Chelsea Gouin
Racial Representations in Media
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Chelsea Gouin
April 22nd, 2013
SED-427
Media’s Invisible Hand in Race
11th Grade
Sociology
Chelsea Gouin
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Table of Contents
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Stage 1
Stage 2-> Informal Assessment paragraph and Formal Quiz
Stage 2-> Performance Assessment
Stage 2-> Performance Assessment Rubric
Stage 3 -> Unit Calendar
Stage 3 -> Catalog
Stage 3-> Hooking Lesson
Stage 3->Visual Inquiry
Stage 3-> Classroom Debate
Stage 4-> Works Cited
Stage 4 -> Reflection
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Unit Overview: This unit explores how media is an invisible force driving ideas of race and presenting
stereotypes. With media being such a prominent part in today’s cultures, students are likely to pick up
on the images that media is producing about certain races and cultures. In this unit, we will be covering
the Blauner and Noel Hypothesis in addition to the concepts of Colorblind Racism, past-in-present
racism, and symbolic ethnicity and how different mediums are affecting how people react to race and
culture. We will be exploring these ideas through writing prompts, group discussions, a class debate,
and by looking at the source by viewing video clips and images that illustrate concepts. The students
will be assessed with questions that require reflection and in-depth thinking. They will be asked to
analyze their thought process and review their writing process in preparation for the ACT or other
standardized testing. This unit is designed to create an awareness of the media’s impact on race and has
the goal of creating awareness in students so they can view these portrayals with a critical mind.
Unit Rationale:
Value for School: The skills the students will take away from reading and critically
analyzing texts in order to form a hypothesis will prepare students to do similar tasks on
standardized tests such as the ACT.
Value Within the Content: The concept of race vs. ethnicity as well as outside influence
on prejudice is a building block for other sociological topics as the critical thinking
skills developed will be useful within the subject.
Value Beyond School: Students will be made aware of how they think and view the
people around them; this skill can be used in any career they choose to pursue. The idea
of stereotype and the influence of media on their perception will help students to
recognize and evaluate their thoughts and perceptions of people around them and
develop useful thinking strategies.
Considering the Learners
A challenge students may be faced with is understanding abstract ideas and applying
them to situations. Students may also have difficulty with realizing their own stereotypes
and prejudices.
◦ To help with this issue, we will be reading selections from essays that have opposing
viewpoints in order for students to analyze both perceptions. Weekly journal entries
will help gauge student understanding as we move through the different concepts.
Considering the Content:
Unit problem/question: Is the media working as an “invisible hand”, that pulls our
strings to think and view race a certain way. What is the media’s impact on race?
Enduring Understanding: Media, toys, and other products project only one image of race
and leaves no room for progression, growth, or advancement within a race.
Key Concepts: Race (a class or group of people tied together by characteristics;
socially constructed) vs. Ethnicity (Cultural background to which one prescribes; born
into), prejudice (preconceived notion of a person or peoples), stereotype (conforming to
a fixed set of patterns), media (a medium of cultivation, conveyance, and expression)
Important Skills: Students will be able to analyze and make insightful critiques on media
representation. They will be able to find primary sources to back their arguments and
properly cite them while conducting a critical research paper.
Objectives:
2.7: Students will be able to analyze generalizations and conclusions presented in
sociological arguments and interpretations.
2.9: Students will be able to communicate sociological information, analysis, and
interpretations in effective written forms.
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4.1: Students will be able to identify race, ethnic, and gender relations and the effects of
stereotyping, discrimination, and related behaviors and practices on group interactions.
6.8: Students will be able to recognize the role of the mass media and its influence on
social change.
CCSS.ELA-Literacy.RH.11-12.1: Students will be able to cite specific textual evidence
to support analysis of primary and secondary sources, connecting insights gained from
specific details to an understanding of the text as a whole. 
CCSS.ELA-Literacy.RH.11-12.6: Students will be able to evaluate authors' differing
points of view on the same issue by assessing the authors' claims, reasoning and
evidence.
CCSS.ELA-Literacy.RH.11-12.7: Students will be able to integrate and evaluate
multiple sources of information presented in diverse formats and media in order to
address a question or solve a problem.
