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Dr. Megan Johnston: Critiquing Racism in Art

Lesson Plan: Power, Identity, and Bias in Art & Museum Studies

Lesson Focus

Listeners examine how race, gender, disability, theory, and curatorial practice shape artistic meaning, institutional power, and public interpretation.

Objectives (2)

• Objective 1: Listeners will analyze how visual, curatorial, and institutional choices reinforce or disrupt racial, gender, and disability hierarchies. Example: A listener explains how Western art centers whiteness through composition, symbolism, or narrative framing.
• Objective 2: Listeners will evaluate how theory (CRT, feminist theory, postcolonial theory) informs contemporary artistic practice and museum ethics. Example: A listener identifies how feminist or postcolonial artists challenge traditional norms through material, performance, or spatial intervention.

Outcomes (2)

• Outcome 1: Listeners produce evidence‑based critiques of museum practices. Example: A listener cites how curation or acquisition histories exclude disabled or non‑Western artists.
• Outcome 2: Listeners propose strategies for more equitable artistic and curatorial approaches. Example: A listener recommends contextual labels or redesigned displays that address racial or gender bias.

5E Learning Model

• Engage: Present artworks showing racial, gender, or disability bias.
• Explore: Listeners analyze museum labels, placement, omissions, and narrative framing.
• Explain: Instructor connects observations to theory and historical patterns.
• Elaborate: Listeners redesign a display or reinterpret an artwork using theory.
• Evaluate: Listeners justify their redesign using ethical and theoretical reasoning.

Formative Assessment

Listeners submit a short critique answering one of the provided questions, demonstrating:

• identification of bias
• use of theory
• proposed corrective strategy

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RUBRIC (100 Points Total)

Clarity of Argument – 25 points

• Clear thesis addressing the double standard
• Focuses specifically on the female‑chief/male‑mayor scenario

Evidence & Reasoning – 25 points

• Uses social‑science reasoning and real‑world patterns
• Supports claims with logical analysis

Depth of Insight – 20 points

• Goes beyond surface observations
• Includes racial dynamics when relevant

Organization & Structure – 15 points

• Strong introduction, body, and conclusion
• Logical flow and transitions

Writing Quality – 15 points

• Professional tone
• Clear, persuasive, and grammatically strong

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Lesson Plan Segment: The Truth Liberal Faculty Hide About Black Women

Learning Objectives (with examples)

• Students will analyze how academia sanitizes Black women’s histories Example: Students compare the textbook version of Rosa Parks (“tired seamstress”) with her actual work investigating the gang rape of Recy Taylor.
• Students will evaluate the impact of omitted violence on historical understanding Example: Students examine how removing Fannie Lou Hamer’s forced sterilization changes the meaning of her political activism.

Learning Outcomes (with examples)

• Students will identify at least three ways institutions distort Black women’s stories Example: A student explains how Wangari Maathai’s beatings are erased, how Althea Gibson’s poverty is hidden, and how Miriam Makeba’s exile is reframed as a “career move.”
• Students will produce a written or verbal critique demonstrating the need for "unsanitized" history Example: A student writes a paragraph arguing that Wilma Rudolph’s fight against segregation is more historically significant than her Olympic medals.

Four Questions Students May Ask Faculty

1. Why are Black women’s experiences with state violence, sexual assault, and medical racism rarely included in our curriculum?
2. Who decides which parts of Black women’s history are “appropriate” for classrooms — and why?
3. Why do textbooks highlight Black women’s achievements but erase the brutality they survived to reach them?
4. How does faculty discomfort shape what we learn about women like Daisy Bates, Fannie Lou Hamer, and Miriam Makeba?

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"“Avoiding Black massacres fuels campus fragility, deepens division, and blocks the honest dialogue required for real unity and justice, making a mockery of the college mission, vision, and anti‑racism page in courses dealing with race, psychology, education, social work, and other social studies.” Mr. Lucky

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Classroom avoidance of Black massacres reflects a broader pattern of fragility that prioritizes emotional comfort over historical truth, ultimately undermining students’ right to an honest and complete American history.

Short Lesson Plan: Truth, Fragility, and Historical Accountability

Lesson Focus:

How “colorblindness,” fragility, and historical denial prevent unity — using Black Massacres = Today’s Unity as the anchor text.

Learning Objective 1

Students will analyze how claims of “colorblindness” function as a form of fragility rather than unity. Example: A student explains how ignoring race on campus erases lived Black experiences and protects the comfort of those who avoid discussing racism.

