Developed in Partnership with Maine Boys to Men

Open to all Middle and High School Classes

Division I – 6^th – 8^th grade

Division II – 9^th – 12^th grade

Due: February 15, 2013

Table of Contents

1. The Challenge
2. Range of Activities
3. Process
4. Essential Questions
5. Student Outcomes
6. Evaluation Rubric
7. Curricular Goals

The Challenge

The things we take most for granted are often the most revealing of who we are. Gender norms are one of these things. This Challenge asks you to explore culture by investigating gender. Like an archeologist, you will be looking for gender “artifacts” that reveal the values, expectations, and mores of a culture—yours! Don’t just look at the surface—peel back a layer to examine what the gender norms that we take most for granted actually mean. What do they say about us? And what do they mean for you?

This Challenge begins with your team choosing a gender and then identifying gender stereotypes about boys or girls, men or women.

Then create a 2 to 3-minute video (documentary, mockumentary, exposé-style news piece…any format that you think will serve your content) that:

1. Exposes these gender stereotypes; (Division I and II)
2. Shows examples of people resisting these stereotypes (OR imagines ways they might); (Division I and II) and
3. Demonstrates how others have reacted (or might react) to these examples of non-conformance to gender stereotypes (Division II only).

Your video can include up to 1:00 of footage from other sources. Your target audience is your own peers.

Deliverables include:

• Script
• Video (this is the only Meridian Stories deliverable)
• Key Points and Background Paper, as determined by your teacher

Range of Activities

• Historical/cultural research on gender issues
• Interviewing and/or media analysis
• Idea organization, footage research and script writing
• Documentary/News/Other Format Video Creation – Pre-production, Production, Post-production
  • Directing, Video Editing, Audio Editing

Process

We recommend that this Meridian Stories Challenge take place inside of a three to four-week time frame. The students must work in teams of 3-4. In the description below, the suggested teacher reviews are at the discretion of the teacher. Below is a suggested breakdown of the students’ work.

During Phase One, student teams will:

1. Identify gender stereotypes: Talk as a team about the messages you received about being a boy or being a girl. Were you told to “be a good girl” or “act like a lady”? To “man up” or “act like a man”?  Have you heard people say “boys will be boys”? What are people talking about when they say these things? What’s the message?

2. And then choose one of the following:

1. Interview at least three people—include both adults and peers—about the gender messages they received growing up. Which messages did they internalize? How did these messages affect them? What were some positive gender messages that they received? What were some negative ones? Be sure to interview peers as well as people of your parent’s generation. THEN, find three people in your community that, in the eyes of the team, don’t conform to traditional gender stereotypes and interview/present them. They can be the same people as are presented in the first part of the video. Important: Before interviewing individuals, explain how you will use the information they share and ask permission to use their names when citing sources.
2. One of the greatest purveyors of gender identity is television. In this option, watch 3 TV episodes from your parent’s or grandparent’s generation. You can find these on Hulu or Netflix. Some examples might include Three’s Company, Love Boat, Cheers, Bewitched and Sanford and Son. What gender norms and stereotypes do you see played out in these shows? THEN, watch 3 current TV episodes. What gender norms and stereotypes do you see played out in these shows? Take notes as you watch. In comparing the two generations of programming, how are gender norms different today? How are they the same? What examples do you see on the current TV shows of people resisting gender norms and stereotypes? What are the consequences (positive or negative) of them doing this? How do others react?
3. Watch the commercials during 3 cartoon or other kid shows (ages 7 and under). What gender messages do you see in these commercials? How are toys, food and other products marketed to young boys vs. girls? THEN, visit a large toy store (like Toys R Us) or the toy aisles of a big-box store. How are the toys organized and packaged? Also look at the grocery store in sections where kids’ food resides. What do you see on cereal box covers? What can you conclude about the messaging that very young children receive from toy and food manufacturers? What examples did you find that actively resisted this messaging? What did you find out about the popularity or success of products that resist these gender stereotypes?

Meridian Storiesprovides two forms of support for the student teams. Media Innovators and Artists – This is a series of three to four minute videos featuring artists and innovative professionals who offer important advice, specifically for Meridian Stories, in the areas of creativity and production. Meridian Tips – These are short documents that offer student teams a few key tips in the areas of creativity and production. Recommended review, as a team, for this Challenge include:
Media Innovators and Artists	Meridian Tips
On Documentary Films – Sarah ChildressOn Making Documentaries – Margaret Heffernan On Film Producing – Tom Pierce On Memoir and Non-fiction Writing – Liza Bakewell	“Six Principal Modes of Documentary Filmmaking”“Creating a Short Documentary” “On the Doctrine of Fair Use” “Conducting an Interview”

During Phase Two, student teams will:

