Media and Girls
They have ads of how you should dress and what you should look like and this and that, and then they say, 'but respect people for what they choose to be like.' Okay, so which do we do first?"
Kelsey, 16, quoted in Girl Talk
They have ads of how you should dress and what you should look like and this and that, and then they say, 'but respect people for what they choose to be like.' Okay, so which do we do first?"
Kelsey, 16, quoted in Girl Talk
Since the 1960s, feminists have argued that "it matters who makes it." When it comes to the mass media, "who makes it" continues to be men.
This lesson begins by helping students to identify and understand the different aspects of news outlets. Using these skills, students will then collect and identify news stories and categorize them according to subject matter.
Although many concerns remain about how gender represented in media, there are signs that things are changing. Roles for women on television, in particular, have become much more varied and complex in the last decade, ranging from the conflicted Star Wars hero Ahsoka to Marvel characters such as Echo and Ms. Marvel to more realistic characters like Never Have I Ever’s Devi, while a growing number of movies and TV shows are questioning narrow definitions of masculinity.
This lesson package is designed to be modular, allowing teachers to choose activities that are most relevant to their students. The lesson includes: an opening “minds on” activity that introduces essential concepts of election-related misinformation, helps students retrieve prior knowledge, and shows the relevance of the topic; several activities which teachers can choose from based on the needs and context of their classes; a closing activity that introduces students to different strategies for verifying election-related information, including the idea of turning to a best single source (in this case, Elections BC). They then learn and practice engaging in active citizenship by responding to election-related disinformation.
On the internet, it can be hard to tell what’s true and what’s false—but we have to make a lot of decisions based on how reliable we think things are. In Reality Check, you’ll learn how to find clues like finding where a story originally came from and comparing it to other sources, as well as how to use tools like fact-checking sites and reverse image searches.
Traditional media like film, print and music still have a significant impact on young people’s body image. Research has found that even news coverage can promote weight bias by how it portrays people in larger bodies, both in photographs and in how it frames weight and health.
Digital media such as social networks and video games have become increasingly important in the lives of children and youth. Even when young people are consuming other media, such as TV, music and movies, they’re likely to be doing it through the internet. As well, nearly all the media they consume, from TV shows to toys, have web pages, virtual worlds, video games or other digital spinoffs associated with them.
This interactive unit is designed to help kids between the ages of 5 and 8 recognize the marketing techniques used on commercial websites that target children.