{"id":30,"date":"2025-03-21T13:39:30","date_gmt":"2025-03-21T13:39:30","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/front-matter\/lesson-unpacking-privilege\/"},"modified":"2025-07-29T19:39:30","modified_gmt":"2025-07-29T19:39:30","slug":"lesson-unpacking-privilege","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/front-matter\/lesson-unpacking-privilege\/","title":{"raw":"Lesson: Unpacking Privilege","rendered":"Lesson: Unpacking Privilege"},"content":{"raw":"In this lesson, students are introduced to the idea of \u201cprivilege\u201d in relation to diversity and how it applies to media. They then look at a checklist of media related privileges to help them understand the concept.\r\n\r\n<strong>Grade range: 9\r\n<\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/introduction-21\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/introduction-20\/\">Student Material<\/a><\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table style=\"width: 1251px\" border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td style=\"width: 174.617px\"><\/td>\r\n<td style=\"width: 466.933px\"><strong>Less than one class period (75 minutes)<\/strong><\/td>\r\n<td style=\"width: 463.233px\"><strong>Two class periods (150 minutes)\r\n<\/strong><\/td>\r\n<td style=\"width: 25.95px\"><\/td>\r\n<\/tr>\r\n<tr>\r\n<td style=\"width: 174.617px\"><strong>Activities<\/strong><\/td>\r\n<td style=\"width: 466.933px\">Unpacking Privilege\r\n\r\nGenerating Privilege<\/td>\r\n<td style=\"width: 463.233px\">Unpacking Privilege\r\n\r\nGenerating Privilege\r\n\r\nTaking Action\r\n\r\n&nbsp;<\/td>\r\n<td style=\"width: 25.95px\"><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>Note:<\/strong> This unit is designed to introduce students to the concept of privilege and how it applies to media representation. While it can be delivered on its own, it is mostly intended to be integrated into other units in this textbook that address diversity representation in media.\r\n\r\n<strong>Preparation:<\/strong>\r\n<ul>\r\n \t<li>Make sure that you are able to show the embedded videos or that students are able to access the links.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nA <a href=\"https:\/\/mediasmarts.ca\/teacher-resources\/unpacking-privilege\">printable version of this lesson<\/a> is available on the MediaSmarts website.\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Outcomes<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<em>Big ideas\/key concepts<\/em>: Students will understand that\u2026\r\n\r\nMedia have social and political implications:\r\n<ul>\r\n \t<li>How different groups are represented in media reflects privilege and can contribute to it<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>How can I expect groups I am a member of to be represented in media?<\/li>\r\n<\/ul>\r\n<em>Misconceptions to correct: <\/em>\r\n<ul>\r\n \t<li>Media works only have messages that were intended by their authors<\/li>\r\n \t<li>\"Privilege\" does not exist because members of advantaged groups also face challenges in their lives<\/li>\r\n \t<li>Pointing out privilege is the same as criticizing someone<\/li>\r\n<\/ul>\r\n<em>Essential knowledge:<\/em> Students will know\u2026\r\n<ul>\r\n \t<li>Media representation: Different forms of privilege in media representation<\/li>\r\n \t<li>Community engagement: Ways of addressing privilege in media\r\n<ul>\r\n \t<li>Key vocabulary: [pb_glossary id=\"360\"]privilege[\/pb_glossary], [pb_glossary id=\"285\"]intersectionality[\/pb_glossary]<\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<em>Performance tasks<\/em>: Students will be able to\u2026\r\n<ul>\r\n \t<li>Reflect on privilege in media, both as a general concept and as it applies to them personally<\/li>\r\n \t<li>Discuss methods of addressing privilege in media<\/li>\r\n<\/ul>\r\n<strong>Student-friendly outcomes:<\/strong>\r\n<ul>\r\n \t<li>We will learn about different forms of privilege in media representation, ways to address privilege, and key terms like \"privilege\" and \"intersectionality.\"<\/li>\r\n \t<li>We will think about how various groups, including those we belong to, are represented in media and how this reflects and contributes to privilege.<\/li>\r\n \t<li>We will reflect on privilege in media as it relates to ourselves, and discuss strategies for addressing privilege in media content.