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LESSON SET FOR 7TH GRADE

TEACHING PRIVILEGE:

ESSENTIAL QUESTIONS What is privilege? What does it mean to have privilege? Lesson Three: Analyzing Privilege, Part II

Guiding Questions: Who is represented in advertisements and how are they represented? What are examples of privileges in our society? How do advertisements serve to reflect and perpetuate privilege? Materials: Advertisements students brought in for homework Journals Five Stations with a Privilege Checklist at each Sticky notes MMSD Curriculum Performance Standards Connections History o Processes and SkillsAssess multiple sources, recognizing perspectives and bias Political Science o Processes and SkillsParticipate in civic discourse o Processes and SkillsEvaluate, take, and defend positions Behavioral Sciences o (2)Identify common problems, needs and behaviors of people from similar and different environments and cultures. (S) o (4)Use concepts such as role, status, and social class in describing the interaction of individuals and social groups. (P) o (6)Describe the ways family, gender, sexual orientation, race, ethnicity, nationality, and institutional affiliations contribute to personal identity. (P) o (8)Identify and interpret examples of stereotyping, conformity, propaganda, and racism. o (9)Explain how most issues encountered in social studies are complex, need thoughtful analysis, and may lack simple solutions. (P) o Processes and SkillsUnderstand the factors that contribute to an individuals uniqueness. MMSD Curriculum Essential Skills Connections Organize Information o Classify items in categories, find patterns o Summarize information from reading, interviews, questionnaires and other sources. o Describe artifacts and observations o Separate relevant information from irrelevant information Analyze Information:

NCSS Strands (1) Culture o Human beings create, learn, share, and adapt to culture. o Through experience, observation, and reflection, students will identify elements of culture as well as similarities and differences among cultural groups across time and place. (3) People, Places, and Environments o Apply knowledge to social, cultural, economic, and civic issues (4) Individual Identity and Development o Personal identity is shaped by an individuals culture, by groups, by institutional influences, and by lived experiences shared with people inside and outside the individuals own culture throughout her or his development. o Questions related to identity and development, which are important in psychology, sociology, and anthropology, are central to the understanding of who we are.

Identify information relevant to the topic Identify unstated assumptions. Identify similar information from a number of sources. Analyze the values implied in the sources of information. Analyze the differing points of view in sources as well as the motivation for them and the possible consequences that may result. o Analyze sources for gender bias and stereotypes. o Analyze the authenticity and validity of sources. o Identify trends, causes, and effects o Identify gaps in the information Integrate Information: o Combine information, selecting important information to summarize o Modify and reconstruct information Generate Information o Use inductive skills to arrive at a new organization of knowledge or a new perspective o Add details, examples, and additional information to improve understanding o Create new products, generalizations, or theory based on the information Evaluate Information and Outcomes o Set standards or decision-making criteria to judge the information o Use evaluation criteria to confirm the truth or worth of an idea or decision o Judge the consistency, adequacy, and value of the information by external standards Communicate information o Prepare information for a specific audience o Give reasons for choosing and rejecting information o Consider the nature of the audience in selecting visual and auditory material o Present evidence to argue in support or against the issue under consideration o Explain the choice of data or information Participation Skills o Keep informed about societal issues o Use a decision-making process. o Determine when it is appropriate to express and act out of personal convictions o Work individually and with others to determine a course of action o Show respect for the views of others o Make a choice after listening to others o Recognize conflicting views and identity trade-offs o o o o o

Lesson Context This is the third lesson in the Teaching Privilege unit. This is Part II of the two-par t lesson, Analyzing Privilege. In the previous lesson, students studied trends of oppression in American society, analyzing them with an institutional oppression lens, and identifying the privilege that accompanies these oppressions. In this lesson, students will be analyzing and responding to privilege checklists, identifying the oppression that accompanies privilege. Lesson Objectives SWBAT name different identities represented in their advertisement SWBAT analyze and discuss how privilege or oppression is represented in their advertisement SWBAT evaluate and respond to privilege checklists SWBAT evaluate oppression that accompanies privilege SWBAT generate a privilege for each checklist SWBAT give examples of how privilege is reflected and perpetuated in their advertisement Lesson Opening: Analyzing Advertisement Free-Write When students walk into class, they will be instructed that they will be using their advertisement to free- write in their journals. Students will be instructed their journals will be assessed on completion. I will have extra advertisements from magazines ripped out and sitting on a table in the back if students need more advertisements. The following prompt will be displayed on the board: Analyze your advertisements. What is it for? What magazine is it from? Who is represented in your advertisement and how are they represented? Be sure to use the intersectional identity categories weve been studying, including: Race Sex Sexual Orientation Class/Socioeconomic Status Religion Nationality

