Gail+Rogers

What the Media is Teaching Our Children: Gender Roles, Racism, and Violence
 * Grade Range: 11-12**
 * Course: Multi-Media English**
 * Length: 5 Weeks**
 * Class Period: 50 minutes**

Whether in deliberate or subtle ways, the media has established the purpose of infiltrating children's movies with themes of a negative nature. The idea of gender roles is present in many children's films, with Disney at the forefront. Women can often be found tending to the cleaning and cooking, and aiming to find a prince to marry, all the while maintaining that perfectly (yet proportionally unrealistic and often impossible) curvy figure. This sort of message about image especially, directed at young girls can be very damaging, leading to eating disorders and problems with self-esteem. Similarly, men depicted in children's media, on the other hand, are generally handsome and oftentimes carry the title of "prince."

In addition to gender roles, racism and violence also run amuck in children's media. Many of the evil or "bad" characters/settings in children's films are of a dark color, giving kids the early association that dark equals "bad," and light equals "good." Violence is perhaps the most obvious and abundant example of negative themes in children's media. It would not be difficult to find merely one act of violence or ill-intention in nearly every children's film/television show. It is safe to say that each child will eventually face these negative themes in real-life scenarios; however, to subconsciously drill the ideas into the minds of children isn't right.

Outside of children's films and television shows, there are many more genres of media that children are exposed to. Television commercials, for one, whether directed towards children, or available for children to view, contain messages of sex, gender roles, violence, and materialism. The problem with commercials lies in the fact that children do not simply watch television channels intended for young audiences. Many times, they will watch television with their parents, older siblings, or on their own, that includes subject matter intended for an older audience. While most of the adult population in America has become desensitized to negative themes present in today's media, children are still learning about these messages. Thus, the gap between what children are exposed to and what adults are exposed to, is extremely great. However, the gap is lessening, unfortunately, with the increase of desensitization in children's media.

**Overview:** As more sex, violence, and profanity are instilled into media by movie-makers and television producers, people are becoming more and more desensitized. As Parentstv.org so brilliantly states, "Violence is like the nicotine in cigarettes. The reason why the media has to pump ever more violence into us is because we've built up a tolerance. In order to get the same high, we need ever-higher levels… The television industry has gained its market share through an addictive and toxic ingredient." Perhaps it is this gradual desensitization that has caused a spill-over into the movies and shows children watch. What would have been previously viewed as crude or in poor taste by adults, now makes the cut for PG films. This unit plan will address the questionable and unseemly themes that are riddled ever so rampantly throughout the films, television shows, commercials, and other media outlets that children are exposed to.

