Orientalism and Pop Culture

Orientalism and Pop Culture: The Intersections of Entertainment and Prejudice
Carleigh Olive
HST 301: Historogrophy
December 14, 2023

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Non-Lesson Plan Lessons:

Lesson # 2:
- https://www.canva.com/design/DAF02ri-9ec/Iwev0IyNxb-qan46zW0nMg/view?utm_content=DAF02ri-9e
c&utm_campaign=designshare&utm_medium=link&utm_source=editor
- Connection to standards:
- WH.5.5 Analyze the causes and consequences of European imperialism upon the indigenous
peoples of Africa, Asia, and Oceania
- WH.7.2 Locate and analyze primary and secondary sources related to an event or issue of the past.
(E)
Lesson # 11:
- https://docs.google.com/document/d/1VRkldSkbrB6QkVyNURYRFnR5m33GvbpnrblePgc-X2w/edit?usp=
sharing
peoples of Africa, Asia, and Oceania.
- WH.7.4 Explain issues and problems of the past by analyzing various interests and viewpoints of
the participants involved.
(E)
- WH.7.1 Identify patterns of historical change and duration, and construct a representation that
illustrates continuity and change.
Lesson #13:
- https://docs.google.com/document/d/1VRkldSkbrB6QkVyNURYRFnR5m33GvbpnrblePgc-X2w/edit?usp=
sharing
- WH.7.4 Explain issues and problems of the past by analyzing various interests and viewpoints of
the participants involved.
(E)
- WH.7.1 Identify patterns of historical change and duration, and construct a representation that
Lesson # 1
Instructional Level: 9-12 Topic(s): (de)colonization and Unit: The Other and Pop
Middle Eastern geography Culture
Description and Purpose
I will start this unit by playing the music video of Dark Horse by Katy Perry, asking students
what they notice about representations of cultures in it. Then I will shift gears and have
students label and color a blank map of the Middle East to refresh on the colonization and
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decolonization process. Students will use the provided resources, supplementing their learning
with their own research if desired, to create maps of the colonization era (1800s) and the
present day. At the end of class, a short lecture will be provided going over the basics of
partition and the mandate system to aid periodization. Students should already know all this
information, as it has been covered in previous lessons. By making maps of the Middle East,
students will be able to identify Western influences on the region and the changing
relationships during the periods of study in the coming lessons.
Learning Objectives and Criteria for Success
● Students will review their prior knowledge of the colonization, mandate system, and
decolonization process of the Middle East, working on levels 1 and 2 of Bloom’s
Taxonomy
● Students will identify the geopolitical boundaries of nations, important cities and
capitals, the colonial forces that correspond with present-day nations, and the name of
the nation during the era of study.
● Students will include the dates of the colonization period (ex. Egypt 1882-1922)
● Students will include a title, color-coded legend, labels, and dates
● Students will begin to consider the damaging effects of Orientalism
● Students will complete both maps, which will be fully labeled and color-coded, using
the provided resources
● Students will take notes during the mini-lecture on partition and mandate system
● Students will engage with the lesson, asking for support as needed.
Essential Questions
● How do geopolitical borders inform the histories of nations and regions?

● How does colonialism and imperialism impact the Middle East?
● Why do representations of cultures and people matter?
Standards
● WH.6.7 Describe the paths to decolonization and independence from colonial rule in
Asia, Africa, and the Middle East. (E)
● WH.7.1 Identify patterns of historical change and duration, and construct a
representation that illustrates continuity and change.
Historically Responsive Literacy (HRL) Connections
Identity: ethnic and racial identities (specifically of Middle Eastern students)

Skill Development: mapping skills, note-taking skills, collaborative and critical thinking skills
Intellectualism: legacy of systems of oppression (colonialism, mandate system, etc),
periodization
Criticality: investigating power dynamics, colonialism, imperialism
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Materials
● Blank maps of the Middle East (two per student)

○ Maps with borders for select students
● Direction sheet (online and printed copies)
● Colored pencils
● School-provided computers
● Presentation
● Paper (for warm-up)
● Music video
Strategies
● Explicit instruction
● Visual aids (instructions on screen, maps, online resources w/ pictures, presentation)
● Proximity
● Modeling (showing how to find info on the resources provided)
Actionable Steps
Activity Description and Time
Intro to unit Once students have entered the class and sat in their seat, I
will say, “We are starting a new unit. I am going to show you
a music video of a Katy Perry song from 2016. While
watching the music video, write down what you notice about
represented about cultures on a sheet of paper.” Then, I will
play the music video of Dark Horse and give students a
minute or two after it ends to finish writing it. I will then
collect their papers. This will last 5-7 minutes.
Warm-up Introduce the unit by asking students what they remember

about learning about the Middle East. This will be a short
write (just a few sentences) that will last 5 minutes and will be
collected at the end of class.
pre-lesson Tell students they are going to be making a map of the

colonized and decolonized Middle East. Then put up
directions on the screen and go over what students need to
include. I will also show students some of the resources that
will be embedded into the online module and tell them to rely
on the resources when creating their map. Lastly, I will tell
them they can work collaboratively or independently for this
activity. This will take 5 minutes.
Lesson Students will research what countries colonized different

Middle Eastern nations and important cities and their
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geographic locations. During this process, they will also create

their map, making sure to include all the necessary
information outlined in the direction sheet. As students are
doing this, I will walk around the class, providing assistance
and proximity as needed. This will consist of most of the class
period, taking around 35-45 minutes. In the event that not all
students finish the maps in class, they can take them home to
complete and turn in next class.
Lecture I will give a brief lecture on partition and mandate system of

the early 20th century. There will be a presentation to
supplement the information, which will also be posted on the
online module in the Learning Management System (LMS).
Before I actually give the lecture I will ensure to tell students
that, though this is review, they should add to their previous
notes. This will likely take me to the end of class, so I will
make sure to note that the presentation is on the LMS and
collect the maps and short write before students leave. This
presentation should take about 5 minutes.
Homework Before students leave for class, I will note that if they have not
completed the map, it is homework and can be turned in next
class. If students have completed it, then they will turn it in, as
with the warm-up and short write, before they leave class.
Differentiation and Adaptations
I will have printed-out copies of the direction sheet for students who struggle to see far away
and for those who may need a tactile checklist. The direction sheet will also be posted on the
online module. The direction sheet will be chunked into sections to make the assignment feel
manageable and help with student organization. All online resources are accessible for screen
readers, which school computers will have enabled, so students who need to listen to text can
still use all resources. For students who need adaptations, a map with pre-outlined geopolitical
borders will be provided. In this case, the student(s) will still have to research the information
and label the map, but the size of the assignment will be changed to provide scaffolding. When
giving the presentation, I will have live captioning enabled for any students who may need it.
Assessment
The short write, warm-up, and maps will be collected at the end of the class. All of these will
be graded for completion. I will use the short write to gauge how much students remember
about the topic and as a reference to their knowledge gained by the end of the unit. I will also
assess the map by checking for understanding of the geopolitical changes in the region. The
introduction to the unit will also be collected so I can use it as a guide to see how their
understanding of the topic changes and develops by the time they study the music video at the
end of the unit.
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Resources
Asi, Yara M. “The Colonial Legacy in the Arab World: Health, Education, and Politics.” Arab
Center Washington DC. November 9, 2022. https://arabcenterdc.org/resource/the-
colonial-legacy-in-the-arab-world-health-education-and-politics/.
“How Many Countries Are There in the Middle East.” Accessed November 23, 2023. https://
www.worldatlas.com/articles/which-are-the-middle-eastern-countries.html.
Perry, Katy. “Katy Perry- Dark Horse ft. Juicy J.” Directed by Mathew Cullen. February 20,
2014. Music video. 3:45. https://www.youtube.com/watch?v=0KSOMA3QBU0.
Wolfe, Lisa Reynolds. “History of Colonization in the Middle East and North Africa (MENA):
Precursors to Cold War Conflict.” Cold War Studies. January 11, 2023. https://coldwar
studies.com/2013/01/11/history-of-colonization-in-the-middle-east-and-north-africa-me
na-precursor-to-cold-war-conflict/.
Lesson # 3
Instructional Level: 9-12 Topic(s): Foucauldian Theory, Unit: The Other and Pop
power dynamics Culture
Students will start the lesson with a short warm-up, listing as many power dynamics they can
think of. This will be used as a bridge into the lesson on Foucauldian theory and as a
connection to students’ lives. The lecture on the theory will pull excerpts from Discipline and
Punish to provide text-based evidence on the intricacies of Foucauldian theory. Through this
lesson, students will develop a general knowledge of Foucauldian theory that they will build
upon in future lessons.
● Students will learn what Foucauldian theory is and the three main characteristics
covered in the presentation
○ Power dynamics, deconstruction, and binary opposition
○ Students will learn note-taking strategies
● Students will work on level 2 of Bloom’s Taxonomy
● Students will engage with the note-taking worksheet and develop comprehensive web
charts of the theory
● Students will actively listen to the lecture
Essential Questions
● What is Foucauldian theory?

