Read the article entitled The Economics of Gender Stereotyping and then download and complete the newest version of the response chart.
Be sure to identify the central thesis (the overall argument of the article) and at least 4 main ideas that support the thesis.
Wednesday, November 28, 2007
Tuesday, November 27, 2007
Advertising Analysis
For Thursday 10/28:
Print, copy, or cut out 3 advertisements that contain images of men and/or women. For each one, download and complete a typed advertising analysis worksheet.
So, for full credit you will turn in:
If you have any trouble downloading the worksheet, you can copy and paste the questions below into another document.
Directions: Answer the following questions in full sentences.
1. What brand/company is being advertised?
2. What product is being sold by the ad? How can you tell?
3. Who is the target market audience for this ad? How do you know? (Include age range, culture, gender, race, socio-economic level)
4. Describe what is going on in the ad. Be sure to mention activities, facial expressions, body language, dress, who/what is in the foreground, who/what is in the background, who seems to be in control, etc.
5. What stereotypes does this ad reinforce or challenge?
Male stereotypes:
Female stereotypes:
6. What fears or anxieties does the ad play upon to get us to buy the product? Explain:
Print, copy, or cut out 3 advertisements that contain images of men and/or women. For each one, download and complete a typed advertising analysis worksheet.
So, for full credit you will turn in:
- 3 ads showing men and/or women
- 3 advertising analysis worksheet
If you have any trouble downloading the worksheet, you can copy and paste the questions below into another document.
ADVERTISING ANALYSIS WORKSHEET
Directions: Answer the following questions in full sentences.
1. What brand/company is being advertised?
2. What product is being sold by the ad? How can you tell?
3. Who is the target market audience for this ad? How do you know? (Include age range, culture, gender, race, socio-economic level)
4. Describe what is going on in the ad. Be sure to mention activities, facial expressions, body language, dress, who/what is in the foreground, who/what is in the background, who seems to be in control, etc.
5. What stereotypes does this ad reinforce or challenge?
Male stereotypes:
Female stereotypes:
6. What fears or anxieties does the ad play upon to get us to buy the product? Explain:
Monday, November 26, 2007
Dreamworlds Questions
Directions: Now that you have seen Dreamworlds 3, answer the following questions in full sentences on a separate typed page.
1. Describe the version of femininity depicted in music videos. Be sure to discuss some of the most common roles and activities for women in videos.
2. What does the filmmaker say about how black males are depicted in hip-hop videos? To what does he compare these images?
3. According to the film, what are some of the reasons that femininity is depicted so narrowly in music videos? Do you agree? Explain.
4. What does the filmmaker mean when he says that the real issue is not that there is too much discussion of sex in music videos, but that there is not enough?
5. How is masculinity depicted in music videos?
6. What are the different aspects of male attitudes towards women commonly demonstrated in music videos?
7. According to the film, how might the gender roles shown in music videos affect women? Do you agree? Explain.
8. According to the film, how might the gender roles shown in music videos affect men? Do you agree? Explain.
1. Describe the version of femininity depicted in music videos. Be sure to discuss some of the most common roles and activities for women in videos.
2. What does the filmmaker say about how black males are depicted in hip-hop videos? To what does he compare these images?
3. According to the film, what are some of the reasons that femininity is depicted so narrowly in music videos? Do you agree? Explain.
4. What does the filmmaker mean when he says that the real issue is not that there is too much discussion of sex in music videos, but that there is not enough?
5. How is masculinity depicted in music videos?
6. What are the different aspects of male attitudes towards women commonly demonstrated in music videos?
7. According to the film, how might the gender roles shown in music videos affect women? Do you agree? Explain.
8. According to the film, how might the gender roles shown in music videos affect men? Do you agree? Explain.
Monday, November 19, 2007
Race Quiz - Tuesday Nov. 20th
On Tuesday Nov. 20th, there will be a quiz based on material covered during our unit on race.
Students will be allowed to bring in one 3x5 index card of notes to use during the exam. You should use your class notes, homework, and handouts to prepare. The post below this one provides key terms and definitions for this unit (in case you missed any from class notes).
I am giving you all the possible questions in advance for you to study. On the actual quiz, I will select a certain number of the questions below.
Directions: Answer the following questions in 3-7 sentences (unless otherwise indicated).
1. Describe the concept of “white privilege” and provide two examples:
2. How does racial segregation today differ from before 1965? Use 3 terms from term the bank in your answer.
3. What evidence is there of redlining today?
4. What is the Community Reinvestment Act and what are some ways that banks try to get around it today?
5. What is the definition of wealth?
6. List 4 different types of assets. Be sure to circle the average person’s most valuable asset.
7. What is white flight and how does it affect minorities?
8. Describe the origins of the FHA (What is it? When was it created? Why?) and how it impacted minority communities?
9. What is gentrification and how does it affect low-income minorities?
10. Fill in the blanks: Today, the average ____________ family is ___ times wealthier than the average _____________ family.
11. Explain how white flight became a self-fulfilling prophecy
Students will be allowed to bring in one 3x5 index card of notes to use during the exam. You should use your class notes, homework, and handouts to prepare. The post below this one provides key terms and definitions for this unit (in case you missed any from class notes).
I am giving you all the possible questions in advance for you to study. On the actual quiz, I will select a certain number of the questions below.