Due to the wide recognition and popularity of Disney films, these will take the focus for a good chunk of classroom time during this unit. Students will watch choice Disney and Disney Pixar films (Aladdin, Beauty and the Beast, and Finding Nemo), this time around, keeping a watchful eye for any negative themes present. Recognizing the now apparent subject matter, students will engage in writing activities to express their opinions, as well as to pose possible suggestions for future restrictions on children's media. Students will, after watching Disney films, write to a Disney character of their choice, addressing the character's attitude, behavior, moral, and ethical standings. In-class writing workshops will be put in place throughout the writing process of this and all major writing assignments in the unit. Each day of this unit, students will write in "media journals," noting any negative connotations in the television/radio/commercials/movies they watch at home. At the end of this unit, students will use the notes in their media journals, as well as what they learn in class about desensitization in children's and adult media, to create a collaborative multi-genre project, which they will present on the last day of the unit. Mini-lessons about selected genre will be instilled during the writing process, in collaboration with writing workshops. After familiarizing the class with the presence of negative themes in children's media, students will prepare to take a stand against the continuance of such subject matter. Each student will write a powerful letter to a local television station or movie theater, addressing the issue at hand. The letters should be thought-provoking and research-based. They should also, and more importantly, be personal and moving, letting the recipient of the letter know that they expect to see change. **Clips from Disney films - Examples of What we Will Explore:** media type="youtube" key="B8O8p0Ac1Rg" height="208" width="252" media type="youtube" key="LibK0SCpIkk" height="207" width="251" media type="youtube" key="K4jeri6OkAI" height="209" width="253" **Writing Assignments:**
 * 1) Students will each be responsible for writing in media journals. During the children's media unit, students will learn to take notice of questionable themes on television at home, as well as on the big screen in theaters, and any other media outlets they visit. Each day, students will write about, take note of, or simply ponder the examples of sex, violence, profanity, and other racy material in the media. These examples will extend farther than simply children's media, as the class consists of a more mature audience. Examples will include television shows, commercials, magazine covers/articles, films, video games, internet websites, and any other parts of the media students come in contact with.[[image:disney.jpg width="363" height="281" align="right"]]
 * 2) In class, we will watch three Disney films (Aladdin, Beauty and the Beast, and Finding Nemo). After viewing the films, students will write letters to a character of their choice. The letters should touch upon the students' feelings after having watched the movies. Be honest. Let the character know what surprised or shocked you. Do you think the themes are vital to the movie as a whole, so as to say that their removal would be destructive? How did you feel watching this film as a child, as opposed to now as a teenager? What would you like to say to the character you're writing to? What would you suggest they do in the future to be more child-friendly, or how would you address their attitude/dress/actions? Letters should be reflective and suggest ways to improve morality in the films. To help students in their writing process, writing workshops will be instilled during class time.
 * 3) After some time to view the Disney films, as well as ample time journaling, students will take a stance on the media crisis, and write to make a change. Each student will choose to write about one or several themes that they feel to be inappropriate in children's media. They may also choose to write about the media as a whole, and the loosening of restrictions on what is said and done in commercials, television shows, video games, movies, or any other media outlet they feel should be morally tightened. The writing will take the form of a letter, which students will write to a local movie theater owner, local television news station, video game store, or any other media-related source. Students will be encouraged to write to local businesses, rather than to national corporations, as this will procure better results. To help students in their writing process, writing workshops will be instilled during class time.
 * 4) At the close of the unit, students will take what they have learned about media, and create a multi-genre writing project. Students must choose at least five different genres of writing for the project, but are strongly encouraged to use more. Selected genres will be taught and practiced during mini-lessons. Writing may take the form of poetry, lists, dialogue, letters, magazine covers, wanted posters, or any other form of writing. Mini-lessons will be conducted on choice genres, and writing workshops will be instilled in class. Because the possibilities are endless, so too, should be the creativity. Writing is encouraged to take a sort of past/present/future layout. Students should include how they previously viewed the media, what they learned about negative themes in children's media, as well as adult media, their feelings on the matter, and how they plan to, or would like to, better the direction in which media is headed as a whole. At the end of the week, students will share their completed work with the class.

At the Close of the Unit, Students Will Have:

 * Gained knowledge of the history of restrictions on media.
 * Become aware of the negative themes in media today, especially those in children's media.
 * Begun to (or greater) take notice of the media surrounding them (movies, television shows, commercials, video game, etc...), and realize the harm in desensitization to negative themes.
 * Written powerful letters to officials in order to change that which they sought to improve upon in their communities, and ultimately, their country.
 * Learned that they have the power to take charge and make change, an important lesson that they will hopefully carry out in other aspects of their lives in the future.
 * Had the opportunities to work in in-class writing workshops.
 * Bettered their knowledge of genres of writing with the help of mini-lessons.
 * Experienced the pride of knowing that their writing has the potential to change things.

**This Course in Relation to State of Michigan Content Standards:**
**Resources:**
 * **Reading Material (Articles):**
 * “Media and Parents: Protecting Children From Harm” []
 * “Media Violence and Sexuality for Children” []
 * “The Desensitization of Young America and the Media” []
 * “Facts and TV Statisitics” []
 * “Children, Television and Gender Roles” []
 * “Media Regulation” []

