Level: Grades 6 to 8

Overview

In this lesson, students use the online module “The Way We Look” to explore standards of attractiveness throughout history, and the historical influences that contribute to them. The lesson begins with a tour of the module, followed by class discussion and student activities.

Learning Outcomes

Students will demonstrate:

• awareness of the recent and historical influences that define society’s standards of beauty
• awareness of the cyclical nature of fashion and popular culture
• an understanding of how they themselves may be influenced by cultural standards of attractiveness
• an understanding of the issues that can arise when the general population tries to live up to specific standards of attractiveness

Preparation and Materials

• Before this unit, reserve a computer lab for one period, and a library period for the research assignment.
• Write the questions for students to consider on a flip chart or blackboard.

Procedure

Give students the period to review the online module "The Way We Look" (PDF).

As they go through this module, students should keep the questions below in mind. Once they finish the module, they should answer these questions in their notebooks:

1. What is your favourite time period? Why?
   
   
2. What fashion trend did you like the most? What fashion trend did you like the least?
   
   
3. What standards of attractiveness surprised you the most?
   
   
4. Is there one standard that has remained fairly constant over the centuries?
   
   
5. List seven important influences that have affected how people have looked throughout history.
   
   
6. What influence would you say has had the greatest influence on how we look?
   
   
7. List three recent issues that have arisen because of today’s standards of attractiveness.
   
   
8. Can you think of any cycles that have returned recently? What are they? How are they similar to their original look? How are they different?
   
   
9. Predict what the next trend might be. How will they relate to current trends? Will they be totally different, or an extension of what’s hot today?
   
   
10. With the popularity of rap and hip hop, do you think that black artists are still being “whitewashed?” What has the influence of hip hop and rap been on today’s standards of attractiveness?
    
    
11. Is thin still in, or are people today more accepting of who they are?
    
    
12. This module looks at standards of attractiveness in Western culture. Can anyone offer a perspective on standards of attractiveness from other cultures? Are they similar or different? How?
    
    
13. Before the 1970s, it was pretty easy to distinguish the parents from the kids. Now, stores like the Gap sell children’s clothing that replicates their adult line, and adults are wearing fashions similar to their teens. Do you feel that the lines have blurred between what today’s kids are wearing and what their parents are wearing? What teen trends are adults likely to adopt? What teen trends are they unlikely to adopt?
    
    
14. What is the greatest influence on your sense of style and how you look?
    
    
15. Which artists or celebrities have most influenced how teenagers look right now?

Once students have completed the questions, take up their answers as a class.

Activity

Individually or in small groups, have students conduct more in-depth research on one of the topics suggested below, or one of their own. (Students should be encouraged to use a wide range of resources: Internet, books, magazines, interviews, images or videos.)

Possible topics might be:

• Standards of attractiveness from the perspective of different cultures.
• A more in-depth look at the fashions and trends from one of the time periods in the module.
• A look at recent trendsetters, and their influences on today’s styles and looks.
• A look at fashions for children over time.
• A look at the extreme measures people have gone to in order to attain standards of attractiveness – from foot binding to Botox injections.
• Fashion cycles – what goes around, comes around.
• An in-depth look at an issue such as diversity or gender representation, the youth trend, sexualization in the media, etc.
• Fitness through the ages.
• A survey of kids in the school on what influences the way they look.
• Interviewing an adult who grew up earlier in the century about the fashions and styles from when he/she was a teen.
• Students might also want to organize a “fashion through the ages” show to present to the school. (Don’t forget to include “fashions of the future.”)

Evaluation

• Homework assignment.
• In-depth research assignment.