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Stage II
Informal Assessment: Throughout this Unit, students will be recording their thoughts on each new
concept discussed as well as videos or images viewed in class in their “Sociologist Journal”. The end of
each lesson will provide a prompt which allows students to reflect on the topic and flesh out their
opinions as well as report any issues they may be struggling with. This will be a way for the teacher to
gauge the progression of the unit in a way where students aren’t pressured. These free-writes allow
them to pause and work out their thoughts without worry of their classmates opinions.
As this is a Sociology course, discussion throughout the lesson will be prominent. As the
discussions are conducted, students may express how they feel the concept applies to things they’ve
viewed in the media. This gives an opportunity to correct any misconceptions or confusions before the
formal assessment.
Racism in the Media
Formal Assessment: Quiz
1.) We’ve already discussed how the video “Black Acting School” represents selective perception;
what other concept applies?
A.) Modern Institutional Discrimination
B.) Modern Racism
C.) Past-in-Present Institutional Discrimination
D.) Scapegoat Hypothesis
2.) The costumes “PocaHottie” and “Noble Brave Warrior” best represent:
A.) Selective Perception
B.) Cognitive Prejudice
C.) Ideological Racism
D.) symbolic ethnicity
True or False:
3.) The clip of Julie and Kevin from The Real World is an example of symbolic ethnicity. T or F
4.) “White men always pick the few, unspoiled, beautiful, awesome spots for these abominations. You
have raped and violated these lands, always saying ‘gimme, gimme, gimme’, and never giving anything
back.” (Lame Deer Seeker of Vision by John Lame Deer and Richard Erdoes)
This quote illustrates the concept of race relations cycle. T or F
Short Answer:
In your own words, define colorblind racism and give an example from the media that was not
discussed in class.
Essay Question:
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Define, in your own words, the Blauner Hypothesis. Is it relevant in today’s media? Give at
least 3 examples that support your position. How is race being represented in television shows, movies,
books, toys, or other products that are being produced?
You will be graded on:
 Properly defining the Blauner Hypothesis
 Taking a firm stance on the relevance in today’s media
 A clear thesis
 3 strong examples that enhance your argument.
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Performance Assessment
We have spent a week viewing and discussing various portrayals of race in multiple media
settings. Armed with the knowledge you have gained through this week, it is time for you to step up
and spread the word of how racial portrayals may or may not be offensive. Attached are two essays that
take on opposite view points regarding Native American Mascots. Please read both arguments and take
a stance.
Your role in this is an administrator for a school that has a Native American Mascot. Based on
your knowledge of racial portrayal, which author do you side with? As an Administrator, write to the
author you disagree with. In your formal letter you must reply why you are against their claim using at
least 3 concepts discussed in class. To strengthen your argument, you must find 2 other scholarly
sources to back up your argument.
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Rubric for Performance Assessment
Great
Good
Fair
12 Points
Does not introduce self as
Administrator. Somewhat
formal and professional but
mostly written in a casual
tone. Uses slang.
Inconsistent voice within the
letter
Poor
Typed
5 points
Administrative Role
20 points
Introduces self as an
administrator at a school
with a Native American
Mascot, remains formal
throughout. Does not contain
any slang language. Keeps a
professional tone.
Consistent
16 points
Introduces self as an
Administrator, consistently
professional vocabulary,
uses a few slang terms.
Switches between formal to
casual tone.
0 points (Not typed)
Letter format
15 points
Formatted correctly, includes
address, by line, introduction
paragraph and an
appropriate closing
13 points
Typed as a letter but missing
pieces
Uses and Cites two scholarly
sources
20 points
Both sources are from
credible sources (NOT
Wikipedia!), Follows MLA
citing guidelines, is a
thoughtful re-phrasing and
application, not a carbon
copy of work, appropriate
use of source
16 points
Two credible sources,
incorrectly cited, in-text use
is used as paraphrasing, the
source is used in an
appropriate spot
12 points
One or both sources are not
from credible sources.
Incorrect citation, the source
does not enhance the
argument, the source has
no original thought added,
mostly just copied
8 points
Both sources are from
Wikipedia or other
non-credible sources.