**Unit Outline:** the reading, share. || Write in media journal ||  || Read “Media Regulation” article ||  || Begin drafting letter to Disney character ||  || Continue writing letter ||  || Students note any negative messages. || Write in media journal ||  || Students continue to take note of negative messages. Discuss differences between amount of negative messages present in Disney Vs. Disney Pixar. Free Write: How do Disney and Disney Pixar differ/relate in presenting negative themes? || Write in media journal ||  || Continue brainstorming who to write letter to, what to write about. ||  || Drafting letter to local authority. ||  ||
 * **Reading Material (Books):**
 * [|**Handbook of Children and the Media**] by Professor Dorothy G. Singer and Jerome L. Singer
 * [|**Children, Adolescents, and the Media**] by [|Victor C. Strasburger], Barbara J. (Jan) Wilson and Amy B. Jordan
 * [|**Children, Adolescents, and Media Violence: A Critical Look at the Research**] by [|Steven J. Kirsh]
 * [|**Screening Gender on Children's Television: The Views of Producers around the World**] by [|Dafna Lemish]
 * [|**Language, Gender and Children's Fiction**] by [|Jane Sunderland]
 * [|**Disney, Pixar, and the Hidden Messages of Children's Films**] by [|M. Keith Booker]
 * ** [|Living Without the Screen: Causes and Consequences of Life without Television (Lea's Communication)] ** by [|Marina Krcmar]
 * Day || Warm-Up Activities || In-Class Activities || Homework || Due: ||
 * 1 || Introduce Children's media unit || Read statistics and facts about media together in class. Discuss in circle what students think about the media prior to the unit. || Continue researching media history at home, begin writing in media journal ||  ||
 * 2 || Share media journal || Read together in class article, "Media and Parents: Protecting Children From Harm." Have students journal in class about
 * 3 || Share media journal || Gather in circle, discuss experiences with media, and what students noticed at home. Write poems about these thoughts. Share circle. || Write in media journal
 * 4 || Share media journal || Gather in circle, discussion on reading. Introduce Disney for next class. || Write in media journal ||  ||
 * 5 || Share media journal || Film day: Aladdin Part I. Students take notes throughout film regarding negative messages. || Write in media journal ||  ||
 * 6 || Share media journal || Film day: Aladdin Part II. Continue taking notes. Introduce “Letter to Disney Character” writing assignment. Writing workshop. || Write in media journal.
 * 7 || Share media journal || Read in class, “Media Violence and Sexuality for Children.” Discuss in circle. Writing Workshop. || Write in media journal.
 * 8 || Turn in Letters. Share media journal || Film day: Beauty and the Beast Part I. Students note any negative messages in film. || Write in media journal || Letter to Disney character ||
 * 9 || Share media journal || Film day: Beauty and the Beast Part II. Continue to take note of negative messages. Discuss in circle what students found. Free write: How did you view the film differently as a young adult? || Write in media journal ||  ||
 * 10 || Share media journal || Read in class “The Desensitization of Young America and the Media.” Discuss in circle. Free Write: How do you think the media made you who you are today? || Write in media journal ||  ||
 * 11 || Share media journal || Film day: Finding Nemo Part I
 * 12 || Share media journal || Film day: Finding Nemo Part II
 * 13 || Share media journal || Read in class “Media Regulation” article. Discuss in circle. Introduce “Writing for Change” assignment. Brainstorm in groups, ideas. || Write in media journal.
 * 14 || Share media journal || Mini-lesson on writing formal letters. Writing workshop. || Write in media journal.
 * 15 || Share media journal || Writing workshop. Peer edit. || Write in media journal. Revise letters. ||  ||
 * 16 || Share media journal || Writing workshop- final draft. || Write in media journal. Finish letters. ||  ||
 * 17 || Turn in letters to be submitted. Share media journal || Begin reading in class: __Children, Adolescents, and the Media__, by Victor C. Strasburger. Discuss in circle. Free write about book, making connections to class activities. || Write in media journal. Continue reading from __Children, Adolescents, and the Media__. || Letter to local authority ||
 * 18 || Share media journal || Finish reading __Children, Adolescents, and the Media__ in class. Write in stream of consciousness after finishing. || Write in media journal ||  ||
 * 19 || Share media journal || Introduce final writing project: multi-genre project. List genres together. Mini-lesson on newspaper articles. Students try writing newspaper articles. Share in pairs. || Write in media journal. Begin brainstorming thoughts for multi-genre project. ||  ||
 * 20 || Share media journal || Mini-lesson on dialogue. Students try writing dialogues. Share in pairs. Writing workshop. || Write in media journal. Continue writing multi-genre at home. ||  ||
 * 21 || Share media journal || Mini-lesson on obituaries. Students try writing obituaries. Share in pairs. Writing workshop. || Write in media journal. Continue writing multi-genre at home. ||  ||
 * 22 || Share media journal || Writing workshop. || Write in media journal. Prepare rough draft for class. ||  ||
 * 23 || Share media journal || Peer revision workshop. || Write in media journal. Revise drafts for final. ||  ||
 * 24 || Share media journal || Mini-lesson on “crot” transitions. Final draft workshop. || Write in media journal. Complete Multi-genre writing projects for class. ||  ||
 * 25 || Share media journal || Present multi-genre writing projects to class. || Write in media journal || Multi-genre writing project ||