Directions: Answer the following questions in 3-7 sentences (unless otherwise indicated).
1. Describe the concept of “white privilege” and provide two examples:
2. How does racial segregation today differ from before 1965? Use 3 terms from term the bank in your answer.
3. What evidence is there of redlining today?
4. What is the Community Reinvestment Act and what are some ways that banks try to get around it today?
5. What is the definition of wealth?
6. List 4 different types of assets. Be sure to circle the average person’s most valuable asset.
7. What is white flight and how does it affect minorities?
8. Describe the origins of the FHA (What is it? When was it created? Why?) and how it impacted minority communities?
9. What is gentrification and how does it affect low-income minorities?
10. Fill in the blanks: Today, the average ____________ family is ___ times wealthier than the average _____________ family.
11. Explain how white flight became a self-fulfilling prophecy
Term Bank:
White privilege, Racial Segregation, de jure, de facto, Mortgage, Assets, Liabilities, Wealth, Redlining, Federal Housing Administration, Community Reinvestment Act, White flight, Gentrification, Blockbusting
Race Terms
White privilege: the idea that all whites benefit on some level from living in a society in which whites hold most of the power
Racial Segregation: when racial groups are separated in terms of where they live, work, shop, or go to school
de jure: by law (segregation under Jim Crow)
de facto: by fact / in practice (segregation today: inner city vs. suburbs)
Mortgage: a large loan used to purchase a home or property (usually takes 30-40 years to pay off)
Assets: anything of value that is owned
Liabilities: outstanding debts
Wealth: the total value of everything you own (assets) minus anything owed (liabilities)
Redlining: the discriminatory practice of refusing to grant loans, mortgages, or insurance to people in a particular area, usually a minority neighborhood.
Federal Housing Administration (FHA): a federal agency created by FDR, which forced banks to offer fairer mortgage terms to homebuyers in exchange for federal insurance of such loans. However, it also legalized redlining of minority neighborhoods.
Community Reinvestment Act: a 1977 law requiring banks to make loans to neighborhoods in which they accept deposits (designed to fight redlining)
White flight: when whites move away from an area out of fear that an increase in minority residents will lead to lower property values and neighborhood decline
Gentrification: when the middle or upper class move into a cheaper neighborhood, resulting in the displacement of low-income residents.
Blockbusting: when real-estate agents use racial scare tactics to convince whites to sell their homes cheaply to a speculator who then resells or rents it to African Americans at a higher rate.
Racial Segregation: when racial groups are separated in terms of where they live, work, shop, or go to school
de jure: by law (segregation under Jim Crow)
de facto: by fact / in practice (segregation today: inner city vs. suburbs)
Mortgage: a large loan used to purchase a home or property (usually takes 30-40 years to pay off)
Assets: anything of value that is owned
Liabilities: outstanding debts
Wealth: the total value of everything you own (assets) minus anything owed (liabilities)
Redlining: the discriminatory practice of refusing to grant loans, mortgages, or insurance to people in a particular area, usually a minority neighborhood.
Federal Housing Administration (FHA): a federal agency created by FDR, which forced banks to offer fairer mortgage terms to homebuyers in exchange for federal insurance of such loans. However, it also legalized redlining of minority neighborhoods.
Community Reinvestment Act: a 1977 law requiring banks to make loans to neighborhoods in which they accept deposits (designed to fight redlining)
White flight: when whites move away from an area out of fear that an increase in minority residents will lead to lower property values and neighborhood decline
Gentrification: when the middle or upper class move into a cheaper neighborhood, resulting in the displacement of low-income residents.
Blockbusting: when real-estate agents use racial scare tactics to convince whites to sell their homes cheaply to a speculator who then resells or rents it to African Americans at a higher rate.
Wednesday, November 7, 2007
Robert Jensen - White Privilege
Read the following piece about white privilege by Robert Jensen. Click here to access the article.
As you read, number each example of white privilege given by the author.
After you have finished reading, complete a response chart for the article. However, instead of main ideas, you should list the 2 examples of white privilege you find most convincing and the 2 examples of white privilege you find least convincing.
Be sure to label your lists and you should also write at least 2 sentences explaining your choices.
As you read, number each example of white privilege given by the author.
After you have finished reading, complete a response chart for the article. However, instead of main ideas, you should list the 2 examples of white privilege you find most convincing and the 2 examples of white privilege you find least convincing.
Be sure to label your lists and you should also write at least 2 sentences explaining your choices.
Monday, November 5, 2007
RACIAL AUTOBIOGRAPHY
Directions: Write a minimum 250-word autobiography of your racial identity based on the following questions.
- When and how did you become aware of your racial identity?
- What role has your race played in your life? In what ways do you benefit? In what ways do you suffer or miss out?
- How does it affect you in terms of your social activities?
- How does it affect you at school?
- Have you ever personally experienced or witnessed racism? How often? Give an example
- Have you ever done or said something racist or that may have been perceived as racist?
- Have you ever done something to stop racism?
IR Essay Outline
Click here to download the IR Essay Outline chart which you should use to plan out your final IR essay. You don't need to use the chart provided as long as you include the same information in a typed document.
Your typed outline will be due in class this Friday (November 9th).
Your typed outline will be due in class this Friday (November 9th).
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