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Strand A: Literacy Connections and Applications<\/strong>\r\n\r\n<strong>A1. Transferable Skills<\/strong>\r\n\r\nA1.1 Receptive and Expressive Communication\r\n\r\nanalyze and explain how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms\r\n\r\nA1.2 Student Agency and Engagement\r\n\r\nevaluate and explain how transferable skills help them to express their voice, be engaged in their learning, and implement a plan to develop their capabilities and potential\r\n\r\n<strong>A2. Digital Media Literacy<\/strong>\r\n\r\nA2.4 Forms, Conventions, and Techniques\r\n\r\nevaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts\r\n\r\nA2.5 Media, Audience and Production\r\n<div class=\"specific-expectations-se second-top-gutter ng-star-inserted\">\r\n<div class=\"ng-star-inserted\">\r\n<div id=\"a2-5\" class=\"section-link-header\">\r\n<div class=\"specific-expectation mat-body-1 overflow--hidden-x\">\r\n<div class=\"content-block ng-star-inserted\">\r\n\r\ndemonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production\r\n\r\n&nbsp;\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<strong>Strand C: Comprehension (Understanding and Responding to Texts)\r\n<\/strong>\r\n\r\n<strong>C1. Knowledge about Texts<\/strong>\r\n\r\nC1.7 Indigenous Context of Various Text Forms\r\n\r\nread, listen to, and view a wide variety of text forms by diverse First Nations, M\u00e9tis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, M\u00e9tis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences\r\n\r\n<strong>C3. Critical Thinking in Literacy\r\n<\/strong>\r\n\r\nC3.4 Analyzing Cultural Elements of Texts\r\n\r\nanalyze cultural elements that are represented in various texts, including, norms, values, social hierarchy, pastimes, language, and taboos, by investigating the meanings of these elements, making connections to their lived experience and culture, and considering how the inclusion of these elements contributes to the meaning of the text\r\n\r\nC3.5 Perspectives within Texts\r\n\r\nanalyze explicit and implicit perspectives communicated in various texts, evaluate any evidence that could show bias in these perspectives, and suggest ways to avoid any such bias\r\n\r\nC3.6 Analysis and Response\r\n\r\nexplain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, respond to the insights and messages conveyed, and different positions presented\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p>In this lesson, students are introduced to the idea of \u201cprivilege\u201d in relation to diversity and how it applies to media. They then look at a checklist of media related privileges to help them understand the concept.<\/p>\n<p><strong>Grade range: 9<br \/>\n<\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/chapter\/introduction-21\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/navigatingstudent\/chapter\/introduction-20\/\">Student Material<\/a><\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table style=\"width: 1251px\">\n<tbody>\n<tr>\n<td style=\"width: 174.617px\"><\/td>\n<td style=\"width: 466.933px\"><strong>Less than one class period (75 minutes)<\/strong><\/td>\n<td style=\"width: 463.233px\"><strong>Two class periods (150 minutes)<br \/>\n<\/strong><\/td>\n<td style=\"width: 25.95px\"><\/td>\n<\/tr>\n<tr>\n<td style=\"width: 174.617px\"><strong>Activities<\/strong><\/td>\n<td style=\"width: 466.933px\">Unpacking Privilege<\/p>\n<p>Generating Privilege<\/td>\n<td style=\"width: 463.233px\">Unpacking Privilege<\/p>\n<p>Generating Privilege<\/p>\n<p>Taking Action<\/p>\n<p>&nbsp;<\/td>\n<td style=\"width: 25.95px\"><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Note:<\/strong> This unit is designed to introduce students to the concept of privilege and how it applies to media representation. While it can be delivered on its own, it is mostly intended to be integrated into other units in this textbook that address diversity representation in media.<\/p>\n<p><strong>Preparation:<\/strong><\/p>\n<ul>\n<li>Make sure that you are able to show the embedded videos or that students are able to access the links.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>A <a href=\"https:\/\/mediasmarts.ca\/teacher-resources\/unpacking-privilege\">printable version of this lesson<\/a> is available on the MediaSmarts website.<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Outcomes<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><em>Big ideas\/key concepts<\/em>: Students will understand that\u2026<\/p>\n<p>Media have social and political implications:<\/p>\n<ul>\n<li>How different groups are represented in media reflects privilege and can contribute to it<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>How can I expect groups I am a member of to be represented in media?<\/li>\n<\/ul>\n<p><em>Misconceptions to correct: <\/em><\/p>\n<ul>\n<li>Media works only have messages that were intended by their authors<\/li>\n<li>&#8220;Privilege&#8221; does not exist because members of advantaged groups also face challenges in their lives<\/li>\n<li>Pointing out privilege is the same as criticizing someone<\/li>\n<\/ul>\n<p><em>Essential knowledge:<\/em> Students will know\u2026<\/p>\n<ul>\n<li>Media representation: Different forms of privilege in media representation<\/li>\n<li>Community engagement: Ways of addressing privilege in media\n<ul>\n<li>Key vocabulary: <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_30_360\">privilege<\/a>, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_30_285\">intersectionality<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>Performance tasks<\/em>: Students will be able to\u2026<\/p>\n<ul>\n<li>Reflect on privilege in media, both as a general concept and as it applies to them personally<\/li>\n<li>Discuss methods of addressing privilege in media<\/li>\n<\/ul>\n<p><strong>Student-friendly outcomes:<\/strong><\/p>\n<ul>\n<li>We will learn about different forms of privilege in media representation, ways to address privilege, and key terms like &#8220;privilege&#8221; and &#8220;intersectionality.