Incorrect citation, no thought
added to in-text citation, the
source is placed incorrectly
within the letter
References to 3 concepts
and materials
discussed/viewed in class
20 points
All three concepts are
included and referred to
correctly, enhances the
argument, defines the
concepts in relation to
subject.
16 points
All three concepts included,
concepts are defined
primarily textbook with little
original voice, refers to the
argument being made and
strengthens it
12 points
Only uses 2 concepts, little
to no original voice in
defining, does little to
strengthen the argument
being made
8 points
Only 1 concept is used,
definition written directly
from the textbook, doesn’t fit
with your argument or the
definition has nothing to do
with subject
8 points
Does not acknowledge the
role, Addresses the letter to
the authors but in a casual
tone.
0 Points
Not written as a letter
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Day
Lesson Name
Goal
Activities
Assessment
Day 1
Introduction: How to
Develop a Stereotype
To introduce students
to the unit of racial
portrayal in the media
by looking at their own
stereotypes and how
they form their views
of race
Hooking Lesson:
Who’s coming to the
Party?
Free-Write: What types
of trends do you see in
media’s representation
of race?
Day 2
African Americans in
the Media
To illustrate how
African Americans
have been portrayed in
media, have students
reflect on colorblind
racism
View the video: Black
Acting School, group
discussion/reflection
In groups of 3 or 4,
students will discuss
colorblind racism and
if they think it is
prevalent in today’s
society. As a class we
will discuss responses
and give examples that
support the answer.
Day 3
Native Americans in
the Media
Show students
examples of the
stereotypical
representation of
Native Americans and
think on how media
works at institutional
racism.
Visual Inquiry:
Playmobil Native
American Play set as
well as Halloween
Costumes
Informal assessment as
we discuss in class a
follow-up of Color
Blind Racism in
relation to Native
Americans plus
thoughts on how media
stops progression of a
race.
Day 4
Symbolic Ethnicity
Students get a clear
look at how media
shapes how people
“should” think/feel
about race.
View Video: The Real
World: Julie v. Kevin
This will lead to a
structured debate; one
side will be arguing for
Kevin, the opposite for
Julie
The in-class structured
debate will be the main
use of assessment as
well as a follow-up
response that students
will record in their
journals
(The end of unit
project assignment
sheet will be handed
out)
Day 5
Who is Bob Blauner?
Students will compare
and contrast the
Blauner Hypothesis to
the Noel Hypothesis
and use examples they
have seen/heard
Think-Pair-Share on
the separate theories
Write-up of thoughts
and connections based
on the TPS we have
created together in
class.
(Performance
Assessment due)
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Catalog
 Day 1
(50 min)

Hooking Lesson: Who’s Coming to the Party? (Elaborate Lesson Plan Attached)

As this is an introduction to the unit, the goal is for the students to realize their own
thoughts and/or stereotypes of race and think on where it developed. Today, students will receive
roles that give them a gender and a race in which they must play out. One student will be the role of
host and must guess each party-goers race based on how they speak/act. The goal for the teacher is
to gauge how students are acting out their role; did they say they brought a certain food? Are they
acting in a way they think is “culturally appropriate”? After this activity, the teacher will ask why
the students chose to portray their character as they had. This will open to a broader discussion on
where we encounter different racial portrayals.



Day 2
(50 min)
African Americans in the Media
African Americans are represented in media primarily in movies. At the beginning of class, the
teacher will ask the students to name some famous African American actors and what movies they
were in. Then, after recording the answers on the board, ask what roles they typically portray (ex:
are they a cop? A lawyer? A gangster? A father?) We will then view the video Black Acting School
to show this race is socially constructed and stereotyped by the roles they portray in movies. Open
the floor to discussion. What did you see in the video? Do you agree/disagree? Introduce the
concept of “Color Blind Racism”. Students will be broken up into groups of 3 or 4 and discuss the
idea of Colorblind Racism. They will reflect on if they believe if it is relevant in today’s society and
how the video reflected the idea.



Day 3
(50 minutes)
Native Americans in the Media (Elaborated Lesson Plan Attached)
Students will view two images of new forms of media (costumes and children’s toys) and how
these products, geared toward the younger generations illustrate the idea of past-in-present racism.
