Creating Culture
Module 2, Activity 1.5 - The Media and Culture
Teacher Page
(student page for this lesson)

Introduction:

The students will be using this lesson to tackle two issues. They will be addressing how the way we use words and media can affect thought. They will also look at the issue of the treatment of homosexuals over the past 50 years and discuss the effect of language in public perception. Teachers should be aware that this lesson asks students to address stereotypes about homosexuality, and as a result, frank discussion about sexuality and religious belief will occur.

Activities:

Task One - Trek through Time
In this lesson, students will be completing a modified structured controversy (Learn more about Structured Controversy). The controversy revolves around the issues of whether or not it is appropriate for homosexual marriage to be legal. Because this issue continues to be debated, and is linked to human rights and religion, it makes an ideal structured controversy. However, the discussion may not be ideal for all school settings.

The students are broken into groups of three or four. Each student will choose at least 2 clips from the CBC Archives that relate to public perceptions of homosexuals. Each student should also ensure at least one clip is from the radio and one is from Television. No one in the group should do the same clip as anyone else. Students should select from a number of different time periods so that they can discuss the way the perception of the public has shifted.

After watching the clips, each person should summarize the clip that he viewed and explain what time period it was when the views were expressed. Students should discuss whether or not it is appropriate for homosexual marriage to be legal. At least one person should represent each side of the argument, and discussion should be based on logical argument and evidence.

Once they have finished discussing the issue, it is time to reach consensus. See the student page for this lesson for information on consensus.

Task Two Continued. . .
After, the class should discuss the lists from various time periods and create a timeline on the board of the attitudes towards homosexuals portrayed in the media.

Be sure to cover:

• who has a voice in the debate
• what is the agenda indicated by the language
• connotation and denotation in language

Task Three - Reflective writing
In their notebooks, students will write a response to the argument posed on the student page for this lesson. If they are still trying to come to terms with the discussions from the day, encourage them to write freely on their reactions to the day's content.

When everyone is done writing, review the concepts of bias and purposes in writing. Have the class imagining they were journalists covering issues of public debate like abortion or equity issues. Discuss what extra efforts one might need to take to be unbiased in the face of controversial topics. This is the key point of the lesson, because it helps students to understand one of the key roles that journalists play in our society - interpreters of social beliefs.

Assessment and Evaluation:
When students are working on conflict resolution or consensus building, a teacher plays the role of an impartial observer. Informal verbal assessment is a useful tool when teachers are moving around the classroom and noting how students are working. When discussing moral or ethical issues, teachers can model I statements like "I see that you feel strongly about this. Can you tell me one of the things that you and Josh agree about?"

If you choose to create a formal assessment tool for this lesson, it might focus on listening skills. Students are required to listen for a variety of purposes and in a variety of situations.