&#8221;<\/li>\n<li>We will think about how various groups, including those we belong to, are represented in media and how this reflects and contributes to privilege.<\/li>\n<li>We will reflect on privilege in media as it relates to ourselves, and discuss strategies for addressing privilege in media content.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div class=\"textbox__content\">\n<p><strong>Strand A: Literacy Connections and Applications<\/strong><\/p>\n<p><strong>A1. Transferable Skills<\/strong><\/p>\n<p>A1.1 Receptive and Expressive Communication<\/p>\n<p>analyze and explain how transferable skills can be used to support communication in various cultural, social, linguistic, and domain-specific contexts, and apply them when reading, listening to, viewing, and creating texts of various forms<\/p>\n<p>A1.2 Student Agency and Engagement<\/p>\n<p>evaluate and explain how transferable skills help them to express their voice, be engaged in their learning, and implement a plan to develop their capabilities and potential<\/p>\n<p><strong>A2. Digital Media Literacy<\/strong><\/p>\n<p>A2.4 Forms, Conventions, and Techniques<\/p>\n<p>evaluate the use of the various forms, conventions, and techniques of digital and media texts, consider the impact on the audience, and apply this understanding when analyzing and creating texts<\/p>\n<p>A2.5 Media, Audience and Production<\/p>\n<div class=\"specific-expectations-se second-top-gutter ng-star-inserted\">\n<div class=\"ng-star-inserted\">\n<div id=\"a2-5\" class=\"section-link-header\">\n<div class=\"specific-expectation mat-body-1 overflow--hidden-x\">\n<div class=\"content-block ng-star-inserted\">\n<p>demonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production<\/p>\n<p>&nbsp;<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<p><strong>Strand C: Comprehension (Understanding and Responding to Texts)<br \/>\n<\/strong><\/p>\n<p><strong>C1. Knowledge about Texts<\/strong><\/p>\n<p>C1.7 Indigenous Context of Various Text Forms<\/p>\n<p>read, listen to, and view a wide variety of text forms by diverse First Nations, M\u00e9tis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, M\u00e9tis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences<\/p>\n<p><strong>C3. Critical Thinking in Literacy<br \/>\n<\/strong><\/p>\n<p>C3.4 Analyzing Cultural Elements of Texts<\/p>\n<p>analyze cultural elements that are represented in various texts, including, norms, values, social hierarchy, pastimes, language, and taboos, by investigating the meanings of these elements, making connections to their lived experience and culture, and considering how the inclusion of these elements contributes to the meaning of the text<\/p>\n<p>C3.5 Perspectives within Texts<\/p>\n<p>analyze explicit and implicit perspectives communicated in various texts, evaluate any evidence that could show bias in these perspectives, and suggest ways to avoid any such bias<\/p>\n<p>C3.6 Analysis and Response<\/p>\n<p>explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, respond to the insights and messages conveyed, and different positions presented<\/p>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_30_360\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_30_360\"><div tabindex=\"-1\"><p>\u201cPrivilege\u201d means the advantages that come from being part of a dominant or majority group (White, male, heterosexual, non-disabled, etc. ).<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_30_285\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_30_285\"><div tabindex=\"-1\"><p>Many people identify with more than one historically marginalized or under-represented group. Legal scholar Kimberl\u00e9 Williams Crenshaw coined the term \u201cintersectionality\u201d to conceptualize \u201cthe way that different identity markers, such as race, gender, sexuality, and class, interact and affect each other.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":2,"menu_order":9,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[],"contributor":[],"license":[],"class_list":["post-30","front-matter","type-front-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/30","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":8,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/30\/revisions"}],"predecessor-version":[{"id":823,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/30\/revisions\/823"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter\/30\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/media?parent=30"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/pressbooks\/v2\/front-matter-type?post=30"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/contributor?post=30"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/navigating-teacher\/wp-json\/wp\/v2\/license?post=30"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}