These products display only one era and aspect of Native American culture and prevents the race
from progressing. Class will discuss their reactions to the playset and costumes and in a free-write
tie in these images with yesterday’s discussion of Colorblind Racism.



Day 4: 50 min
Symbolic Ethnicity (Elaborated Lesson Plan Attached)
Media is a prominent part in people’s lives. It portrays race by creating scenarios in which the
character’s reaction is justified by their race. Students will challenge their thoughts and reasoning
by analyzing their thought process in today’s structured debate. The teacher will be handing out
roles to each of the students in order for them to take notes specifically to their role. The class will
view the clip from The Real World in which Julie and Kevin argue about race. The teacher’s goal in
this lesson is to act as the “judge” in the scenario, guiding students with questions that will make
them reflect on their justification for their responses.
*Performance Assessment assignment sheet to be handed out.
Day 5
(50 minutes)
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Who is Bob Blauner?
Today the Blauner and Noel Hypothesis will be looked at. We’ve covered how races are
represented, but these theories suggest why races are represented in the ways in which they are. By
comparing and contrasting the two theories, students can form their own opinions and recognize how
these theories are being played out in media. By creating a Think-Pair-Share as a class, students can
branch off with their own connections in their journals.
*Performance Assessment due.
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Title of Lesson: Who’s Coming to the Party?
Length of Lesson: 30 Minutes
Overview: This lesson will set up the unit by making students realize what stereotypes they may have
and how they were formed. This helps the teacher to gauge where the class is at as a whole and how to
guide the students into uncovering how the media shapes their views of race and cultures.
Central Problem/Question: How do stereotypes develop?
Objectives: Students will be able to recognize their stereotypes they have developed.
Begin to reflect on where they see race portrayed and how
Recognize the impact media has on how different races are viewed.
Materials: Teachers will make note cards that contain different gender and races, one card labeled as
the Host. Examples: Native American Woman, African American Male, Japanese Mother, etc.
Instructional Sequence:
1.
2.
3.
4.
5.
6.
7.
8.
Teacher introduces the game by giving the rules: One student will be the host of a party,
the other students will each be a different gender/race. Using their past knowledge, the students will
make conversation with the host giving hints as to their race (Example: I brought this dish to share)
without coming out and announcing it. When the host thinks he/she knows a guests race, they
conversationally reveal it. “Thank you Mr. Smith, I always enjoy hearing your African drums!”
(The explanation of this game should take no more then 5 minutes allowing for questions)
The teacher asks for volunteers and hands out the cards reminding students to keep their
identities secret. (1 ½ min.)
The first student and the host begin their conversation. In order to allow a fair amount of time
the limit is five minutes per pair. (5 min.)
The rest of the students to whom roles were assigned go forth and have conversations with the host.
When each of the students have had their chance to reveal which race they were, the teacher will
ask, “What decisions did you make in order to help the host guess who you were?” Allow students
to answer (3 min)
Follow-up question, “How did you come to make those decisions?” (3 min)
“Where do you see these races represented?” (1-2 min)
“What common characteristics do you see in minority groups that are shown in the media?” (3-5
min.)
Assessment: Have students do a free-write on what they observed today, what they would have done if
given the opportunity or what trends do they see in racial portrayal in the media.
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Title of Lesson: Native American Representation in the Media (A Visual Inquiry)
Length of Lesson: 15 min.
Overview: TV and movies aren’t the only mediums that construct ideas and stereotypes of race. First
we will look at a Playmobil play set of a Native American Family and then view a male and female
costume that are suppose to represent Native Americans; these images will help enhance a discussion
on past-in-present racism and how these products prevent the Native American culture from
progressing with an ever-advancing society.
Central Problem: What images are being produced of Native Americans and what does it say about
their culture?
Objectives: Students will be able to identify race, ethnic, and gender relations and the
effects of stereotyping, discrimination, and related behaviors and practices on group
interactions.
Students will be able to recognize the role of the mass media and its influence on social
change.