● What is deconstruction?
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● What is binary opposition?

● Why is analyzing power important?
Standards
WH.7.3 Investigate and interpret multiple causations in analyzing historical actions, and
analyze cause-and-effect relationships. (E)
HRL Connections
Identity: connecting to students’ lives (warm up)

Skill Development: Note-taking skills/strategies, binary opposition
Intellectualism: Foucauldian theory, deconstruction
Criticality: Power dynamics (intersection of power and oppression)
Materials
Computer (for presentation)

Presentation
Note-taking sheet and Model example
- The note-taking sheet will be printed out but an online version will be available on the
LMS site along with the example
Strategies
● Scaffolding (warm-up and note-taking worksheet)

● Modeling
● Connecting to students’ lives
● Visual aid (presentation w/ live captioning)
● Clear structure (7 needs of adolescents)
Actionable Steps
Warm up As students come in, they will follow warm-up procedures (go
to their seat, get out paper and something to write with, and
answer the question). For this warm-up, students will be asked
to list as many unequal/unbalanced power dynamics as they
can think of. I will encourage them to incorporate dynamics
they observe or experience in their lives, systemic dynamics,
and pull ideas from the previous two classes. I will also make
sure to explicitly state that I will not be collecting the
warm-up so students can feel comfortable including any
power dynamics they want to. On the screen, which is where
the warm-up instructions will be, there will be 2 or 3 examples
as a model to assist students in their brainstorming. This will
take 5 minutes.
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Pre-lesson After the five minutes have concluded, I will inform students
that they have just used part of Foucauldian theory by
identifying power dynamics. This should take about 2
minutes.
Lesson (lecture) Before I start the lecture, I will go over the note-taking sheet I
will hand out. I will first explain what the “mapping method”
is and provide an example of the strategy. Afterward, I will
begin the lecture with the accompanying slideshow
presentation. Periodically, I will ask students questions to
check for understanding. This will take 30 minutes.
Discussion and/or questions The last 10 minutes of class will be designated for discussion
on what students were just taught. I will also open the floor
for any questions they may have to ensure that all confusions
are clarified. I will also ensure to introduce the homework
before students leave the class.
Homework Students will write a 1-2 paragraph summary about

Foucauldian theory. I will make sure to explicitly tell them
they can and should rely on their notes and the presentation
used in class to create this summary.
For students who need to use technology (laptop, tablet, etc) as per their IEP, all activities and
resources are posted on the LMS site for students to use. The note-taking sheet has also been
posted online for students who find that this strategy works well for them, so they can use it
for other topics or classes. All online materials are screen reader accessible and the
presentation will have live captioning as well.
Assessment
I will assess for understanding through the whole class by using observational data and
monitoring through questioning strategies during the lecture. I will also assess during the
discussion through observational data.
Resources
Adapted from: Wong, L. (2006). Essential study skills (5th ed.). Boston: Houghton
Mifflin.https://www.pearlandisd.org/cms/lib/TX01918186/Centricity/Domain/1881/mind%20
map%20method%20handout.pdf
Foucault, Michel. Discipline and Punish: The Birth of the Prison. New York: Random House,
1995.
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Lesson # 4
Instructional Level: 9-12 Topic(s): Orientalism, the Unit: The Other and Pop
Other, Foucauldian theory Culture
Students will take notes on the lecture on the connections between Orientalism and
Foucauldian theory. Afterward, students will engage in a role-play activity where they will be
put into groups and given fake scenarios and use Foucauldian theory to deconstruct language
and reveal power dynamics. Then, as a class, they will be given an excerpt by Arthur James
Balfour on pages 32-33 of Orientalism, which they will apply the same theories to deconstruct
the language. Through this lesson, students will learn about Foucauldian theory and its
application when studying Orientalism while practicing their critical analysis skills.
● Students will engage in group work, working on their collaborative skills

● Students will analyze texts to reveal power dynamics
● Students will deconstruct language using Foucauldian theory
● Students will apply Foucauldian theory to real-life scenarios and historical texts
● Students will work on level 3 and 4 of Bloom’s Taxonomy
● Students will engage and take notes on the lecture

● Students will work collaboratively
● Students will apply Foucauldian theory
Essential Questions
● What is Orientalism/ Foucauldian theory? And how can Orientalism and Foucauldian
theory be used in conjunction?
● How can deconstruction be used to analyze Orientalism?
● What does Orientalism reveal about power dynamics? And why is it important to
analyze these power dynamics?
● How can these theories be applied to your life, the texts studied, and the world?
Standards
● WH.6.1 Identify and explain the impact of nationalism, imperialism, militarism, and
alliances on relationships between states. (E)
● WH.7.2 Locate and analyze primary and secondary sources related to an event or issue
of the past. (E)
HRL Connections
Identity: age/interests –scenarios will be based on situations students will be familiar with
(school drama, sports team dynamics, etc.), asking about their lives (classroom culture
building)
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Skill Development: Analytical skills, collaboration skills, reading comprehension skills

(reading hard texts (Orientalism) to practice this)
Intellectualism: Orientalism/Foucauldian theory comprehension, deconstruction
Criticality: power dynamics (intersection of power and oppression), considering multiple
viewpoints
Materials
● Presentation
● Computer for presentation
● Print out of fake scenarios
Strategies
● Connecting to student lives

● Building positive relationships
● Building on background knowledge
● Collaborative work and class discussion
● Visual aid (presentation w/ live captioning)
Actionable Steps
Classroom Culture building While students are coming into to the class and for the first 5
minutes ask about their lives. This can include asking what
they did over the weekend, things they are looking forward to,
upcoming events (games, performances, etc), and how they
are feeling physically, mentally, and emotionally. This should
be an open conversation that the students lead, meaning I
should not force students to share if they do not want to.
Lecture I will go through the presentation that outlines Foucauldian

theory. This presentation will rely on Discipline and Punish
and “Orientalism Now” to help students connect Foucauldian
power theory with Orientalism. This will take 20-25 minutes.
Group Scenarios There will be three fake scenarios that will be passed out to
the six groups (5 per group). Every scenario will be analyzed
by two groups. Students will work together to deconstruct
language and power dynamics using Foucauldian theory. One
group member will write the findings to turn in. This will take
15 minutes.
Class Scenarios After students complete their scenarios I will put up the
excerpt from Balfour (will be on the presentation). I will give
students 5 minutes to read and analyze the text, then have a
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class discussion on how orientalism is present and the

deconstruction of power from the language. The discussion
will take 10 minutes.
Homework Students will find a current event that relates to Orientalism

and write 2-4 paragraphs on how and why it is an example of
Orientalism, ensuring to use the two theories discussed so far.
On the assignment, there will be instructions that explicitly
note that the article itself does not have to be about
Orientalism. Students must, however, be able to claim that
Orientalism is present in the article. These instructions will
also be said verbally before students leave.
One of the fake scenarios can be written more clearly and intentionally given to students who
may need more scaffolding. This would require that I create the groups and group students of
similar levels together. I will also ensure that text-to-speech is enabled for students who may
need it and live captioning on the presentation.
Assessment
I will assess for understanding through the whole class discussion by using observational data
and monitoring through questioning strategies. I will also assess through the formative
assessment (homework assignment that will be submitted online)
Resources
1995.
Prakash, Gyan. “Orientalism Now.” History and Theory 34, no. 3 (1995): 199–212. https://
doi.org/10.2307/2505621.
Said, Edward. Orientalism. New York: Random House, 2003.
Lesson # 5 (part 1)
Instructional Level: 9-12 Topic(s): Snake Charming, Unit: The Other and Pop
Orientalism, Foucauldian Culture
theory
Students will apply Orientalism and Foucauldian theory to historical pop culture sources, latter
creating a presentation based on their findings. They will begin by reading excerpts from the
selected reading and consider how the theory can be used to deconstruct stereotypes and power
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imbalances in the two designated artifacts. Afterwards, they will discuss and craft a
presentation on their designated theory and artifact to share next class. Students will learn how
to apply theory to analyze pop culture and strengthen their collaboration skills by the end of
this lesson.
● Students will be able to use Orientalism or Foucauldian theory to analyze pop culture
artifacts
● Students will consider what/how stereotypes and power imbalances are present in the
artifacts
● Students will annotate the reading, noting the most important information
● Students will consider the historical context the artifcats were created in
● Students will strengthen their level 3 and 4 skills of Bloom’s Taxonomy
● Students will work collaboratively and engage in group discussion

● Students will read and annotate the reading
● Students will apply theory to their analysis
● Students will (begin to) create their group presentations
Essential Questions
● How are stereotypes and power imbalances present in the artifacts?

