Week 1: Self Portrait Project
Objective: After students consider various forms of self-portraits, they’ll be able to create representations of themselves and analyze the implications of their own perception.
Math: Body dimensions, graphs, averages and normal distributions
Assessment/Activity(ies): Students will investigate body dimensions of models in advertisements and those of other classmates. They will create graphs of the data, compare the averages of the body dimensions, and look at the normal distributions of the averages. Students will do a group project that presents their data and draws conclusions about unrealistic body dimensions on models, using the math to support their opinions.
Standard:
G-GPE 3.1-Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints)
S-ID 4-Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. minimize cost; working with typographic grid systems based on ratios).
Social Studies:
Activity/Assessment: Self Portrait analysis. Students will analyze various self portraits of important figures throughout history and search for the overall tone of peoples’ depiction of themselves. For example the image Adolf Hitler attempted to portray when he was either painted or photographed
Standard:
11.8.8: Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g. jazz and other forms of popular music, professional sports, architectural and artistic styles)
English:
Assessment/activity: portrait with words – wordle, personal statement, art using their essay.
Standard: CCSS.ELA-LITERACY.W.11-12.3.D Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Week 2: Ethics in advertising and marketing
Objectives: After students analyze the methods used in advertising and statistics correlated to those methods, they will be able to evaluate the ethics behind the advertising industry.
Math: Finances of the beauty industry. How much does the average woman spend on beauty products? How much time do they spend on beauty? How much exposure do we have, daily, to ads that portray an unrealistic beauty standard? What are the implications of this exposure?
Assessment/Activity(ies): Students will create and conduct a survey of the essential questions listed above. The survey project is open-ended, so they can choose what aspect of the beauty industry they would like to focus on. They will collect their data and start working on a group presentation of the data for the following week.
Standard:
S-IC 3 -Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.
S-IC 4 -Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
Social Studies: History of advertising and marketing, laws pertaining to it
Assessment: Advertisement analysis activity. Analyzing the change in female fashion or body shape throughout the decades post 1950.
Standard: 11.8.8: Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g. jazz and other forms of popular music, professional sports, architectural and artistic styles)
English:
Assessment/Activity: persuasive essay arguing whether its unethical to present unrealistic photoshopped images as real, or is it creative license? OR should the beauty industry be required to identify/disclose when they’ve altered the image
Standard: CCSS.ELA-LITERACY.W.11-12.1 -Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Week 3: Anti-Advertisement commercial
Objective: After students analyze advertisements and unrealistic standards for beauty, students will be able to respond to these advertisements by creating an Anti-Advertisement Commercial
Math: Synthesize informations gathered from the survey to represent and present findings on how advertising and body image standards affect the beauty industry. .
Assessment/Activity(ies): Students will use/analyze the data collected from week 2 to create a presentation on their findings using charts and graphs. They will use mathematics to support informed opinions about how advertising affects the beauty industry. Students will make predictions about how an anti-ad campaign can improve beauty standards and self-esteem in teens.
Standards: S-MD 6. -Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).
S-MD 7. -Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
Social Studies: Students will continue their advertisement analysis activity by creating an advertisement of what they believe would be the ideal advertisement for the fashion and body image of today. The students will be assessed on the depth of the message they are sending to their audience and the creativity of the advertisement.
Standards: 11.8.8: Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g. jazz and other forms of popular music, professional sports, architectural and artistic styles)
English:
Assessment/Activity: explain the anti-advertisement – the essay that goes with it.
Standard: CCSS.ELA-LITERACY.W.11-12.2 -Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Week 4: Service Learning – extending the learning beyond the classroom, and beyond the unit
Objectives: After students have considered the big ideas throughout the unit, students will be able to connect their learning during the unit with experiences outside the classroom through participation in the service learning project.
Math: Reflections
Assessment/Activity: Students will reflect on the data they investigated and write a short summary of the math behind American media and body image.
Standard: S-IC 6. -Evaluate reports based on data.
Social Studies: How has this issue been addressed in the past? Connect wealth to self perception of body image.
Activity: Create a poster that represents the view of American exceptionalism in post WWII America. Have students do a reflection of how the concept of exceptionalism could create a perception that wealth and exceptionalism transforms into the standard of beauty in America.
Standard: 11.8.8: Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g. jazz and other forms of popular music, professional sports, architectural and artistic styles)
English:
Assessment/Activity: Create a classwide “documentary” by creating narratives about each student’s experience with the service learning project and what they learned during the course of the unit/service learning, and how what they learned in the unit impacted their service learning experience.
Standard: CCSS.ELA-LITERACY.W.11-12.3 -Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Objective: After students consider various forms of self-portraits, they’ll be able to create representations of themselves and analyze the implications of their own perception.