The students will be able to express their thoughts on the images we view as well as tie
them to the concept discussed in the previous lesson on “Colorblind Racism”
Materials: The teacher will display the following images:
(Playmobil: Native American Family utoypia.com)
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(Family at the park, utoypia.com)
(Pocahottie and Noble Warrior: couplescostumes.com)
Instructional Sequence:
1.
First show the students the first image of the Playmobil set of the White Family. Ask students,
“What do you see?” (5 min.)
2.
Follow-up with “Can any of you relate to this?” Point to specifics in the picture, such as playing
baseball, or taking pictures, or just a Family Fun Day at the park. (3-5 min.)
3.
Next, show the Native American Family playset. “What do you see?” (3 min.)
4.
Show both pictures side by side. “Both of these playsets are of families. What is different?” (3
min.)
5.
What message are you reading from viewing these images side by side? (5 min.)
6.
That was one example. Here’s another example of a medium in which enforces racial ideas:
Halloween Costumes. What sort of costumes do you wear on Halloween? (3 min)
7.
What about Noble Warrior and his date? Show the image of the Native American Costumes.
Ask students what is being reflected in these costumes. (3 min.)
8. What do these costumes say about the culture? (5 min.)
9. Use examples that were provided by students that connect to “Past-in-Present Racism”. How does
a race’s past affect how they are viewed in today’s society? Race is a vicious cycle that is being
reinforced in these products.
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Assessment: Yesterday, we discussed Colorblind Racism and how it plays out in today’s society. In
their journals, students can reflect on how the images we viewed today enforce the idea of
Colorblindness.
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Title: Symbolic Ethnicity- A Debate
Length of Lesson: 50 min
Overview: The class will view a video in which a black male and white female argue on their race. The
students have learned various concepts regarding race and racial portrayal and have had practice in
fleshing out arguments defending their stance. Now they will have a chance to take on a role and
participate in a debate with the rest of the class.
Central Problem: Where is the line between symbolic ethnicity and defending your culture out of
pride?
Objectives: Students will be able to evaluate both sides of the argument and draw on sociological
concepts to enhance and strengthen their arguments.
Students will be able to view the video and listen to the arguments presented critically
Materials/Sources: The teacher will be showing the clip, “The Real World: Julie vs. Kevin”
(http://www.youtube.com/watch?v=u1JcvLPix3Y)
Instructional Sequence:
1. Write the words “Symbolic Ethnicity” on the board. Ask students what they think this term means.
(3 min.)
2. Give the actual definition of symbolic ethnicity. Ask students if they can recall a specific example
in the media. (3 min.)
3. Announce the day’s activity. The class will be divided into Team Kevin and Team Julie before
viewing the video. One female will be assigned the role of Julie just as one male will be the role of
Kevin. The scenario is that Kevin has taken Julie to court (a Judge Judy scenario, if you will) and is
demanding he get a pay raise for this episode as he felt his race/culture was attacked. Team Kevin’s
lawyers are arguing that Kevin was defending his culture where Team Julie’s lawyers are arguing
that this was just a form of symbolic ethnicity and was misplaced. Both teams should jot down
sociological terms they feel is relevant in their argument as they watch the video. (The explanation
will take 5-7 minutes including time for questions)
4. Divide the class and assign the role of Kevin and Julie. (1 min.)
5. Play the video. (2 min and 4 sec.)
6. Start the scenario, Kevin will start by pleading his case and then Julie will give her rebuttal. (6 min)
7. Begin a back and forth between the lawyers. Have lawyer 1 on Kevin’s side defend his client, and
so on and so forth. Allow the lawyers to ask the clients questions as they see fit. (15 min)
8. The teacher, as the judge, may kindly correct any misconceptions that the students are making. For
example, if they are using a term/concept incorrectly the “Judge” can politely correct them. Or if
the conversation is straying from the topic, it’s the teachers job to keep them on track. As well, if an
idea is just being repeated, throw in an idea that plays off of another students. Such as, “Well, Miss
Smith brought up an excellent point of Julie stereotyping, does any of Julie’s lawyers have a
comment on that?” Whenever a student introduces a new concept to the argument, the teacher
should challenge the student to have them justify their response. “Mr. Bob, you said that Kevin was
relying on symbolic ethnicity? Could you please give us an example?”