● How can theory be used to analyze historical texts?
● Why is it important to analyze power dynamics and stereotypes?
Standards
WH.5.5 Analyze the causes and consequences of European imperialism upon the indigenous
WH.7.2 Locate and analyze primary and secondary sources related to an event or issue of the
past. (E)
HRL Connections
Identity: interests (many of my students enjoy the arts, particularly those who are a part of the
arts program at school) and knowledge/familiarity with pop culture
Skill Development: collaboration skills, analytical skills, note-taking skills (annotating)
Intellectualism: Orientalism, Foucauldian theory, deconstruction - (how to apply theory)
Criticality: Power dynamics, deconstructing stereotypes
Materials
Copy of reading (x20)

Print out of “The Snake Charmer”
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Video of “The Snake Dance”

Computers
Headphones
Writing materials
Strategies
● Scaffolding (group reading and annotations)

● Modeling (group annotation)
● Collaborative work (discussion, presentation)
● Individual work (individual reading)
Actionable Steps
Whole-class reading As students walk into class, I will hand them each a printed
out version of “Domesticating Otherness” (only pages
199-204 and 214-217) and assign them a number (1-4). Once
all students have settled in, I will inform them that they will
be reading excerpts out of the packet and that the first three
pages (199-201) will be read aloud as a class (popcorn
reading). Before they begin reading, I will go over annotation
strategies and expectations for popcorn reading. Then I will
ask who wants to read first and have them 1-2 paragraphs
before calling on someone else. As the class reads this
together, we will stop periodically to highlight, annotate, or
otherwise indicate important information. This will take a
total of 10 minutes.
Independent reading After the class is done reading and annotating the first three
pages, I will ask students to recall the number they were given
at the start of class and tell them that is the group they are in.
Groups one and two will use “The Snake Charmer” and pages
202-204, while groups three and four use “The Snake Dance”
and pages 214-217. Groups one and three will focus on the
Orientalism found in the primary sources, while groups two
and four will focus on Foucauldian theory found in the
primary sources. Once students have moved to sit with their
group (5 students per group) and have gotten laptops (and
headphones for groups three and four), they will
independently read their designated section and indicate
important information through the strategies they have
learned. I will also pass out printed copies of “The Snake
Charmer” so they can look at it in print and online. This will
take a total of 10 minutes.
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Collaborative discussion Once students begin to finish reading independently, I will

say, “Once your group has finished reading, discuss what you
noticed and how your designated theory can be used.” I will
also make sure to tell students to analyze the artifacts through
their designated theory. This will take a total of 10 minutes.
Presentation making For the rest of class (35 minutes), each group will make a
short 5-8 minute presentation on their analysis of the artifacts
through the designated theory and why it is important to use
these theories to learn about the artifacts. These instructions
will be explicitly said and will be posted on the projector
screen. They will also be on the assignment on the LMS site.
Homework Students will finish creating their presentation and prepare to

share it with the class.
All materials can be accessed online, which, of course, will be screen reader-friendly, and there
will be printout versions for all materials (not the video though). I will ensure to use modeling
and scaffolding to chunk content and strategies for students. I will also provide extra support
for any student that needs it.
Assessment
I will assess through observational data throughout the class.
Resources
Gérôme, Jean-Leon. The Snake Charmer, 1879, oil on canvas, Clarke Art Institute. Accessed
December 13, 2023. https://en.wikipedia.org/wiki/The_Snake_Charmer.
Joyous Pianoforte. “The Snake Dance- John W.Schaum Piano Course A - The Red Book P.25
No.17.” Youtube video. May 13, 2016. 0:20. https://www.youtube.com/watch?v=n
SLqawhtkF8.
Racy, A. J. “Domesticating Otherness: The Snake Charmer in American Popular Culture.”
Ethnomusicology 60, no. 2 (2016): 197–232. https://doi.org/10.5406/ethnomusico
logy.60.2.0197.
Lesson # 5 (part 2)
Instructional Level: 9-12 Topic(s): Snake Charming, Unit: The Other and Pop
theory

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Students will present the presentations they made in the previous class. Each group will give a
5-8 minute presentation on their designated artifact and theory. After, there will be a whole
class discussion on what they learned from the presentations and then a reflection. Students
will present their analysis of their artifact using the designated theory and reflect on how
theory is used in application.
● Students will present their analysis of their designated artifact using theory
● Students will consider how theory is used in application
● Students will engage in discussion and reflection of the assignment
● Students will actively listen while others present

● Students will take notes about the content of their peers' presentations
● Students will present their presentation
● Students will reflect on how theory is used
Essential Questions
● How are stereotypes and power imbalances present in the artifacts?

● How can theory be used to analyze historical texts?
● Why is it important to analyze power dynamics and stereotypes?
● How can theory be applied to pop culture?
Standards
past. (E)
HRL Connections
Identity: interests (many of my students enjoy the arts, particularly those who are a part of the
arts program at school) and knowledge/familiarity with pop culture
Skill Development: collaboration skills, analytical skills,
Intellectualism: Orientalism, Foucauldian theory, deconstruction - (how to apply theory)
Criticality: Power dynamics, deconstructing stereotypes
Materials
Student presentations
Computer (to present through)
Note-taking sheet (extra)
Strategies
● Modeling
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● Guiding questioning
Actionable Steps
Student Presentations Before students begin presenting, I will tell the whole class
that it would be beneficial for them to take notes on each
other's topics. I will also note that if they found the
note-taking strategy from lesson four helpful, I have copies of
the worksheet. Each group will present their presentation (5-8
minutes each) on their designated artifact and theory. During
student presentations, I will jot down notes about their ability
to apply theory, presentation style, and other factors. I will
also model the behavior I expect them to have during others’
presentations. This will take a total of 32 minutes.
Discussion I will guide a 10-minute discussion on what students learned

through this two-day lesson. I might ask questions such as,
“how did you use theory to discover stereotypes or power
imbalances?”
Reflection After the discussion, students will be asked to reflect on what

they have learned so far. I will explicitly tell them to include
why theory is helpful for analysis and how they can analyze
sources to discover what is not on the surface. They will be
given 10 minutes to reflect and write. Before they leave class,
students will turn in this reflection for a completion grade.
Homework None
For students who have anxiety, stage fright, or are not confident in their public speaking skills,
I will allow them to record their part of the presentation and play the video for the class.
However, my go-to would be to have them give the presentation facing only me, to take some
of the pressure off of them.
Assessment
I will assess by grading the presentations students give. I will specifically be looking for an
understanding of Orientalism or Foucaludian theory, how they apply theory, and their ability to
get these points across to their classmates. I will also grade the reflection for completion, but I
will still check for understanding.
Resources
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Gérôme, Jean-Leon. The Snake Charmer, 1879, oil on canvas, Clarke Art Insitute. Accessed
SLqawhtkF8.
logy.60.2.0197.
Lesson # 6
Instructional Level: 9-12 Topic(s): Gender theory, Unit: The Other and Pop
Orientalism, “Third World Culture
Woman”
Students will write a short, few-sentence response to the warm-up question (Have you ever
seen stereotype depictions of women from the Middle East?) and then have a class discussion
based on their responses. Afterward, students will analyze excerpts from Mohanty’s “Under
Western Eyes” looking for connections to Orientalism and Foucaldian theory, as with the
impact of using a gendered lens. To end class, the class will make a pros and cons list of using
the three different theories together. Through these activities, students will learn about gender
theory and consider the usefulness of applying the three theories they learned when studying
Orientalism.
● Students will connect what they are learning to the present day and their lives
(warm-up)
● Students will use their knowledge of Orientalism and Foucauldian theory to analyze
text
● Students will consider the applications of the three theories and how they can be used
to analyze Orientalism
● Students will evaluate the advantages and limitations of each theory
● Students will work on levels 3 and 5 of Bloom’s Taxonomy
● Students will actively listen to others when they are talking

● Students should annotate, highlight, or otherwise indicate important information from
the text
Essential Questions
● What is gender theory?

