Dines, Gender, Race, and Class in Media, 5e
SAGE Publications, 2018
Course Projects
Part VII: Still Watching Television in the Digital Age
1. Creative Projects: This assignment asks students to illustrate 12–15 claims/facts
from class material through a creative project. It builds on and applies the assignment
“Identifying Claim/Facts” from Part I.
2. Media Journal: In this assignment, students keep a journal in which they (1)
document all media use/consumption (TV, film, video games, social media, use of their
3. In-Class Essay of Synthesis and Reflection: This is an opportunity for students to
reflect upon the material from the course and write about it in relation to their individual
gender identity. Suggested possible prompts are:
• How does your gender, race, class identity impact/relate to a particular social role you
occupy (parent, employee, member of a religious group, profession, etc.)?
• Describe the impact of media/toys from your youth on you today. After all these years,
what has left an impact, how?
Dines, Gender, Race, and Class in Media, 5e
SAGE Publications, 2018
4. Creating Prezi/PowerPoint Presentations: Students create research-based
presentations using either Prezi or PowerPoint around the suggested topics below. The
associated readings from the text are designed to get students started on the topic.
From there, they will need to gather more scholarly and popular press research to build
the content of their presentations. The topics are fairly broad, so students can narrow
the focus as they deem relevant and interesting. Place students in five groups and
assign topics/readings. Presentations should be between 10 and 20 min and the
instructor should specify required number of references, images, and examples to be
included. If this assignment was used prior, the instructor should increase requirements
regarding time limit, references, images, and examples to make it more challenging for
the students and to scaffold on their skills.
Topic Reading