9. “Julie” and “Kevin” will give their closing arguments summarizing the discussion/debate and
strengthening their case. (6 min.)
10. The teacher, as the judge, will make the final decision over who won the case based on the
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strengths of the arguments that were presented.
Assessment: The teacher will be making note of the points students are making during the debate.
After, the students will write up a reflection on what they observed during the debate. Did they agree
with the verdict? They were assigned to defend one of the characters, would they have chosen to
defend the other? And, how much do they feel that the media had to play in the staging of this
argument?
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Stage IV:
Works Cited
Day at the Park. 2008. Photograph. Utoypia.com, n.p.
Healy, Joseph F Race, Ethnicity, Gender and Class: The Sociology of Group Conflict and Change
Thousand Oaks, CA: Pine Forge, 2003. Print.
Native American Family. 2008. Photograph. Utoypia.com, n.p. Comp. Playmobil.
The Real World: New York Web. <http://www.youtube.com/watch?v=u1JcvLPix3Y>
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Reflection
I love the field of Sociology and was very enthused to embark on this next stage in my
sociological pursuits. Being such a vast field, I had to decide on which area I was most passionate on. I
decided on Race because I had taken an entire course on it here at OU and it honestly opened my eyes
to a lot of things. Plus, it was something I was passionate about and thought I could do well with. I also
knew it would be a challenge presenting race seeing as I’m white. The reason I chose race in media
specifically is because it’s something that is relevant and relatable. As this was my first crack at
Backward Design and basically the most elaborate lesson plan I’ve ever attempted, I wanted to work
with something I was comfortable with.
It has been quite the journey working with this unit. I had felt confident in my own knowledge
of the content and pretty sure I could flesh it out into interesting lessons. However, as I chugged
through each stage, I realized there were holes in what I “thought” I knew. Sure, I could define the
terms and give examples. But that is just not enough to teach a lesson. It took a lot of trips to Google,
reading up on articles, cruising through videos, and chats with previous teachers/professors who have
given lectures/lessons on this topic. I was no longer comfortable with the topic, I was actually very
intimidated. This is also a fairly controversial topic, which gave me time to reflect while I thought of
ways of presenting the material. Although I know I would be presenting these races in a positive light, I
thought perhaps that was too bias. I didn’t want to dump my opinions on them and then have them feel
stupid for thinking differently. It was a challenge to try and even the scales.
This material was presented to me at a college level, it required a lot of writing, reflecting,
discussing, debating, and thinking to grasp the concepts. Tackling the idea of race with high schoolers
would require a scaled down version of these actions. Sociology is difficult for high school because it’s
an overview of the subject and it just breezes through topics that can be so fascinating to delve into.
That’s what made me re-vamp huge chunks of my lesson. I realized that I wouldn’t have weeks to
cover topics, really I’d just have days. So, I tried to think of it as each unit would be a teaser.
Something that would offer students the tools to form their opinions and have them fired up and
intrigued enough to pursue these matters on their own. I can’t change everyone’s opinion or give these
topics the time they deserve. Instead, I can create an awareness for what’s out there. I can provide
students the framework in which they can now recognize the impact that media is having and at least be
able to understand what is happening. It is up to them with how they wish to pursue it.
This unit plan was honestly my baby these last few weeks. Blood, sweat, and tears have been
poured into the making of this. And I am quite proud of myself for making it through it. Of course, I
realize it is far from perfect. But I know it’s not complete rubbish. If anything this will be a starting
point if I ever have to come back to this. I feel like I grasped the idea and after I have some more
experience I can expand this lesson into what it should be. I am proud that I was able to illustrate and
flesh out my ideas into coherent lessons. I think I provided diverse ideas and thought of interesting
ways to present the concepts. I don’t mean to sound arrogant because I know this isn’t the golden unit
plan. However, I don’t think it belongs in the trash either. I think I have a long way to go, but I can also
look at this and see how far I’ve come. I know my lessons could be elaborated more, but I think this is
knowledge that is gained primarily from working in the field. As I begin to present lessons, I am hoping
to learn how to smoothly guide discussions and continue to get class involvement. I think my passion
for this subject is evident and hopefully it will be to my future students too.