Lesson: First Person
In this lesson, students learn how games can represent diversity by acting either as windows (showing us the experiences of other people and groups) or mirrors (letting people see their own experiences reflected) and analyze games to understand how their design features affect how they represent diversity. Finally, students “remix” a game design to make it act as a better mirror or window.
Grade range: 7-8
Teacher Material: https://pressbooks.pub/mediasmarts/chapter/introduction-2/
Student Material: https://pressbooks.pub/mediasmarts/chapter/introduction-3/
Time Frame
| One class period (75 minutes) | Two or three class periods (150-225 minutes) | Extended Unit |
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| Activities |
Introduction The Games We Play Windows and Mirrors
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Introduction
The Games We Play Windows and Mirrors The Tale of the ADHD Dinosaur Reflecting Diversity
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Introduction
The Games We Play Windows and Mirrors The Tale of the ADHD Dinosaur Remixing Diversity |
Preparation:
- Make sure that you are able to show the embedded videos or that students are able to access the links.
- Make sure that students are able to access the interactive activities.
A printable version of this lesson is available here.
Learning Outcomes
Big ideas/key concepts: Students will understand that…
Media have social nad political implications:
- Games can represent and influence our ideas about diversity
Each medium has a unique aesthetic form:
- Games communicate through specific features such as rules, experiences, and choices
Digital media experiences are shaped by the tools we use
- Digital games can commuicate meaning through the experience of playing them, including constraints on action
Key questions:
- How can games serve as “windows” or “mirrors” with regard to diversity?
- How do game designers from diverse communities, including Indigenous designers and designers with disabilities, represent their identity and experience in games?
Essential knowledge: Students will know…
- Reading Media: How games communicate meaning
- Media Representation: How diverse identities can be reflected or communicated in games
- Making and Remixing: How to remix a game to change its meaning
- Key vocabulary: Window, mirror, remix
Performance tasks: Students will be able to…
- Use: Remix a game design in a way that changes its function as a window or mirror
- Understand: Analyze the content and affordances of a game
- Engage: Identify and analyze examples of diversity representation in games
Curriculum Connections
Strand A: Literacy Connections and Applications
A2.5 Media, Audience, and Production
demonstrate an understanding of the interrelationships between the form, message, and context of texts, the intended and unintended audience, and the purpose for production
A2.6 Innovation and Design
communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate and model cultural awareness with members of the community
A2.7 Community and Cultural Awareness
communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate and model cultural awareness with members of the community
A3. Applications, Connections and Contributions
A3.1 Cross-Curricular and Integrated Learning
analyze and explain how the knowledge and skills developed in this course support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication
A3.2 Identity and Community
communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate and model cultural awareness with members of the community
A3.3 First Nations, Métis, and Inuit Perspectives and Ways of Knowing
analyze themes explored in First Nations, Métis, and Inuit cultures to demonstrate an understanding of the varied identities, perspectives, relationships, legacies, truths, and ways of knowing, being, and doing
Strand C: Composition (Expressing Ideas and Creating Texts)
C1: Knowledge about Texts
C1.1 Using Foundational Knowledge and Skills to Comprehend Texts
read and comprehend various complex texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge
C1.2 Text Forms and Genres
Grade 7: analyze and compare the characteristics of various text forms and genres, including cultural text forms, and provide evidence to explain how they help communicate meaning
Grade 8: analyze and compare the characteristics of various text forms and genres, including cultural text forms, and provide evidence to explain how they help communicate meaning
C1.4 Visual Elements of Texts
Grade 7: analyze how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts
Grade 8: evaluate how images, graphics, and visual design create, communicate, and contribute to meaning in a variety of texts
C1.7 Indigenous Context of Various Text Forms
Grade 7: read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences
Grade 8: read, listen to, and view various forms of texts by diverse First Nations, Métis, and Inuit creators to make meaning through Indigenous Storywork about First Nations, Métis, and Inuit histories, cultures, relationships, communities, groups, nations, and lived experiences
C2 Comprehension Strategies
C2.5 Monitoring of Understanding: Making Connections
Grade 7: explain how the ideas expressed in texts connect to their knowledges and lived experiences, the ideas in other texts, and the world around them
Grade 8: connect, compare, and contrast the ideas expressed in texts and their knowledges and lived experiences, the ideas in other texts, and the world around them
C2.6 Summarizing: Identifying Relevant information and Drawing Conclusions
Grade 7: summarize and record the main idea and supporting details in various texts, and draw well-supported conclusions
Grade 8: summarize and synthesize the important ideas and supporting details in complex texts, and draw effective conclusions
C3 Critical Thinking in Literacy
C3.2 Making Inferences
Grade 7: make local and global inferences, using explicit and implicit evidence, to develop interpretations about various texts and to extend their understanding
Grade 8: make local and global inferences, using explicit and implicit evidence, to explain and support their interpretations about various complex texts
C3.3 Analyzing Texts
analyze complex texts, including literary and informational texts, by evaluating, synthesizing, and sequencing relevant information and formulating conclusions
C3.4 Analyzing Cultural Elements of Texts
Grade 7: analyze cultural elements that are represented in various texts, including values, rituals and ceremonies, architecture, art, and dance, by investigating the meanings of these elements, making connections to their lived experience and culture, and sharing their interpretations
Grade 8: analyze cultural elements that are represented in various texts, including norms, values, social hierarchy, past times, 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
C3.5 Perspectives Within Texts
Grade 7: explain explicit and implicit perspectives communicated in various texts, including narrative texts, provide any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias
Grade 8: analyze explicit and implicit perspectives communicated in various texts, evaluate any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias
C3.6 Analysis and Response
Grade 7: explain how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, analyze the insights or messages conveyed, and identify different positions presented
Grade 8: analyze how various topics, such as diversity, inclusion, and accessibility, are addressed in texts, respond to the insights and messages conveyed, and identify different positions presented
C3.7 Indigenous Contexts
Grade 7: assess the influence of historical periods, cultural experiences, and/or socio-political conditions and events on texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations, and how they relate to current lived experiences
Grade 8: compare the ways in which historical periods, cultural experiences, and/or socio-political conditions and events have influenced two or more texts created by First Nations, Métis, and Inuit individuals, communities, groups, or nations, and how they relate to current lived experiences
Strand D: Composition (Expressing Ideas and Creating Texts)
D1 Developing Ideas and Organizing Content
D1.1 Purpose and Audience
Grade 7: identify the topic, purpose, and audience for various texts they plan to create, and analyze why the chosen text form, genre, and medium suit the purpose and audience, and how they will help communicate the intended meaning
Grade 8: identify the topic, purpose, and audience for various texts they plan to create; choose a text form, genre, and medium to suit the purpose and audience, and justify their choices
D1.2 Developing Ideas
generate and develop ideas and details about challenging topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences
D1.4 Organizing Content
Grade 7: classify and sequence ideas and collected information, using appropriate strategies and tools, and identify and organize relevant content, taking into account the chosen text form, genre, and medium
Grade 8: classify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives
D2 Creating Texts
D2.1 Producing Drafts
Grade 7: draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies
Grade 8: draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas
D2.4 Point of View and Perspective
Grade 7: identify the point of view, perspectives, and bias conveyed in their texts, and explain how their messages might be interpreted by audiences with different perspectives
Grade 8: explain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives