TEL Lesson Plan
But I Don't Look Like That: Body Image and the Relentless Pursuit of Perfection

Grade Level: 9 - 12
Subject: Psychology, English/Language Arts
Time Frame: 2 - 3 classroom sessions

Summary

In pairs, students will explore and discuss issues related to body image as portrayed in the media (advertising, movies, TV shows, etc.) and come up with a topic of interest to them both. After the librarian reviews the TEL databases, searching, and the citing features of each, each student will locate and read three articles from a TEL database. Each will summarize and cite the articles in a standard citation format (MLA, APA). As a pair, the students will plan and make a two- to three-minute presentation based on what they learned and their own observations and insights.

Databases/Other Resources

Expanded Academic Index; Gale PowerSearch; General OneFile; Health Reference Center; Pop Culture Collection; Psychology Collection

Procedures

The teacher will describe the plan ("Summary of Lesson" above). Once paired, students will be given time to discuss and agree on a topic of interest to both. A librarian will review the locations and descriptions of the TEL databases, subject and keyword searchers, and the citing features of the TEL databases. On their own time, each student will read, summarize, and cite three articles related to their chosen topics. Each pair will plan and and make a two- to three-minute presentation based on what they learned and their own observations and insights.

Steps

Steps for Teacher

Steps for Librarian

Hint: Points of View Reference Center on Body Image and The Media, Health & Wellness Resource Center, Psychology Collection on Body Image, Gale PowerSearch on Body Image. Look for other age-appropriate resources via the TEL High School Resources page.

Steps for Student

Related Activities

Content Standards

Psychology--9-12

Standard Number: 1.0 Culture

Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

Standard Number: 2.0 Economics

Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

Standard Number: 4.0 Governance and Civics

Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

 

English/Language Arts--9-12

Standard Number: 4 Research

Learning Expectations/Grade Level Expectations

Psychology--Standard Number: 1.0 Culture

Learning Expectations:  The student will

1.1 understand the impact of diversity on the individual.

At Level 2, the student is able to recognize that cultural beliefs strongly influence the values and behavior of the people who grow up in the culture, often without their being fully aware of it, and that people have different responses to these influences; describe the impact of ethnic, national, and cultural influences on human behavior; analyze environmental constraints on learning opportunities.

1.2 understand cultural biases in the field of psychology.

At Level 2, the student is able to explain how U.S. culture is both similar to and different from cultures in other countries; identify situations in which bias occurs; list examples from early research on prejudice and discrimination; examine the cultural differences of Americans, including beliefs, values, accepted behaviors and environment; relate how bias and discrimination influence behavior;examine a personal example of ethnocentrism.

 

Psychology--Standard Number: 2.0 Economics 

Learning Expectations:  The student will

2.1 understand how different socioeconomic stratifications influence personality development

2.2 understand how individual values and beliefs influence economic decisions.

 

Standard Number: 4.0 Governance and Civics

Learning Expectations:  The student will

4.1 understand conditions, actions, and motivations that contribute to conflict or to cooperation.
4.2 understand political current events that are relevant to the field of psychology.
4.3 understand conflicts, cooperation, and interdependence among individuals, groups, and institutions.

 

English/Language Arts--Standard Number: 4 Research

Course Level Expectation:

CLE 3001.4.5 Use a standard format to arrange text, to cite sources correctly, and to document quotations, paraphrases, and other information.

 

4.1 understand conditions, actions, and motivations that contribute to conflict or to cooperation.

Performance Indicators State

Psychology--Standard Number:  2.0 Economics 

Performance Indicators:

2.1 understand how different socioeconomic stratifications influence personality development.

At Level 1, the student is able to identify the basic economic goals of individuals in American society; infer that social economic distinctions are a part of every culture, but they take many different forms (e.g. rigid classes based on parentage, gradations based on the acquisition of skill, wealth, and education.).
At Level 2, the student is able to recognize that people often discriminate on the basis of speech, dress, behavior, and physical features;
recognize that different behaviors are expected from different socioeconomic classes.
At Level 3, the student is able to analyze how the characteristics of the American economy such as freedom of choice, competition, private property, profit, freedom of enterprise affect personality development.

2.2 understand how individual values and beliefs influence economic decisions.

At Level 1, the student is able to identify the values and beliefs of the different socioeconomic stratifications.
At Level 2, the student is able to analyze how the difficulty of moving from one social class to another varies greatly with time, place and economic circumstances; describe how socioeconomic status and other group and cultural influences contribute to the shaping of a person’s identity.
At Level 3, the student is able to compare a person’s ability to purchase with what they do purchase.

 

Standard Number: 4.0 Governance and Civics

Learning Expectations:  The student will

4.1 understand conditions, actions, and motivations that contribute to conflict or to cooperation.

At Level 1, the student is able to describe actions that can cause conflict or cooperation; list motivations people have to be good citizens.
At Level 2, the student is able to analyze how conditions lead from conflict to cooperation;
compare and contrast individuals who gained power and examine their personalitytraits.

At Level 3, the student is able to evaluate the various ways of thinking consistent with personal mental health and responsibility, self-esteem, and successful management of conflict.

4.3 understand conflicts, cooperation, and interdependence among individuals, groups, and institutions.

At Level 1, the student is able to describe how one individual’s exercise of freedom may conflict with the freedom of others.
At Level 2, the student is able to explain how being a member of a group can increase a marginalization of an individual’s social power can also can increase hostile actions toward or from other groups or individuals; analyze the idea that conflict between people or groups may arise from competition over ideas, resources, power, and or status; explain that conflicts are especially difficult to resolve in situations in which there are few choices and little room for compromise.
At Level 3, the student is able to demonstrate informal ways of responding to conflict such as pamphlets, demonstrations, or cartoons.

 

English/Language Arts--Standard Number: 4.0 Research

Performance Indicators:

SPI 3001.4.6 Identify information that must be cited or attributed within a writing sample.

 

 

4.1 understand conditions, actions, and motivations that contribute to conflict or to cooperation.

At Level 3, the student is able to evaluate the various ways of thinking consistent with personal mental health and responsibility, self-esteem, and successful management of conflict.

Assessment

The teacher will check the summaries for quality and plagiarism issues, review the citations for accuracy, and judge the content and delivery of the two- to three-minute presentations.

ISTE Computer Literacy and Usage Standards

1. Critical Thinking, Problem Solving, and Decision Making

3. Research and Information Fluency

4. Critical Thinking, Problem Solving, and Decision Making

5. Digital Citizenship

AASL Standards for the 21st Century Learner

1. Inquire, think critically, and gain knowledge.

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

3. Share knowledge and participate ethically and productively as members of our democratic society.