● How is Orientalism gendered?
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● What are the advantages and limitations of Orientalism, Foucauldian theory, and
gender theory?
Standards
● WH.5.5 Analyze the causes and consequences of European imperialism upon the
indigenous peoples of Africa, Asia, and Oceania.
● WH.6.1 Identify and explain the impact of nationalism, imperialism, militarism, and
alliances on relationships between states. (E)
● WH.7.2 Locate and analyze primary and secondary sources related to an event or issue
of the past. (E)
HRL Connections
Identity: personal experiences (warm-up), identities (ex. all students live in the West (U.S.))
Skill Development: analytical skills (including annotation skills), reading comprehension
skills, critical thinking skills
Intellectualism: gender theory, Foucauldian theory, and Orientalism comprehension
Criticality: consider multiple perspectives (from the text and for theories)
Materials
● Pint out of select pages from Mohanty (pp: 6, 9-12, and 17-18)
○ Online copy will be on the LMS
● Paper for warm-up
● Post-it Super Sticky Easel Pad (3)
● Sticky notes (6 per student)
● Markers (for writing on Post-it)
● Warm-up question (will be on computer)
● Computer (mine and for students whose IEP dictate its use)
Strategies

● Whole class discussion
● Modeling (note-taking strategies)
● Visual aid (instructions on board, sticky notepad)
● Guiding questions
Actionable Steps
Warm-up Before students come in there will be a warm-up question

(described above) on the projector screen. As they are coming
in, students will already know the procedure attributed with
warm-ups (go to their seat, get out paper and something to
18
write with, and answer the question). After 5 minutes, I will

open the floor for discussion on the question. This discussion
should last another 5 minutes.
Reading Once the discussion has ended, I will tell students that they
will be reading excerpts from the reading. I will tell them what
they should look for: applications of Orientalism and
Foucualdian theory and how gender is incorporated into the
author’s argument. These directions will have already been
pre-written on the board before class so students can look
back at what they should be looking for. I will inform students
that they can work with a partner or individually for this
assignment and inform them of strategies to help them analyze
the texts (highlighting, annotating, taking notes, etc). I will
then pass out the printed-out copies of the reading– each
student will get their own copy. This will take about 20
minutes.
Debrief After the 20 minutes is up, and it is clear that all students are
done with the text, there will be a class debrief on what they
found. I will help lead this discussion through guiding
questions, such as “How do you see Foucaldian theory
present?” or “How does gender impact your or the author’s
understanding of Orientalism?” This debrief should last 10
minutes
Advantages and limitations Using the sticky notepad, I will make an advantages and
charts limitations chart for each of the theories discussed. As I am
giving instructions, I will pass out a pad of sticky notes to
each table. I will tell students that they will be writing a
minimum of one advantage and one limitation of each theory
on the sticky notes being passed around, making a total of 6
sticky notes per student. After, I will tell students they can
begin putting their sticky notes up on the sticky notepads.
After this, I will begin reading out the pros and cons for each
theory, noting the repeats. Once all of these have been read, I
will open the floor for any questions or a short class
discussion on the theories. This activity will take a total of 20
minutes.
Homework Students will find a current event that relates to Orientalism

and gender theory and write 2-4 paragraphs on how and why
it is an example of both. On the assignment, there will be
instructions that explicitly note that the article itself does not
have to be about Orientalism. Students must, however, be able
to claim that Orientalism is present in the article. These
19
instructions will also be said verbally before students leave.
For students who need text-to-speech, I will provide those students with access to computers
or tablets and ensure that the online version of the document is screen reader accessible. I will
also provide a vocabulary list for students who struggle with reading or are learning English
that will include words like “ahistorical,” “subordination,” “binary,” “Third World,” and
“apolitical.”
Assessment
I will assess for understanding by collecting the sticky notes students place on the pads and
through observations throughout the class.
Resources
Mohanty, Chandra Talpade. “Under Western eyes: Feminist Scholarship and Colonial
Discourses.” Feminist Review, no. 30 (Autumn, 1988), 61-88.
Lesson # 7
Instructional Level: 9-12 Topic(s): Children’s literature, Unit: The Other and Pop
theory, gender theory,
stereotypes
Students will analyze children’s literature through the three theories they have learned, though
they may not rely as heavily on gender theory. Students are asked about the impact children’s
literature has on them in the warm-up. They will then read If I Ran the Zoo and Curious
George, analyzing it for Orientalist stereotypes. Through this lesson, students will deepen their
analytical skills by deconstructing children’s literature and consider how prejudice is taught.
● Students will apply Orientalism, Foucauldian theory, and gender theory to children’s
literature
● Students will think critically about the impact of prejudiced literature on children
● Students will deconstruct stereotypes and Orientalist tropes in the provided texts
● Students will continue to develop their level 3 and 4 skills and begin working on level
5 skills of Bloom’s Taxonomy.
20
● Students will work collaboratively, reading their designated text and analyzing it
through the theories they have learned in the module.
● Students will engage with the activities
● Students will use note-taking skills they have developed in previous lessons
Essential Questions
● How can Orientalism, Foucauldian theory, and gender theory be used together to create
analysis?
● What does analyzing children’s literature teach you about how prejudice is taught and
reproduced?
Standards
past. (E)
HRL Connections
Identity: Connecting to student lives (warm-up), familiarity with pop culture

Skill Development: collaboration skills, analytical skills, note-taking skills
Intellectualism: Deconstruction, Orientalism, Foucauldian theory, gender theory
Criticality: Deconstructing stereotypes, power dynamics, and prejudice
Materials
Computer
Print out of texts (and online copy)
Note-taking sheet
Strategies
● Scaffolding
● Visual aid (instructions on the board)
● Debrief/discussion
● Proximity
Actionable Steps

21
Warm up As students come in, they will follow the warm-up

procedures. The warm-up will ask students to write about how
the books they read as a child has impacted them. This
warm-up will not be collected but will be used as a way to get
students in the right mindset for class and have them think
critically about the impact of children’s literature. This will
take about five minutes.
Instruction for Activity 1 and Once the warm-up has ended, I will introduce the topic of the
2 day (analyzing children’s literature) and inform them of the
texts they will be studying. I will tell them that both of these
books were extremely popular, and some of them may have
even read them before. I will explicitly tell students to analyze
text and illustrations through the three theories they have
learned, but they might not rely as heavily on gender theory. I
will also make sure to tell them to look for Orientalist
stereotypes of the East (but to primarily look for those of the
Middle East) and consider how power plays a role in the
production of these stereotypes. I will ensure to tell students
that they do not have to read the whole book, but should skim
it instead and then focus on select pages to analyze. On the
screen will be the instructions said verbally and some
“Helpful Hints” for analyzing Curious George, as it is harder
to deconstruct. Then I will split the class into six groups ( four
groups of 3 and two groups of four) and assign half the class
to read If I Ran the Zoo and the other half to read Curious
George; they will switch texts halfway through class. During
this time, I will also pass out the note-taking sheet. This will
take about 1-2 minutes.
Activity 1 I will ask if any students would prefer a physical, printed out
version, otherwise they will use the scanned online version.
Students will work collaboratively, reading their designated
text and analyzing it through the theories they have learned in
the module. I will also give periodic time warnings, so
students know how much time they have left and walk around
the classroom to provide support as needed. This will take 25
minutes.
Activity 2 Once the time is up, I will inform students to switch to the
other book. I will tell them to analyze for the same things and
fill out the other part of the note-taking sheet. Like last time, I
will give periodic time warnings and walk around the
classroom to provide support as needed. This will take 25
minutes.
22
Debrief With the remaining time in class, I will debrief about what
students discovered in the activity. I will ask if anything stood
out or surprised them, how it teaches prejudice to children,
and how they used theory. Before leaving class, students will
turn in the note-taking sheet.
Homework Students will note three different film or TV shows that have
Orientalist themes or stereotypes and provide an explanation
for why they are Orientalist for each. It does not have to be in
paragraph format, but it can be. Students can answer the
prompt through bullet points, mapping method, or other
explanatory methods.
I will provide scaffolding for students to help guide them during the activities. I will also
provide physical and online copies, which will be screen reader accessible, of the readings.
Assessment
I will assess through observation data gathered during activities 1 and 2. I will also assess the
formative assignment (note-taking sheet) for the understanding of concepts and applications
but will grade for completion.
Resources
Rey, H. A and Rey, Margret. Curious George. A Pop-Up Book. Boston: Houghton Mifflin,
1941.
Nodelman, Perry. "The Other: Orientalism, Colonialism, and Children's Literature." Children's
Literature Association Quarterly 17, no. 1 (1992): 29-35. https://doi.org/10.1353/chq.0.
1006.
Seuss. If I Ran the Zoo. New York: Random House, 1950.
Lesson # 8
Instructional Level: 9-12 Topic(s): The Mummy, Unit: The Other and Pop
stereotypes, popular culture
Students will analyze clips from The Mummy (2017) through the lens of Orientalism,
Foucauldian theory, and gender theory (strong emphasis on gender theory). They will read
23
selected excerpts from “Monstrously Feminine” and engage in whole class discussion.
Students will practice applying theory to pop culture, dissecting the stereotypes and oppressive
nature of Orientalism.
● Students will use Orientalism, Foucaudian theory, and gender theory to analyze film
● Students will deconstruct Orientalist stereotypes, particularly about Middle Eastern
women and mummies
● Students will engage in conversation about the application of theory and will respond
to guiding questions
● Students will continue to develop their level 3 skills of Bloom’s Taxonomy
● Students will engage with the different activities