1. Continue the research started in Phase I and begin to gather the information into an organized narrative. As you continue your research for this challenge, you will be looking for three things:
   1. Examples of gender stereotypes and societal assumptions about ‘acceptable’ behavior for men and women (or boys and girls).  Based on your research and group experience, can you create an archetype for the stereotypical male or female? Who is this person? How do they act, what do they wear, what do they want? Include in your summary a five-word description of this archetypical male or female.
   2. Examples of people resisting or not conforming to these gender norms and stereotypes.
   3. Examples of positive or negative reactions to this resistance. For instance, if a gender stereotype is that men are “tough” and strong, what is the reaction to a man who cries in public? If girls are supposed to be “nice,” what is the reaction to a girl who gets angry and yells? Are there both positive and negative reactions? Who are these different reactions coming from? (Division II only)
2. Create a Key Points and Background Paper Draft (2- 3 pages) that explains your methodology of research and key insights. Be sure to list your sources, including names of people interviewed (again, be sure you have permission to use your interviewee’s name) and dates of the interview, URL’s and date of retrieval for online articles and TV shows, etc. (The Key Points and Background Paper Draft is written and presented to the teacher for review and comments, at the teacher’s discretion.)
3. Brainstorm and articulate how you want to communicate your findings about gender. These findings will include examples of 1) socially-constructed norms and how these norms differ for boys and girls/men and women; 2) examples of resistance to gender norms; and 3) social reactions (positive and/or negative) to this resistance (Division II only).
4. Brainstorm and articulate your creative approach to communicating the information above, keeping in mind that the target audience for your video is youth like yourselves. Keep in mind the elements of narrative and storytelling – what is your story here and what are the best devices to communicate that story?
5. Create a script and storyboard for the video.  We recommend at least two drafts of the script and storyboard be created, with teacher review occurring between each draft.
6. Begin pre-production. This primarily includes identifying your key interviewees, TV clip and locations, and planning the logistics for the shoot.

During Phase Three, student teams will:

1. Shoot the video.
2. Edit the video.
3. Post-produce the video, adding music and sound effects as desired.
4. Complete the Key Points and Background Paper (if required by the teacher).

Essential Questions

1. The study of culture examines the socially transmitted beliefs, values, behaviors, traditions and way of life of a group of people. What are gender norms and how are gender norms a part of our culture?
   1. How are gender norms socially transmitted?
   2. How have the gender norms of our culture changed over time? How have they stayed the same?
   3. What are some of the positive ways gender norms have affected you or those you know? What are some of the negative ways? How do gender norms, as a part of our culture, shape our personal identity?
   4. How does society’s reaction to individuals or groups who do not conform to gender stereotypes affect these individuals and groups? How are gender stereotypes related to social (in)justice?
   5. How has information gathered from primary sources – your interviews and/or your media/product research  – enhanced your understanding of the topic?
   6. How does one research, select and organize content from a variety of sources in order to present a compelling, cohesive and historically accurate narrative?
   7. What’s the difference between communicating content using primarily text and communicating content using primarily imagery?
      1. What are the challenges to producing a factually based narrative using primarily imagery?
      2. How has immersion in the production of digital media deepened the overall educational experience?
      3. How has working on a team changed the learning experience?

Student Outcomes

1. The student will understand that gender, as a part of culture, is a social construct defined by the mores and attitudes of the time. Being socially constructed, gender norms change and evolve over time, creating new opportunities and limitations.
   1. The student will be able to articulate what gender stereotypes tell us about our culture and about the positions of men and women in our culture.
2. The student will understand that the way gender is constructed provides opportunities and limitations, both broadly and in relation to one’s personal identity development.
3. The student will find examples of ways in which people don’t always conform to gender stereotypes, and will understand that gender nonconformance can lead to positive outcomes or to negative consequences.
4. The student will understand the importance of using primary sources to create a complex and nuanced understanding of culture and history.
5. The student will understand the processes involved in researching content from a variety of sources; selecting relevant information from those sources; and organizing this information in a way that yields narrative cohesion and historical accuracy.
6. The student will know the basic constructs of using video media to effectively communicate information and story.
7. The student will know some of the basic constructs of the documentary video genre.
8. The student will have an increased awareness of the challenges and rewards of team collaboration.

Evaluation Rubric – Gender Exposé

CONTENT COMMAND – Effective selection and presentation of gender representations
Criteria	1 – 3	4 – 7	8 – 10
Gender	The presentation of gender is unclear	The presentation of gender is clear	The presentation of gender is thorough, thoughtful and compelling
Gender Resistance	The choice and presentation of the resistance examples do not service the narrative	The choice and presentation of the resistance examples service the narrative	The choice and presentation of the resistance examples are thoughtful and provocative
Reactions to Gender Resistance (Division II only)	The choice and presentation of resistance reactions do not service the narrative	The choice and presentation of resistance reactions service the narrative	The choice and presentation of resistance reactions are thoughtful and provocative

STORYTELLING COMMAND – Effective use of narrative elements to communicate content
Criteria	1 – 3	4 – 7	8 – 10
Script	The narrative does not use engaging language or deliver the content in an organized fashion	The narrative is clearly written and delivers the content in an organized fashion	The narrative is well written – informative, lively and well organized
Creative Approach	The creative approach (narrative format) to the story is generally lacking in form and tone	The creative approach (narrative format) to the story is interesting and generally engaging	The creative approach (narrative format) to the story is effective, thoughtful and engaging
MEDIA COMMAND – Effective use of the media to communicate content
Criteria	1 – 3	4 – 7	8 – 10
Use of Media    Elements to Communicate Narrative	The use of new and existing video, stills, graphics, interviews, and/or text is generally ineffective in communicating the narrative	The use of new and existing video, stills, graphics, interviews, and/or text is generally effective in communicating the narrative	The use of new and existing video, stills, graphics, interviews, and/or text is engaging, visually interesting and enhances the narrative
Editing	The video feels patched together and the overall editing detracts from the story.	The video flows, but there are occasional editing distractions.	The video is edited cleanly and effectively, resulting in a fluid and engaging video experience.
Sound Design	The selection of music and the quality of the sound did not improve the video experience	The selection of music and the quality of the sound inconsistently enhance the video experience	The selection of music and the quality of the sound significantly enhance the video experience