This is the third lesson of the series, I See You, You See Me: Body Image and Social Justice [1], designed to help students think about their bodies and body image as related to broader issues of social justice and to explore the harm created from stereotypes.
Framework
Children are often exposed to images of beauty from mainstream media. They are not, however, given the opportunity to reflect on body image as a social construction. Ideas and ideals about how bodies should look, move and be vary tremendously depending upon cultural context, historical period, age group, gender and other variables.
This lesson introduces children to the concept that beauty is not a static concept but is, in fact, socially constructed. Helping children think critically about what messages about bodies are sent to and from different groups of people is a good step toward helping them feel empowered in their own bodies, and also toward helping them respect differences in those around them.
Additional Resources
There are a variety of resources for children about body image in different contexts. This article [2] addresses differences in body image in a variety of cultures. Images of idealized bodies from different decades can be found here [3]. Common Sense [4] media addresses body image issues specific to young boys. Finally, this website [5] addresses a variety of issues pertaining to diversity of body image.
Objectives
Students will:
Essential Questions
Materials
Glossary
body image [BOD-ee
IM-ij]
(noun) how someone thinks about their own
body, or how someone thinks other people look at their own body
diverse [di-VERS]
(adjective) different, showing different points of
view or coming from different backgrounds
Procedures
Extension Activity
When students go home, encourage them to attend to different representations of beauty in the world around them. These representations are sometimes correlated with ideas about what constitutes a healthy body, and they are sometimes dictated by any number of other cultural forces. Have them pay attention to what they see on media, but also to what their families describe. Give students a chance to report back and note the diversity of responses—body image comes from the world around us and is not at all absolute.
ELL Extension
When students share adjectives for describing beauty, encourage English language learners to develop their descriptive vocabulary. They may use the class chart for reference, and practice writing or speaking sample sentences that incorporate these adjectives. Encourage English language learners to use these adjectives in their daily spoken language so that they become part of their active vocabulary.
Standards
Activities address the following Common Core Anchor Standards for Language Arts and Social Studies [9].
Reading
CCSS.ELA-Literacy.RI.2.7 [10] Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
CCSS.ELA-Literacy.RI.3.7 [11] Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
CCSS.ELA-Literacy.RI.4.7 [12] Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
Writing
CCSS.ELA-Literacy.RI.4.9 [13] Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Speaking and Listening
CCSS.ELA-Literacy.SL.3.1a [14] Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-Literacy.SL.3.1b [15] Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-Literacy.SL.3.1c [16] Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
CCSS.ELA-Literacy.SL.3.1d [17] Explain their own ideas and understanding in light of the discussion.
Links:
[1] http://www.tolerance.org/activity/i-see-you-you-see-me-body-image-and-social-justice
[2] http://www.adoptionissues.org/adoption/body-image-across-cultures.html
[3] http://www.wstudies.pitt.edu/wiki/index.php?title=Body_Image
[4] http://www.commonsensemedia.org/advice-for-parents/boys-and-body-image-tips
[5] http://www.kidshelp.com.au/grownups/news-research/hot-topics/body-image.php
[6] http://www.tolerance.org/sites/default/files/general/tt_body_image_L3.pdf
[7] http://www.innovations-report.com/html/reports/social_sciences/report-28083.html
[8] http://cdn.intechopen.com/pdfs/29049/InTech-Westernization_the_role_of_mass_media_on_body_image_and_eating_disorders.pdf
[9] http://www.corestandards.org/assets/CCSSI_ELA Standards.pdf
[10] http://www.corestandards.org/ELA-Literacy/RI/2/7/
[11] http://www.corestandards.org/ELA-Literacy/RI/3/7/
[12] http://www.corestandards.org/ELA-Literacy/RI/4/7/
[13] http://www.corestandards.org/ELA-Literacy/RI/4/9/
[14] http://www.corestandards.org/ELA-Literacy/SL/3/1/a/
[15] http://www.corestandards.org/ELA-Literacy/SL/3/1/b/
[16] http://www.corestandards.org/ELA-Literacy/SL/3/1/c/
[17] http://www.corestandards.org/ELA-Literacy/SL/3/1/d/