● Students will apply knowledge of theoretical frameworks to pop culture
● Students will annotate the reading
Essential Questions
● What can film teach us about the preservation and reproduction of stereotypes?
analysis?
Standards
past. (E)
HRL Connections
Identity: age (the film came out somewhat recently, so there is a good chance my students have
watched it, or at least know about it), interest (students are interested in pop culture and enjoy
film)
Skill Development: analytical skills, reading comprehension skills, note-taking skills
Intellectualism: deconstruction, Orientalism, Foucauldian theory, gender theory, learning about
new stereotypes
Criticality: deconstructing stereotypes, power dynamics, multiple (theoretical) perspectives
Materials
Movie clips 1 and 2

Printed version of reading
- Will also be uploaded on LMS site
Computer
24
Strategies
● Guiding questions
● Chunking
Actionable Steps
Movie clip 1 While students are coming into class, I will pass out the
reading for the class (excerpts of “Monstrously Feminine”) to
each student. I will tell students that they are going to be
studying a movie called The Mummy, using the three theories
they have learned. Students will watch a short clip of the
movie The Mummy (2017). They will actively watch the clip
and consider how gender theory, orientalism, and Foucauldian
theory can be used to deconstruct the stereotypes seen and
heard. This will take about 5 minutes.
Read section 1 and class Students will read the section titled “Orientalism's Women” in
discuss “Monstrously Feminine” independently. Before students read
the section, I will remind them to use the note-taking
strategies they have learned. After they are done reading, I
will open the floor for a discussion based on what they read. I
will also have pre-prepared discussion questions to help guide
students if needed. This will take 15 minutes.
Read sections 2-4 Students will then be instructed to read the last two paragraphs
of “The Orient on Film,” paragraphs two and four of
“Monstrously Feminine,” and paragraphs two-four of “The
Monstrous Ahmanet,” all of which are from “Monstrously
Feminine,” independently. Again, they will be reminded to
rely on the note-taking strategies they have practiced in other
lessons. This will take 15 minutes
Movie clip 2 After finishing the reading, students will watch the second
movie clip. They will once again be explicitly told to consider
how gender theory, orientalism, and Foucauldian theory can
be used to deconstruct the stereotypes seen and heard. I will
also encourage them to look closely for gendered stereotypes
in particular and connections to the reading. This will take
about 2 minutes.
Whole class discussion I will put up a list of discussion questions for students to
answer. I will tell them that they do not need to write their
answers down, but they can if it would be beneficial to them. I
25
will also remind them to incorporate multiple theories when

answering these questions. I will give about 5 minutes for
students to collect their thoughts and then open the floor for
conversation, starting with the first question. This will take a
total of 20 minutes.
Homework Students will read the section entitled “Egyptian Dream” of

“Dissolving the Other.” it will be posted on the LMS site or
they can grab a physical copy before they leave class.
The reading is accessible both online and in print so students can use the version that is best
for them. Both videos have captioning enabled and will be shown with captions. Definitions of
words, such as “languid,” “hypersexual,” “vixen,” and “transgression”) from the text will be
provided to students who need extra support.
Assessment
I will assess through observational data collected during the discussions.
Resources
Filmely Entertainment. “Ahmanet escapes Scene | The Mummy (2017) Movie Clip HD 4K.”
Youtube video. 4:46 December 30, 2021. https://www.youtube.com/watch?v=R51JQrB
-b4s&t=33s.
Flicks And The City Clips. “THE MUMMY ‘The Mummy is Born’ Clip.” Youtube video.
1:01. June 2, 2017. https://www.youtube.com/watch?v=-RdRFx25zXQ
Pennington, Rosemary.“Monstrously Feminine: Orientalism Embodied in 2017’s The
Mummy.” Journal of Communication Inquiry 44, no. 3 (2020): 279-296. https://doi.org/10.117
7/0196859920901327.
Lesson # 9
Instructional Level: 9-12 Topic(s): Dark Horse, Unit: The Other and Pop
stereotypes, popular culture
Students will analyze the music video for Dark Horse through the lens of Orientalism,
Foucauldian theory, and gender theory. They will read selected excerpts from “Dissolving the
Other” and engage in whole class discussion. Students will practice applying theory to pop
culture, dissecting the stereotypes and oppressive nature of Orientalism.
26
● Students will use Orientalism, Foucaudian theory, and gender theory to analyze the
music video
● Students will deconstruct Orientalist stereotypes, particularly about Middle Eastern
men
● Students will analyze how Katy Perry imposes oppressive power dynamics
● Students will engage in conversation about the application of theory and will respond
to guiding questions
● Students will continue to develop their level 4 and 5 skills of Bloom’s Taxonomy
● Students will engage with the different activities

● Students will apply knowledge of theoretical frameworks to pop culture
● Students will annotate the reading
Essential Questions
● What can music videos teach us about the preservation and reproduction of
stereotypes?
analysis?
Standards
past. (E)
HRL Connections
Identity: Connecting to students' interests (pop culture, music)

Skill Development: analytical skills, reading comprehension, application skills
Intellectualism: Orientalism, Foucauldian theory, gender theory, deconstruction
Criticality: deconstructing stereotypes and power imbalances, multiple (theoretical)
perspectives
Materials
Computer (for music video)

Printed copies of reading (and online as well)
Strategies
● Scaffolding
● Modeling (annotating)
27
● Discussion
● Popcorn reading
Actionable Steps
Music video After students have settled into class, I will inform students
that they will be watching a music video, specifically Dark
Horse. I will tell them to use the three theories they have
studied to analyze the artifact. I will make sure to specifically
not tell them what I want them to analyze within the music
video, only that they should use theory. Then I ask them to get
out a piece of paper, or a computer if they are using one, to
write about what they notice. I will explicitly tell them it does
not have to be complete sentences. Then I will play the music
video. This will take 5 minutes.
Reading Students will popcorn read selected sections of “Dissolving

the Other” (“Orientalist Imagries,” paragraphs 2-9 of “Eating
Hearts and Marginalizing Men,” and the last paragraph in the
conclusion). As the class is going through the reading, I will
have them stop at pinciale moments to have conversations
about the reading. During this I might tell students to highlight
certain sections, or otherwise annotate the reading in some
way. This will take 45 minutes.
Music video and discussion I will have students rewatch the music video looking for the
same things as the frist time. I will explicitly tell them to write
down notes before I play it since it will help them with their
homework, which I will briefly explain. After the video has
ended, I will ask students what they noticed this time and how
theory informed their observations. This will take about 10
minutes
Homework Students will write 3-4 paragraphs about the presence of

