Title of Lesson: Iron Jawed Angels: Media Deconstruction
*Students should have some background knowledge of what media literacy is.
Suggestion: Introduce CML’s Five Core Concepts of Media Literacy prior to giving this lesson.
http://www.medialit.org/pdf/mlk/14A_CCKQposter.pdf
*Teachers please view the movie prior to showing it to your students. Some scenes may not be suitable to show.
Grade Level 7-9
Essential questions addressed in this lesson:
Relevant to Women’s Rights:
-What circumstances must be present to justify rebellion? Can it be justified?
-How does belief influence action?
Relevant to Media Literacy:
-Whom do we believe and why?
-What are the most influential factors in a media message and why?
NCSS Themes addressed in this lesson:
IV. Individual Development and Identity.
Personal identity is shaped by one’s culture, by groups, and by institutional influences. Students should
consider such questions as: How do people learn? Why do people behave as they do? What influences
how people learn, perceive, and grow? How do people meet their basic needs in a variety of contexts?
How do individuals develop from youth to adulthood? In schools, this theme typically appears in units
and courses dealing with psychology and anthropology.
VI. Power, authority, and Governance. Understanding the historical development of structures of
power, authority, and governance and their evolving functions in contemporary U.S. society and other
parts of the world is essential for developing civic competence. In exploring this theme, students
confront questions such as:What is power? What forms does it take? Who holds it? How is it gained,
used, and justified? What is legitimate authority? How are governments created, structured, maintained,
and changed? How can individual rights be protected within the context of majority rule? In schools,
this theme typically appears in units and courses dealing with government, politics, political science,
history, law, and other social sciences.
Standards addressed in this lesson:
VII. GOVERNMENT AND CITIZENSHIP
A. Civic Values, Skills, Rights and responsibilities.
The student will recognize the importance of individual action and character in shaping civic life.
1. Students will identify people who have dealt with challenges and made a positive difference
in other people’s lives and explain their contributions.
VII. GOVERNMENT AND CITIZENSHIP
A. Civic Values, Skills, Rights and Responsibilities
The student will understand the importance of participation in civic life and demonstrate effective civic
skills.
2. Students will explain the meaning of civic life and how all members of a community can be
engaged.
4. Students will analyze sources of information for accuracy, bias, and relevance, and distinguish
between fact and opinion in order to analyze a public policy issue.
Objectives of Lesson/Learner Objective:
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
Students will be able to recognize the importance of individual action and its effect on society by
naming a specific person from the movie and explaining their actions and the effects of those actions on
society.
Students will be able to demonstrate media literacy by deconstructing parts of the movie Iron Jawed
Angels and writing a summary based on a given worksheet completed during the film.
Anticipatory Set/Motivation/Snappy Launch
Ask essential questions:
Materials Needed/Preparation
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
Movie Iron Jawed Angels by Katja von Garnier
Key Questions Worksheet
*first five questions are taken from http://www.medialit.org/default.html
Procedure

Class discussion about media literacy.
o For more support on media literacy, please visit these credible websites:
http://www.medialit.org/default.html
http://www.pbs.org/teachers/media_lit/
o Questions for discussion: What is media literacy? Why is it important? What are some different
forms of media? What techniques are used? How might some see or receive messages differently
than others? What factors influence our thoughts and/or feelings? Add your own to the list.

Give a brief description of the movie and pass out the worksheets. Read through the worksheets with
students and explain assignment. Answer any questions
o Students use worksheets to take notes on during the movie and to refer back to later when
writing their summary paragraphs.
o Depending on time and how much of the film you’d like your students to view, it may take
several class periods to view the film. Remind students to take notes and make observations.
o After viewing the film, discuss the film as a class or in small groups. First reactions? Surprises?
Disappointments? Connections to book? Thoughts relating to essential questions?
o Give students rubric (the one provided or make your own) for character paragraph and summary
paper. Talk through the expectations.

Students work on character paragraph and summary paper. Provide assistance where necessary.
Check for Understanding
o Ask higher level questions throughout the film to encourage students to be thinking while they
watch.
o Check on worksheet progress to see if students are picking out the important information.
o Pause movie if needed to repeat or emphasize content or media literacy details.
Student Assessment
o Students will choose one character from the movie to write about in a descriptive paragraph. If
they did not get enough info from the movie, they may do more research on their own to
complete the requirements. Optional rubric below.
o Students will write a summary paper based on the worksheet demonstrating their understanding
of media literacy and the film content. Optional rubric below.
Lesson Evaluation (to be completed after the lesson).
OPTIONAL RUBRICS
Character paragraph (10 points possible) must include:
o (2 points) the person’s name
o (4 points) specific actions made by that person with a description of their intended goal.
o (4 points) the result(s) on society of those actions
Summary Paper (35 points possible):
Write a paper consisting of five paragraphs. You will choose three out of the first five questions to include in
your summary in addition to the last two questions (which are required). Rewrite each question into a topic
sentence for each paragraph.
o (5 points) Contains 5 paragraphs (choice of three plus required two)
o (5 points) Each paragraph contains at least three sentences.
o (5 points possible for each paragraph based on items below)
o My ideas and words are unique, expressive and engaging.
o My ideas are clear and organized.
o I have thoughtfully answered each question.
o I give specific details to support my opinions.
o Contains correct grammar and punctuation