Learning Objective 2

Students will evaluate why confronting historical events such as Black massacres is essential for genuine unity. Example: A student connects a specific massacre (e.g., Tulsa 1921) to modern conversations about racial justice and community healing.

Learning Outcome 1

Students will be able to explain why “truth is not divisive” using evidence from historical events. Example: A student states, “Discussing the Colfax Massacre doesn’t divide us — it exposes the roots of inequality so we can address it together.”

Learning Outcome 2

Students will compare the ‘stop talking about racism’ mindset to the cancer analogy and articulate why silence is harmful. Example: A student writes, “Ignoring racism is like ignoring cancer — silence allows it to spread.”

Discussion‑Based Assessment

Prompt: In small groups, discuss the following: “How does acknowledging painful historical truths create more unity than pretending we are colorblind?” Students must reference:

• one massacre from the map,
• the fragility/colorblindness concept, and
• the cancer analogy.

The assessment is complete when each student contributes a spoken or written response demonstrating understanding of the lesson’s objectives and outcomes.

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Mr. Lucky — Social Sciences Educator

Faculty & the Snoopy Patrol

FUN MINI‑LESSON PLAN: “Snoopy People & Smart Choices”

Thesis Statement

People make better decisions when they understand who’s watching, what’s public, and how to protect themselves — and we can learn this in a fun, playful way.

Learning Objectives (2)

1. Students will identify situations where people might be “snoopy” or watching their actions. Example: Students list funny examples like “my little cousin reading my texts” or “IT watching my college email.”
2. Students will practice choosing smarter, safer actions when privacy is limited. Example: Students rewrite a silly message (“Send me that shower selfie!”) into a professional one.

Learning Outcomes (2)

1. Students will demonstrate awareness of digital spaces that are monitored. Example: Students correctly label which accounts are private vs. monitored (college email, work email, social media, etc.).
2. Students will apply safer communication choices in a playful scenario. Example: Students choose the best response to a goofy prompt like: “Your friend wants you to send a secret message through your college email — what do you do?”

5E Learning Model (Short & Fun)

Engage

Play a quick game: “Who’s Watching?” Students guess whether silly scenarios are monitored or private. Example: “Sending grandma a recipe through college email — monitored or not?”

Explore

Students share funny stories of people being snoopy (siblings, parents, IT, teachers). Keep it light and humorous.

Explain

Teacher breaks down the truth: some accounts are watched, some aren’t — and why it matters.

Elaborate

Students rewrite goofy messages into smart, safe versions. Example: Original: “Bro, look at this wild picture of me in the shower.” Rewrite: “Let’s talk on a private platform.”

Evaluate

Students complete a quick challenge: identify the safest communication choice in three funny scenarios.

Assessments

Formative Assessment

Students complete a “Snoopy or Safe?” exit card listing:

• One monitored space
• One private space
• One smart communication choice they’ll use today

Summative Assessment

Students create a short comic strip showing a character learning the difference between monitored vs. private communication — with humor encouraged.

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Group Mini‑Lesson: “We Don’t Quit Here”

Learning Objective

Group members will identify one shared “quit message” and replace it with a collective resilience statement. Example: Quit message: “We always struggle with this.” Resilience statement: “We grow stronger together every time we try.”

Learning Outcome

Participants will demonstrate the ability to support one another by reframing negative group self‑talk into positive, action‑based language. Example: Negative: “We’re not good at finishing things.” Reframed: “We finish more when we help each other stay accountable.”

5E Learning Model (Group Version)

Engage (2 minutes)

Place the phrase in the center: “I Am Stupid — Can’t Learn — Please Help.” Ask the group: How does this statement feel when someone in the group says it? This opens empathy and connection.

Explore (3 minutes)

Each person shares one “quit message” they’ve heard in the group. Examples:

• “We’re not smart enough.”
• “We always mess things up.”
• “We never get things right.” This builds honesty and trust.

Explain (4 minutes)

Facilitator teaches:

• Groups often pass down quit habits without noticing.
• Failure is information, not identity.
• Groups grow stronger when they reframe together.

Elaborate (5 minutes)

As a group, pick one quit message and rewrite it into a group resilience statement. Example: Quit: “We give up too fast.” Resilience: “We stay in the fight because we don’t struggle alone.”

Have each person say the new statement aloud.

Evaluate (3 minutes)

Group members share one way they will help someone else not quit this week. This shifts the lesson from individual to collective responsibility.

Formative Assessment

Group Reflection Card: Each person completes the sentence: “Today I learned our group becomes stronger when we…”

Collected responses show:

• Understanding of resilience
• Ability to reframe
• Commitment to supporting one another

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