Name: _______________________________
Date: _____________________________
Understanding Gendered Messages in Advertising: A Socratic Seminar
What is Socratic Seminar? Socratic seminar a class discussion, following the Socratic method,
which aids students in reaching deeper analysis of a text or concept by questioning and working
to define certain terms.
Essential Questions: How do advertisements perpetuate gender stereotypes? How can we
recognize and reject stereotypes perpetuated by advertisements?
Additional Questions:
1. What are some commonly held gender stereotypes? How accurate are these stereotypes?
Are these messages aligned with what it means to be “masculine” and what it means to be
“feminine”?
2. Where do we learn these gender roles? How are media responsible for communicated these
messages?
3. Many people think that the very concept of “gender issues” is synonymous with “women’s
issues.” Talk about why this is so. And discuss how this misconception makes it difficult
for many men, and women, to understand the gendered nature of men’s lives.
4. In Tough Guise, Jackson Katz raises some potential effects on boys and men of trying to
live up to our culture’s ideal of physical size and strength. What are some of these effects
(either emotional, health effects, etc.)? What relationship between cultural ideals of male
strength and male violence is established?
5. In what cases, or environments, if any, do you feel a “hyper-masculine” pose—one based on
control, power, and the threat of violence—might be necessary? Are there such
situations?
6. How much of what it means to be male—to seem male—do you feel is learned? How much
do you feel is natural?
7. Why has there been an increase in school shootings in recent years? Is this phenomenon
linked to male violence/ gender?
8. In Killing Us Softly 4, Jean Kilbourne explores how messages about females are perpetuated
in advertisements and commercials. What are some of the “ideal” standards for beauty
and success that these ads portrayed to young girls and women?
9. What is the connection between ads and eating disorders? Do you think women would want
to be think if they were not bombarded with thin images of women in the media?
10. Miss USA, Kenya Moore, once stated, “Real beauty is within. Inner beauty comes from
what the soul says and how you treat other people.” On the other hand, we have
celebrities, like Kate Moss, who are quoted with saying, “Nothing tastes as good as being
skinny.” What impact do celebrities and movie stars have on young people today?
Discuss their influence as role models.
11. How is beauty “unattainable” for most women when it comes to looking at
advertisements? Explain the concept of “perfection” in the advertising world.
Write TWO discussion questions of your own to bring to the discussion:
12. ________________________________________________________________________
13. ________________________________________________________________________
Role Descriptions:
Inner Circle, Discussion Group: Discuss the Additional and Student-Prepared Questions in
working toward the Essential Question. If you do not have new material to add to the
conversation, summary of a previous point is acceptable, proposal of a new question, or
connection to real world. You are required to provide four thoughtful responses in our
conversation. Ultimately, build off what someone else said. If you have spoken often [more than
four times], listen for information you haven’t heard. You will not get credit for “I agree.” (2.5
pts. each x 4 = 10 points)
Outer Circle, Observation Group: Members of this group are required to pay attention and listen
to the inner circle’s comments. The outer group will respond to two comments/ two questions/
two ideas/ etc. from the inner group’s conversation in two Ning responses, respectively. You are
primarily an observer and recorder. The two Ning posts should be in the form of two paragraphs
and posted to your own blog for credit. (5 pts. each post x 2 = 10 points)
Facilitator, the teacher: Students in the inner circle lead discussion on their own; students call on
one another. Teacher keeps a record of the participants and tracks discussion through notekeeping. Occasionally, the teacher will introduce a new question if the conversation lags, but it is
up to the students for conversation to thrive. The facilitator may also pause at certain portions of
dialogue to redirect or summarize the discussion. At the end of the inner circle’s conversation,
facilitator will ask the students to reflect on how the seminar went.
[20 POINTS: Participation & Ning Posts]
Socratic Seminar Rubric
Excellent (20-18)
Good (17-16)
Fair (15-13)
Unsatisfactory (120)
Conduct Demonstrates
respect for the
learning process; has
patience with
different opinions
and complexity;
shows initiative by
asking others for
clarification: brings
others into the
conversation, moves
the conversation
forward; speaks to
all of the
participants; avoids
talking too much.
Generally shows
composure but may
display impatience
with contradictory
or confusing ideas;
comments, but does
not necessarily
encourage others to
participate; may
tend to address only
the teacher or get
into debates.
Participates and
expresses a belief
that his/her ideas are
important in
understanding the
text; may make
insightful comments
but is either too
forceful or too shy
and does not
contribute to the
progress of the
conversation; tends
to debate, not
dialogue.
Displays little
respect for the
learning process;
argumentative;
takes advantage of
minor distractions;
uses inappropriate
language; speaks to
individuals rather
than ideas; arrives
unprepared without
notes, pencil/pen or
perhaps even
without the text.
Understands
question before
answering; cites
evidence from text;
expresses thoughts
in complete
sentences; move
conversation
forward; makes
connections between
ideas; resolves
apparent
contradictory ideas;
considers others’
viewpoints, not only
his/her own; avoids
bad logic.
Responds to
questions
voluntarily;
comments show an
appreciation for the
text but not an
appreciation for the
subtler points within
it; comments are
logical but not
connected to other
speakers; ideas
interesting enough
that others respond
to them. May
answer with “I
agree.”
Responds to
questions but may
have to be called
upon by others; has
read the text but not
put much effort into
preparing questions
and ideas for the
seminar; comments
take details into
account but may not
flow logically in
conversation.
Statements may
repeat the
contributions of
other classmates.
Extremely reluctant
to participate even
when called upon;
comments illogical
and meaningless;
may mumble or
express incomplete
ideas; little or no
account taken of
previous comments
or important ideas
in the text.
Listening
Pays attention to
details; writes down
questions; responses
take into account all
participants;
demonstrates that
he/she has kept up;
points out faulty
logic respectfully;
overcomes
distractions.
Generally pays
attention and
responds
thoughtfully to ideas
and questions of
other participants
and the leader;
absorption in own
ideas may distract
the participant from
the ideas of others.
Appears to find
some ideas
unimportant while
responding to
others; may have to
have questions or
confusions repeated
due to inattention;
takes few notes
during the seminar
in response to ideas
and comments.
Appears uninvolved
in the seminar;
comments display
complete
misinterpretation of
questions or
comments of other
participants.
Reading/
Thoroughly familiar
with the text; has
Has read the text and Appears to have read Student is
comes with some
or skimmed the text unprepared for the
Speaking
&
Reasoning
Preparation
notations and
questions in the
margins; key words,
phrases, and ideas are
highlighted; possible
contradictions
identified;
pronounces words
correctly. Brings
notes/ documents to
class for reference.
ideas from it but
these may not be
written out in
advance; good
understanding of the
vocabulary but may
mispronounce some
new or foreign
words. Brings notes/
documents to class
but does not
reference them in
conversation.
Your Performance Grade & Explanation:
but has not marked
the text or made
meaningful notes or
questions; shows
difficulty with
vocabulary;
mispronounces
important words; key
concepts
misunderstood; little
evidence of serious
reflection prior to the
seminar. No notes/
documents brought to
class, but referenced
in discussion.
seminar; important
words, phrases, ideas
in the text are
unfamiliar; no notes
or questions marked
in the text; no
attempt made to get
help with difficult
material.
No notes or other
documents brought
to discussion.