Orientalist stereotypes and power imbalances in the music
video. They will be instructed to incorporate Orientalism,
Foucauldian theory, and gender theory to create and support
their claim.
I will provide scaffolding to help students with this complex text by having them read it as a
class and modeling what they should annotate. I will also provide a vocabulary list to students
who may need, which will include terms such as, “discourses,” “commodification,”
28
“hegemonic,” “juxtaposition,” and “corpusculent.”
Assessment
I will assess through observational data during the discussion and reading.
Resources
Pennington, Rosemary. “Dissolving the Other: Orientalism, Consumption, and Katy Perry’s
Insatiable Dark Horse.” Journal of Communication Inquiry 40, no. 2 (2016): 111-127.
https://doi.org/10.1177/0196859916637171.
Lesson # 10
Instructional Level: 9-12 Topic(s): Middle Eastern Unit: The Other and Pop
representation in pop culture Culture
Students will consider the importance of representation in pop culture and examine what good
representation can look like. They will begin by thinning about a time when they felt
represented and how it made they feel. That will be used as a bridge to connect to the mini
lecture of positive representations of the Middle East in pop culture today. Then they will
revisit the question and converse with a partner before writing their reflection on it.
● Students will consider the impact of positive representations in media

● Students will reflect on their experiences
● Students will work on developing their empathy skills
● Students will consider the perspectives of others

● Students will reflect on their experiences
● Students will actively listen during the mini lecture
Essential Questions
● Does representation matter? Why or why not?
Standards
WH.7.1 Identify patterns of historical change and duration, and construct a representation that
WH.7.6 Formulate and present a position or course of action on an issue by examining the
29
underlying factors contributing to that issue, and support that position.
HRL Connections
Identity: connection to students’ lives (their experiences and beliefs)

Skill Development: empathy skills, argumentative writing skills
Intellectualism: how representation of the Middle East has (begun) to change
Criticality: considering multiple perspectives, counteraction against stereotypes
Materials
Presentation
- Will include all questions for awm-up, think-pair-share, and reflection
Computer
Strategies
● Think-pair-share
● Debrief (whole class conversation)
● Visual aid (questions on the screen)
Actionable Steps
Warm up Students will come into class and follow the warm-up
procedures. On the screen, the question will ask, “Can you
think of a time where you saw yourself represented in media?
How did that make you feel and why? Is representation
important? Why or why not?” I will make sure to explicitly
state that their short write will not be collected, so that all
students feel comfortable fully answering the prompts.
Students will have 10 minutes to write their response.
Mini lecture I will give students a short lecture on how representations of

the Middle East/Middle Eastern people are beginning to
change in the Western world. This presentation will note
prominent examples of good representation in pop culture
(including but not limited to: Ramy, Special Agent Fatima
Namazi in NCIS: Los Angeles, I Am Malala, and The Arabic
Quilt). Each pop culture reference will have a short summary
and excerpts, images, or short movie clips to enhance students'
learning and make the lecture more engaging. This will take
20 minutes.
30
Think-pair-share After the lecture has been completed, students will reflect on
what they have just learned and think about the question on
the board: “Is representation important? Why or why not?”
Then they will share with their table partner and have a
conversation on the topic. This will take around 8 minutes.
Short class conversation After the 8 minutes are up, I will ask, “who wants to share
what they discussed?” If no one wants to speak at first, I will
use my own experiences to break the ice. This will take about
5 minutes.
Reflection After the conversation has died down, I will have students
write an in-class reflection on whether they believe
representation matters and how does it, if at all, counteract
stereotypes, using critical reasoning to back up their claim.
There will not be a minimum or maximum amount students
have to write, however they will be expected to be
consistently writing (or thinking) for 10 minutes.
Introduce presentation For the remaining approximate 7 minutes of class, I will

introduce the summative assessment for the module. I will go
over expectations, criteria for success, and answer any
questions students have. During this time, I will also inform
students of their homework
Homework Students will brainstorm three possible topics for their

presentation. They should also start to consider what pop
culture artifacts they want to use.
The presentation will have live captioning enabled, as with any video being used. All
directions will be said verbally and will also be posted on the screen for students to read.
Assessment
I will assess through observational data throughout the class, but especially during the
think-pair-share, short conversation, and reflection activities.
Lesson # 12
Instructional Level: 9-12 Topic(s): Orientalism, Unit: The Other and Pop
Foucauldian theory, gender Culture
theory, pop culture,
31
stereotypes
Students will have an in class workshop to flesh out their project and continue finding
resources. They will be given designated time to ask questions, do research, start creating their
presentation, and finalize their topic in class.
● Students will continue to work on their projects

● Students will stay on task
● Students will remain on task and continue to develop their project

● Students will use their resources to ask for support when needed
Essential Questions
● How can Orientalism, Foucauldian theory, and gender theory be applied to pop culture?
● How does pop culture reproduce and promote stereotypes? How can pop culture
promote positive representations of the Middle East?
● Has representation of the Middle East changed, and why/why not?
Standards
WH.7.4 Explain issues and problems of the past by analyzing various interests and viewpoints
of the participants involved.
past. (E)
WH.7.1 Identify patterns of historical change and duration, and construct a representation that
HRL Connections
Identity: interests (pop culture)

Skill Develpment: research skills, analytical skills
Intellectualism: Orientalism, Foucauldian theory, gender theory, deconstruction
Criticality: deconstructing stereotypes and power imbalances, multiple (theoretical)
perspectives
Materials
Computers
Extra copies of the print-out forms of all the artifacts used in the module
32
Strategies
● Student agency (gets to chose how they present and their topic)
● Proximity
● Chunking
Actionable Steps
workshop Students will be given in class time to work on their

presentations and research. Students will be allowed to work
collaboratively or independently, but I will suggest using that
they use their peers as a resources since it can be really
beneficial to have an outside perspective, and it is also what
historians do. I will intentionally walk around the class,
providing assistance as needed and using physical proximity
to redirect students if they get off task. This will last the entire
class.
Homework Students will continue working on their presentations
For students who need more structure, I will create a physical check list for them. This will
provide physical reminders on what they should be working on and make the task feel more
manageable. I will ensure to periodically check-in with these students to make sure they are
progressing on the project and clarify any confusion they have. I will provide printed-out
copies of all the artifacts used in the modules, except for videos obviously.
Assessment
I will assess through observational data gathered while checking in with students and walking
around the classroom.
Resources
*Will vary for each student

33
Reflection Paper
Secondary education has historically denied students the opportunity to learn about the
Middle East in a non-stereotyped way. It is vital that they are given an opportunity to learn about
what these stereotypes are, particularly the hypersexualization, feminization, and connotations of
submissiveness, “savagery,” and ignorance of the region, its people, and cultures; why they
persist; and how to identify them in their daily life. Students must be taught historiographic
theories. Utilizing multiple frameworks of history allows students to consider history from a
multitude of perspectives, providing multiple paths of history.
Indiana high school AP world history students will be studying the Other through the lens
of American and European pop culture over the course of a month, focusing particularly on
Orientalism, Foucaldian theory, and gender theory. With the rise of the digital age and a higher
rate of social media use than ever, students are especially socially and culturally aware of new
trends, movies, TV, and music. Through the incorporation of pop culture, specifically music,
film, and children’s literature, students will be able to engage with the material and be excited to
learn. The main objective of this module is to teach high school students what Orientalism is, its
legacy, how it manifested historically, and its connections to today. It also aims to develop
higher-order thinking, specifically analytical skills, while studying these theories and their
connections to real life and social phenomena.
Historiography is essential for all historians to know and use, for it allows them to study
particular avenues of history and consider the historian’s role in dominant understandings within
the discipline. History cannot be studied without the use of theoretical frameworks. Theory
provides a guide for scholars to develop their analysis, helping them “make sense of diverse
historical phenomena.”1 Historians must use theory to assist them in dissecting history;
1
Anna Green and Kathleen Troupe, The Houses of History: A Critical Reader in History and Theory (second ed,
34
otherwise, their analysis will be disorganized and unable to answer essential questions of history,
such as “What are the underlying power dynamics that permit this event to occur?” or “What
voices are absent and why?” Historians are guided to analyze history through these questioning
frameworks by using theoretical frameworks. This may look different for every historian, but at
the core, the same principle applies regardless of the theory or theories used. The use and study
of theory provide scholars with a comprehensive understanding of how the discipline has
changed over time, highlighting the impact their beliefs and historiographical frameworks have
on dominant understandings of history. As such, this means that the academics who create these
interpretations profoundly influence how history is remembered and understood. History is not
static; it is ever-changing with newfound contributions that provide different interpretations or
paths of understanding history.
Theory is just as crucial for students of history as it is for academics. By studying and
applying theory, students strengthen their critical analysis skills, essential skills of higher-order
thinking, and practice the habits of historians. All students are practicing scholars, so they must
practice the habits of the scholars of the discipline. Particularly for high school scholars, this
includes using critical analysis, looking at topics from multiple perspectives, and using theory.2
Critical analysis skills are crucial for all students, allowing them to look beyond the surface and
think critically about the world around them. Through critical analysis, students will naturally
consider multiple perspectives of history and will often indirectly use theory unknowingly. By
teaching students theory, they can practice these habits while studying specific historical topics,
such as Orientalism, and be aware of how theory is present in their analysis.
Manchester: Manchester University Press, 2016) 3.

