Overview:
This is the ninth lesson in the Reading Ads with a Social Justice Lens series.
On one hand, it is easy to argue for more diversity in advertising. On the other hand, asking for diversity creates the danger of tokenism—the idea that it is OK to have a member of a minority ethnic group represent the entire group. Children are capable, if given the opportunity, of seeing many sides to this argument. They need the chance to weigh the pros and cons of increased diversity of representation in the media and work toward figuring out where their own opinions lie.
Objectives:
Activities will help students:
- Weigh different
sides of the same argument and form independent opinions.
- Use oral
language skills to make a case for their opinions.
- Support their
opinions using evidence and well-formed arguments.
Essential Questions:
- What is
diversity?
- What are some positive
results that come from representing groups in the media that are often
underrepresented?
- What are some negative
results that come from representing groups in the media that are often
underrepresented?
- Recall concepts
of representation in advertising and conclusions that your group has drawn over
the course of the past three lessons in the series . Explain to students
they will be talking about advertisements that make a concerted effort to
represent groups of people that are often underrepresented. Show students the
advertisements below or similar
advertisements that represent people of color, same-sex families, people with
visible disabilities or other underrepresented groups. Ask students to talk
with neighbors about their initial reactions to these advertisements.
- Explain to
students that there are positives and negatives to advertisements that make an
effort to represent underrepresented groups. Some potential positives are that
more people might feel that they are important or that their lives are
validated. A negative result might be the feeling that are it is “too little,
too late.”
- Divide the
class in half and have them focus on the advertisements you show. One group
should take charge of developing an argument in favor of advertisers
representing people who are often underrepresented. Another group should make
the case that these attempts are harmful. Preliterate students may plan their
arguments orally; otherwise, students should write. Explain to students that
for this exercise, they might be taking a position that is not what they
actually believe. That to participate in a debate is part of learning.
- After students
have had a chance to come up with arguments, allow each group to share their
arguments, take questions and make counterarguments. After all ideas have been
heard and discussed, ask students to share their personal opinions. Remind them
that this might be a question to which there is not a simple right or wrong
answer, and that is OK—the valuable aspect is in considering a variety of
points of view and examining the evidence.
Reflection
Students have formed and made a case
for strong opinions in this lesson, and some have even practiced arguing for an
opinion that is different from what they actually believe. While at home,
encourage students to think about how they might make a case for the exact
opposite point of view. Encourage students to contemplate and talk about what
it feels like to understand multiple sides of an argument, and how this might
help them feel stronger when they make their own decisions and take a stand for
what they believe in.
