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Challenge | 50 Minutes

Is Pop Culture Inclusive?


Introduction

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Let’s talk pop culture. There’s been a ton of buzz about the importance of representation of minorities in all the latest movies, TV shows, music, sports, video games and books. Whether it’s racial, gender, socioeconomic, disability, or sexual orientation, many people believe that pop culture hasn’t fully succeeded at being inclusive and representative.

Students can reflect on representation in pop culture, AKA in movies, books, tv, sports, music, etc. via portrait-style interviews. For this challenge, students will record with phones and/or interview others in-person or remotely (see instructions for recording remote interviews). Use the Assignment tab to guide students through the production process.

Classroom Conversations

If you plan on having a classroom discussion before assigning this challenge, use this Classroom Conversations Guide to help students feel prepared and supported.

Media

Media refers to all electronic or digital means and print or artistic visuals used to transmit messages.

Source: NAMLE

Stereotype

A simplified and standardized conception or image invested with special meaning and held in common by members of a group; a set form or convention

Source: Dictionary.com

Diversity

The condition of having or being composed of differing elements. Especially in the context of the inclusion of people of different races, cultures, etc. in a group or organization

Source: Merriam Webster

Inclusion

The act or practice of including and accommodating people who have historically been excluded (as because of their race, gender, sexuality, or ability)

Source: Merriam Webster

Writing - Research to Build and Present Knowledge

Constructing Supporting Questions

Explain points of agreement and disagreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question and explain how supporting questions contribute to an inquiry and how, through engaging source work, new compelling and supporting questions emerge. (NCSS D1.3.9-12 - D1.4.9-12)

Participation and Deliberation

Civics teaches the principles—such as adherence to the social contract, consent of the governed, limited government, legitimate authority, federalism, and separation of powers—that are meant to guide official institutions such as legislatures, courts, and government agencies. (NCSS D2.Civ.7.9-12 - D2.Civ.10.9-12)

Reading - Range of Reading and Level of Text Complexity

Digital Citizenship

Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. (ISTE)

Determining Helpful Sources

Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources. (NCSS D1.5.9-12)

Processes, Rules, and Laws

Civics is the discipline of the social studies most directly concerned with the processes and rules by which groups of people make decisions, govern them- selves, and address public problems. (NCSS D2.Civ.11.9-12 - D2.Civ.14.9-12)

Historical Sources and Evidence

Historical inquiry is based on materials left from the past that can be studied and analyzed. (NCSS D2.His.9.9-12 - D2.His.13.9-12)

Demonstrate writing processes used in journalism and broadcasting media.

Demonstrate the use of basic tools and equipment used in audio, video and film production.

Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. (ISTE)

Gathering and Evaluating Sources

Whether students are constructing opinions, explanation, or arguments, they will gather information from a variety of sources and evaluate the relevance of that information. (NCSS D3.1.9-12 - D3.2.9-12)

Plan and deliver a media production (e.g., broadcast, video, web, mobile).

Topics

Representation

Stereotypes and Misconceptions

Arts

Identity

Levels

Beginner

Intermediate

Advanced

Materials

Camera or Mobile Phone

White board, chalkboard or other visual board

Internet

Notebook

Estimated Time

50 Minutes