we can learn from authors, but also to think about problematic stereotypes authors and illustrators might perpetuate.
By using critical literacy skills, children will analyze not only picture books with explicit messages about race, but they also will learn to examine and begin talking about racial stereotypes present in picture books more generally. By thinking about messages surrounding race as it relates to beauty standards and norms, children will be challenged to articulate their own conception of what it means to be beautiful.
This kit covers stereotyping of Arab people, the Arab/Israeli conflict, the war in Iraq and militant Muslim movements. Students will learn core information and vocabulary about the historical and contemporary Middle East issues that challenge stereotypical, simplistic and uninformed thinking, and political and ethical issues involving the role of media in constructing knowledge, evaluating historical truths, and objectivity and subjectivity in journalism.
Students explore the effects of stereotypes by analyzing childrenŐs books. Then they create bookmarks that encourage readers to question the assumptions of stereotyped books and to seek out matching, balanced texts.
These lessons open up important conversations about the relationship between advertisements and social justice. Children will see that they have the power to decide how media will influence them. They will also engage in social justice projects that address some of the unfair messages they find in advertising.
Reading Ads with a Social Justice Lens is a series of 13 multidisciplinary mini-lessons that provide such strategies and build critical literacy. The lessons are designed for students in grades K-5 and include suggestions for simple adaptations.
Children are surrounded – and targeted – by advertisements: on television, the computer, even on their journeys to and from school. Children need specific strategies for reading and talking about advertisements and their impact.