2
George Anders, “All History is Controversial; Here’s How to Teach It,” Forbes, June 2, 2016, https://www.forbes.
com/sites/georgeanders/2016/06/02/all-history-is-controversial-heres-how-to-teach-it/?sh=18ffc72d7ade.
35
This module includes a total of thirteen lessons on the topic of the intersection of
Orientalism and popular culture. Each lesson will build upon the prior lessons, guiding students
to a deeper understanding of the three theories and why they are prevalent today. These
explanations are by no means comprehensive overviews of all the lessons that will be taught nor
the scholarly research embedded into them; they do, however, aim to provide brief context to the
module through the highlighted lessons and how historical theory is the backbone for the unit.
Lesson one is a review of Middle Eastern countries, by whom and when they were
colonized, and when they gained independence. Before students map out the Middle East, they
will be shown Katy Perry’s Dark Horse and asked to think about how it represents culture; this
will tie in later in the module when they study this music video using the theories they will learn.
Doing so will also allow students to think about popular culture in a way similar to these theories
before even learning about the theories. Students will also map the colonized Middle East and
the modern Middle East in order to refresh their knowledge of the oppression of the region. This
refresher will be critical for all students as it will serve as contextualization for the rest of the
module and have them thinking about how history interacts with the present day.
In lesson two, students will first read “Orientalism” by Heather Diamond, which briefly
introduces the theory of Orientalism before diving deeper into it. Afterward, students will learn
the intricacies of Edward Said’s book Orientalism and develop a better understanding of the
theory and its presence in popular culture. Lesson four connects Foucauldian theory and
Orientalism through a lecture and role-playing activity. At this point, they will have already
learned Foucauldian theory but will begin to think critically about how it can be used with
Orientalism to dissect oppression. The separation of the lesson on Foucauldian theory and its
application to Oreitnalism is an intentional choice to help students differentiate the two theories
36
while still gaining knowledge on how they can be used in conjunction. By the end of this lesson,
students will be able to analyze texts through an Orientalism and Foucauldian theory lens,
building upon what they learned in the previous two lessons, and connect these theories to the
real world.
Lesson five centers on snake charming and its incorporation into American media by
splitting the class into four groups and having each group focus on a different aspect of the
provided texts. All groups will use excerpts from “Domesticating Otherness: The Snake Charmer
in American Popular Culture” by A. J. Racy, with groups one and two using “The Snake
Charmer” and groups three and four using “The Snake Dance.” Through this lesson, students
will consider how the two theories can be used when studying pop culture and strengthen their
collaborative skills. Lesson six introduces gender theory and encourages students to think about
applying the three theories when studying Orientalism. Students will learn about gender theory
by analyzing Mohanty’s “Under Western Eyes” and making an advantages and limitations list for
each theory. This lesson will be critical to their understanding of the application of theory, since
it encourages them to consider how all three theories can be applied to the same topic but have
vastly different outcomes and provide different paths through which they understand history.
Lesson seven will have students apply the three theories to children’s literature. For this
activity, the class will first read “The Other: Orientalism, Colonialism, and Children's Literature”
by Perry Nodelman, then split into four groups to answer questions about their designated book,
either If I Ran the Zoo by Dr. Seuss or Curious George by Margret Rey and H. A. Rey. By the
end of this lesson, students will continue to work on their collaboration skills and apply the
theories to real-life applications. These books provide well-known examples of how Orientalism
is promoted in the West through popular culture. The use of children’s literature as a pop culture
37
media source is intentional as it will prompt their higher-order thinking skills, especially since
children’s literature is often not discussed as pop culture, and its influence on prejudice
development cannot be understated. Through this lesson, students will reveal the heinous nature
of Orientalism and the devastating effect pop culture has on its preservation.
Lesson thirteen will take multiple days as students will present their final presentations
for the module. Through this summative assessment, students will work on their presentation and
public speaking skills and create well-thought-out projects that analyze their chosen topic from
an Orientalism, Foucauldian theory, and gender theory perspective. This project will be the
culmination of all they will have learned in this module, highlighting the application of theory in
their designated topic and the need for theoretical frameworks as historians.
While brainstorming the context for this module, there was always a clear goal: to teach
theory to students while dismantling harmful stereotypes about the Middle East and
strengthening critical analytical skills. With that objective present, a need to teach students about
Orientalism, both as a theory and a system of oppression, through multiple theoretical
frameworks and an overarching, engaging connection to students' lives became apparent. The
reliance on popular culture to teach the three theories will help students connect theory to their
lives. This framework makes it easier for them to engage and learn about theory since popular
culture is something they are already familiar with. Orientalism is also a highly gendered topic,
so it is imperative that students are exposed to this reality and learn strategies for how to read
against the grain and search for these gendered aspects. Foucauldian theory is another framework
prevalent in Orientalism, as a colonial and imperial relationship inherently creates an unequal
power dynamic. Each theory has been carefully chosen to give students a holistic understanding
38
of the harm Orientalist stereotypes perpetuate and for their accessibility to a high school
audience.
A hierarchy of power is fundamentally present in Orientalism, making it necessary to
address and teach to students. Power is a major part of Orientalism, so disregarding it and not
teaching students about this power dynamic would be a great disservice to them, as it would bar
them from learning about key aspects of the topic. Moreover, by learning about Foucauldian
theory, students will be able to apply it to practically every aspect of their lives. This theory can
be used to dissect and analyze any type of power dynamic, whether that be something in their
English classes, a current event they hear about on the news, or even the power dynamics present
in the school setting. This theory truly can be used in a multitude of settings to guide students to
understanding the world around them. Another advantage of teaching students about Foucauldian
theory is that it helps students develop their critical analysis skills and search for what might not
be present. Critical analysis and critical thinking are essential parts of levels four and five of
Bloom’s Taxonomy for Higher-Order Thinking.3 These skills help students discover what voices
are missing from the primary sources they will analyze. The ability to think critically and analyze
also prepares students for the world and gives them the capability to formulate and articulate
their own opinions or interpretations of a topic.
Learning about gender theory is beneficial to students because it asks them to consider
phenomena they will likely already be familiar with while expanding their knowledge of the
theory. Gender is an excellent framework for students to study as they will have already learned
about the waves of feminism in previous history classes and will have read feminist scholarship,
books, or poems in English classes. This background knowledge, as with their own observations
3
“Bloom’s Taxonomy,” University of Central Florida, accessed December 13, 2023, https://fctl.ucf.edu/teaching-
resources/course-design/blooms-taxonomy/#:~:text=Bloom%27s%20taxonomy%20was%20developed%20
to,a%20variety%20of%20cognitive%20levels.
39
about the world, will help students make connections to this theory and make the theory
significantly more accessible to them. Furthermore, gender theory can be used in any of their
other classes and certainly has been used indirectly. By teaching students this theory, they will be
more aware of the role gender plays in society, especially when considering the typical Western
binary that is enforced. Students will be able to consider how the Middle East has been
hypersexualized, feminized, and deemed weak and submissive. This theory will be especially
helpful when analyzing how Middle Eastern men are portrayed in Dark Horse and how women
are portrayed in The Mummy (2017). Gender plays a significant role in society, so by providing
students with the knowledge and theory to deconstruct and analyze it, they will be able to view
the world through a critical lens.
Orientalism, Foucauldian theory, and gender theory are not the only theoretical
frameworks that could have been used to teach this topic; however, it is these three theories that
will provide students with a well-rounded contextualized understanding of stereotypes of the
Middle East while simultaneously being broad enough to use in their other classes and their
non-academic lives. In order to fully understand the impact of stereotyped depictions of the
Middle East, students must deconstruct these stereotypes from the lens of Orientalism, power
dynamics, and the gendered nature of these stereotypes. The three theories work beautifully
together, creating a critical, deep understanding of the presence of stereotypes within pop culture
from the West, namely Europe and the U.S. Additionally, these theories are highly accessible to
high school students as they will likely already know aspects of each theory, allowing their
background knowledge to be used to bridge the gap between what they know and what they will
know after the lessons. Incorporating this background knowledge into their learning will make
for a smoother introduction to theory for the students.