The study of individual development and identity will have students describe factors important to the development of personal identity. (5) Individuals, Groups, and Institutions o Students identify those institutions that they encounter. o Students should be given the opportunity to examine various institutions that affect their lives and influence their thinking. (6) Power, Authority, and Governance o Through the study of the dynamic relationship between individual rights and responsibilities, the needs of social groups, and concepts of a just society, learners become more effective problem-solvers and decision-makers when addressing the persistent issues and social problems encountered in public life. (10) Civic Ideas and Practices o Students will apply civic ideas as part of citizen action is essential to the exercise of democratic freedoms and the pursuit of the common good. o Students will explore how individuals and institutions interact o Students will recognize and respect different points of view. o

 Ability level Age First Language Also, think about the themes of oppression and privilege we saw yesterday. How do you see these represented in your advertisement? After students journal, have them discuss their advertisement and their thoughts on their advertisement with a partner. What did they notice? How do they see privilege or oppression represented? Procedural Steps **Transition** Thank you for sharing your thoughts. Today, we are going to be continuing to explore questions we studied from yesterday. Who can remind me what the essential question for this unit is, and who can remind me of the guiding questions for yesterday and today? Have students read the questions, which should be displayed somewhere in the room. Instruct students that yesterday, we did stations to explore oppression. Through studying oppression directly, we began to see who was privileged. Today, we are going to be studying privilege directly, and through studying privilege, we are going to see who is oppressed. Ask students to recap the definitions of privilege, oppression, and institutional oppression. Remind students that like yesterday, we are going to use our institutional lens. We are not going to blame privileges on specific individuals; instead, we are going to ask, What is going on in our society that would afford some people of a certain identity to have these privileges? Remind them we are going to look at broader social and political causes. Instruct students that today we are going to we working in slightly larger groups. Have students count off by fives. There will be five stations. Each stations should have four to five students. At each station, there will be a different Privilege Checklist. The Privilege Checklists include: White Privilege Black Male Privilege Able-bodied Privilege Heterosexual Privilege Middle Class Privilege Each Checklist will include a list of five privileges, related to 7th graders lives. See Privilege Checklist handouts for more information. Students will have six minutes at each station. Students will read through the checklist, and answer the following questions, using the institutional lens. What is your initial response to this list? Which of these have you not thought about before? Who is privileged and why are these privileges? Who is oppressed by these privileges? Why? Think of another privilege this identity experiences. Write this privilege on the list. After this activity is over, students will return to their desks. We will have a large group de-brief on the activity. What are individuals responses to this activity? What did you discuss in your small groups that you found particularly interesting? What are the privileges we added to each checklist?

After the whole group discussion, students will return to their original advertisements. Students will receive three sticky notes. Students will analyze the privilege that is represented in their advertisement. Students will write the name of the privilege on the sticky note, and draw an arrow to where this appears in the advertisement (ie. White privilege with an arrow toward the white skin on the persons hand.) Then, students will be asked to write two bullet points explaining: How the privilege in the advertisement reflects privilege in our society How the privilege in the advertisement serves to perpetuate privilege Show students an example of this on an advertisement I bring in from home. (ie. On the sticky note, point out the white skin in a mascara advertisement. Write: The white skin REFLECTS white privilege in our society that white is a beauty ideal. The advertisement PERPETUATES this ideal by representing white as the standard of beauty again, influencing people to associate white with beauty.) Lesson Closure: Gallery Walk + Journal When students finish their sticky notes, they will post their advertisements up around the room. The checklists with the added privileges will also be posted up in the room. Students will have time to walk around the room, and look at the advertisements their classmates analyzed. Students will return to their seat, and write a journal response to the gallery walk. How did seeing their classmates advertisements make them feel? How has doing this impacted how they view advertisements? What questions do they have now? Timing: 50 minutes Assessment Strategies Informal: I will informally assess students participation by circulating the room while students are engaged in station discussions, small group discussions, and large group discussions. Formal: I will formally assess students understanding of intersectionality, representation in advertisements, and privilege through reading their opening free-write, and through evaluating their analyzed advertisement and accompanying journal in the end of class. Application to Culturally Relevant Pedagogy 1. Cultural Relevance: Students use an advertisement of their choosing to analyze privilege. The privilege checklists have been adapted for middle school students. 2. Academic Rigor: Through this lesson, students are challenged to organize, analyze, integrate, generate, and communicate information. Students will participate in stations and small group discussions. Students will represent ideas and findings through preparing an advertisement to share with the class. Through this lesson, students will meet history, political science, behavioral science, culture, people, places, and environments, individual identity and development, individuals, groups, and institutions, power, authority, and governance, and civic ideas and practices standards. 3. Critical Consciousness: Students will critically assess the identities they find represented in advertisements. Students will build knowledge on institutional oppression in the form of racism, studying inequities in poverty rates, incarceration rates, graduation rates, and unemployment rates. Students will study how institutional oppression relates to privilege. Students will analyze how advertisements serve to reflect and perpetuate privilege. Through this, students are developing a their critical thinking skills, helping them be informed and critical media consumers.