Math: Body dimensions, graphs, averages and normal distributions
Assessment/Activity(ies): Students will investigate body dimensions of models in advertisements and those of other classmates. They will create graphs of the data, compare the averages of the body dimensions, and look at the normal distributions of the averages. Students will do a group project that presents their data and draws conclusions about unrealistic body dimensions on models, using the math to support their opinions.
Standard:
G-GPE 3.1-Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints)
S-ID 4-Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. minimize cost; working with typographic grid systems based on ratios).
Social Studies:
Activity/Assessment: Self Portrait analysis. Students will analyze various self portraits of important figures throughout history and search for the overall tone of peoples’ depiction of themselves. For example the image Adolf Hitler attempted to portray when he was either painted or photographed
Standard:
11.8.8: Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g. jazz and other forms of popular music, professional sports, architectural and artistic styles)
English:
Assessment/activity: portrait with words – wordle, personal statement, art using their essay.
Standard: CCSS.ELA-LITERACY.W.11-12.3.D Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
Week 2: Ethics in advertising and marketing
Objectives: After students analyze the methods used in advertising and statistics correlated to those methods, they will be able to evaluate the ethics behind the advertising industry.
Math: Finances of the beauty industry. How much does the average woman spend on beauty products? How much time do they spend on beauty? How much exposure do we have, daily, to ads that portray an unrealistic beauty standard? What are the implications of this exposure?
Assessment/Activity(ies): Students will create and conduct a survey of the essential questions listed above. The survey project is open-ended, so they can choose what aspect of the beauty industry they would like to focus on. They will collect their data and start working on a group presentation of the data for the following week.
Standard:
S-IC 3 -Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.
S-IC 4 -Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
Social Studies: History of advertising and marketing, laws pertaining to it
Assessment: Advertisement analysis activity. Analyzing the change in female fashion or body shape throughout the decades post 1950.
Standard: 11.8.8: Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g. jazz and other forms of popular music, professional sports, architectural and artistic styles)
English:
Assessment/Activity: persuasive essay arguing whether its unethical to present unrealistic photoshopped images as real, or is it creative license? OR should the beauty industry be required to identify/disclose when they’ve altered the image
Standard: CCSS.ELA-LITERACY.W.11-12.1 -Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Week 3: Anti-Advertisement commercial
Objective: After students analyze advertisements and unrealistic standards for beauty, students will be able to respond to these advertisements by creating an Anti-Advertisement Commercial
Math: Synthesize informations gathered from the survey to represent and present findings on how advertising and body image standards affect the beauty industry. .
Assessment/Activity(ies): Students will use/analyze the data collected from week 2 to create a presentation on their findings using charts and graphs. They will use mathematics to support informed opinions about how advertising affects the beauty industry. Students will make predictions about how an anti-ad campaign can improve beauty standards and self-esteem in teens.
Standards: S-MD 6. -Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator).
S-MD 7. -Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).
Social Studies: Students will continue their advertisement analysis activity by creating an advertisement of what they believe would be the ideal advertisement for the fashion and body image of today. The students will be assessed on the depth of the message they are sending to their audience and the creativity of the advertisement.
Standards: 11.8.8: Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g. jazz and other forms of popular music, professional sports, architectural and artistic styles)
English:
Assessment/Activity: explain the anti-advertisement – the essay that goes with it.
Standard: CCSS.ELA-LITERACY.W.11-12.2 -Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Week 4: Service Learning – extending the learning beyond the classroom, and beyond the unit
Objectives: After students have considered the big ideas throughout the unit, students will be able to connect their learning during the unit with experiences outside the classroom through participation in the service learning project.
Math: Reflections
Assessment/Activity: Students will reflect on the data they investigated and write a short summary of the math behind American media and body image.
Standard: S-IC 6. -Evaluate reports based on data.
Social Studies: How has this issue been addressed in the past? Connect wealth to self perception of body image.
Activity: Create a poster that represents the view of American exceptionalism in post WWII America. Have students do a reflection of how the concept of exceptionalism could create a perception that wealth and exceptionalism transforms into the standard of beauty in America.
Standard: 11.8.8: Discuss forms of popular culture, with emphasis on their origins and geographic diffusion (e.g. jazz and other forms of popular music, professional sports, architectural and artistic styles)
English:
Assessment/Activity: Create a classwide “documentary” by creating narratives about each student’s experience with the service learning project and what they learned during the course of the unit/service learning, and how what they learned in the unit impacted their service learning experience.
Standard: CCSS.ELA-LITERACY.W.11-12.3 -Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.