40
The creation of this module and the scholarly texts it is framed around is highly
intentional. Each text has been delicately chosen after deep consideration of all of its possible
uses and limitations. To effectively teach about the three theories, Orientalism, “Under Western
Eyes,” and Discipline and Punish will be used for their reliance on their designated theory and
connections to Orientalism. These texts are also well-written and provide students with many
examples of applying theory, which will significantly improve their understanding of them.
While searching for the other academic texts students will be analyzing, the same criteria were
used to find quality resources for students. When researching texts that explicitly connected
Foucauldian theory to Orientalism, a significant portion of them focused on academics giving
their input on the ever-prolonging debate over the uses of the two theories or why countless
scholars have strong opinions on these theories. Ultimately, Gyan Prakash's "Orientalism Now"
was selected as it will allow students to dissect how Foucault’s power theory is present in
Orientalism. The deliberate choice to use high-quality academic texts as the foundation of this
module was done to ensure that students have access to texts that are meaningful to their
learning.
Students will use popular culture as a mechanism of history to deconstruct stereotypes of
Middle Eastern individuals and of the Middle East itself. Since students will be analyzing the
presence of Orientalism in popular culture through multiple theories, they will need scholarly
texts to support their learning of the same high-quality standard. The supporting readings have
been deliberately chosen due to their comprehensive overviews of theory and direct connection
to popular culture. They will also provide students with a plethora of prominent examples of how
Orientalist narratives are reproduced. Racy’s “Domesticating Otherness” is one of those
readings. This academic text will provide students with the historical and theoretical context of
41
their designated artifact, bridging theoretical concepts with real-life applications. When
deconstructing Orientalism through film, students will rely heavily on Pennington’s
“Monstrously Feminine” to apply Orientalism and gender theory, and if they feel confident,
Foucauldian theory. Students will also utilize Pennington’s “Dissolving the Other” to consider
how music videos perpetuate stereotypes, reading excerpts for homework and as a whole class.
This text will be particularly beneficial to student learning as it strongly emphasizes explicitly
using theory to dissect Dark Horse. Through the foundation of academic texts, students will
learn how to apply the theories that will be taught by relying on the exemplar readings.
By the end of this module, students will have learned about historiographical theories and
their application through analysis of Western popular culture. Throughout the entirety of the
module, students will practice their higher-order skills, especially levels four and five, to practice
being a historian and prepare them for the world. They will be knowledgeable about the
intricacies of each theory, applying their critical analysis and thinking skills to reveal the
oppressive nature of the artifacts. Students will also have insight into the limitations and
advantages of the theories and how they can be used in conjunction with one another. Through
the lessons crafted for this module, students will hone their collaboration and communication
skills, as they will frequently be asked to work in groups or participate in whole class
discussions. During the summative assessment, they will also practice their research, public
speaking, and presentation skills. This module provides students with the opportunity to practice
essential academic and life skills, encouraging them to think critically about the media they
consume and the harmful effects of stereotypes.
Students must be provided with the tools necessary to thrive in and outside school. This
module does exactly that by incorporating historiography into their learning, connecting the use
42
of theory directly to students’ lives, and providing them with multiple opportunities to practice
higher-order thinking. Using Orientalism, Foucauldian theory, and gender theory to deconstruct
Orientalist stereotypes of the Middle East allows students to gain a more holistic understanding
of the dangers of these stereotypes and how they manifest within popular culture. Teaching
students theory will enable them to put themselves in the position of historians, encouraging
them to consider the many paths of history and how these understandings can work together.
43
Bibliography
Anders, George. “All History is Controversial; Here’s How to Teach It.” Forbes. June 2, 2016.
https://www.forbes.com/sites/georgeanders/2016/06/02/all-history-is-controversial-heres-
how-to-teach-it/?sh=18ffc72d7ade.
Asi, Yara M. “The Colonial Legacy in the Arab World: Health, Education, and Politics.” Arab
Center Washington DC. November 9, 2022. https://arabcenterdc.org/resource/the-
colonial-legacy-in-the-arab-world-health-education-and-politics/.
“Bloom’s Taxonomy.” University of Central Florida. Accessed December 13, 2023. https://fctl.
ucf.edu/teaching-resources/course-design/blooms-taxonomy/#:~:text=Bloom%27s%20ta
xonomy%20was%20developed%20to,a%20variety%20of%20cognitive%20levels.
Diamond, Heather A. "Orientalism." In Encyclopedia of Race and Racism, 2nd ed., edited by
Patrick L. Mason, 277-279. Vol. 3. Detroit, MI: Macmillan Reference USA, 2013. Gale
In Context: Global Issues.
El-Malik, Shiera S. “Why Orientalism Still Matters: Reading ‘Casual Forgetting’ and
‘Active Remembering’ as Neoliberal Forms of Contestation in International Politics.”
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514000473.
Filmely Entertainment. “Ahmanet escapes Scene | The Mummy (2017) Movie Clip HD 4K.”
Youtube vide. 4:46 December 30, 2021. https://www.youtube.com/watch?v=R51JQrB
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Flicks And The City Clips. “THE MUMMY ‘The Mummy is Born’ Clip.” Youtube video. 1:01.
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1995.
Gérôme, Jean-Leon. The Snake Charmer, 1879, oil on canvas, Clarke Art Insitute. Accessed
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Insatiable Dark Horse.” Journal of Communication Inquiry 40, no. 2 (2016): 111-127.
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Orientalism and Pop Culture: The Intersections of Entertainment and Prejudice

HST 301: Historogrophy

December 14, 2023

Non-Lesson Plan Lessons:

Description and Purpose

Learning Objectives and Criteria for Success

● How do geopolitical borders inform the histories of nations and regions?

Historically Responsive Literacy (HRL) Connections

Identity: ethnic and racial identities (specifically of Middle Eastern students)

● Blank maps of the Middle East (two per student)

Activity Description and Time

Warm-up Introduce the unit by asking students what they remember

pre-lesson Tell students they are going to be making a map of the

Lesson Students will research what countries colonized different

geographic locations. During this process, they will also create

Lecture I will give a brief lecture on partition and mandate system of

Differentiation and Adaptations

Description and Purpose

Learning Objectives and Criteria for Success

● What is Foucauldian theory?

● What is binary opposition?

Identity: connecting to students’ lives (warm up)

Computer (for presentation)

● Scaffolding (warm-up and note-taking worksheet)

Activity Description and Time

Homework Students will write a 1-2 paragraph summary about

Differentiation and Adaptations

Description and Purpose

Learning Objectives and Criteria for Success

● Students will engage in group work, working on their collaborative skills

● Students will engage and take notes on the lecture

Skill Development: Analytical skills, collaboration skills, reading comprehension skills

● Connecting to student lives

Activity Description and Time

Lecture I will go through the presentation that outlines Foucauldian

class discussion on how orientalism is present and the

Homework Students will find a current event that relates to Orientalism

Differentiation and Adaptations

Description and Purpose

Learning Objectives and Criteria for Success

● Students will work collaboratively and engage in group discussion

● How are stereotypes and power imbalances present in the artifacts?

Copy of reading (x20)

Video of “The Snake Dance”

● Scaffolding (group reading and annotations)

Activity Description and Time

Collaborative discussion Once students begin to finish reading independently, I will

Homework Students will finish creating their presentation and prepare to

Differentiation and Adaptations

I will assess through observational data throughout the class.

Description and Purpose

Learning Objectives and Criteria for Success

● Students will actively listen while others present

● How are stereotypes and power imbalances present in the artifacts?

Activity Description and Time

Discussion I will guide a 10-minute discussion on what students learned

Reflection After the discussion, students will be asked to reflect on what