OBJECTIVE :

1. OBJECTIVE: To watch the Simpsons episode ‘Mypods and boomsticks’ to understand how the media deals with community cohesion and issues of racism.

2. OUTCOMES… Your GOALS for the end of this lesson are… Grade C All– Will be able to describe how Muslims and other religions and races are portrayed in this episode. Grade B Most – Will be able to explain, using examples, how this episode might promote community cohesion. Grade A-A* Some – Will be able to evaluate, using examples, whether this episode might provoke racial tension.

3. Issues linked to community cohesion (racism, sexism etc...) are often used by the media to promote understanding as well as presenting interesting storylines for viewers. Can you think of any storylines (from soaps, films, dramas etc..) or examples (from songs, the radio, documentaries etc...) that deal with issues relating to community cohesion? Make a list in your books... Panorama – Hate on the doorstep Film – American History X Casualty – woman wouldn't be treated by black doctor Film – Four Lions Strictly come dancing – racist comments Big Brother – racist comments Film – Malcolm X Vicar of Dibley – Women priests Film – Guess Who? Hollyoaks- racist teacher

4. The media sometimes tackles issues relating to community cohesion in a humorous way. Think of ONE positive and ONE negative of presenting issues in this way...

5. The media sometimes tackles issues relating to community cohesion in a serious way. Think of ONE positive and ONE negative of presenting issues in this way...

6. Mypods and Boomsticks Bart befriends a Muslim boy and invites him and his parents to dinner, only for Homer's paranoia to get the better of him, but when Homer goes over to their house to apologize, he sees the father with sticks of TNT and thinks he's going to blow up Springfield Mall.

7. Watch the following episode of The Simpsons... Answer the questions on your sheet. Remember to include as much detail as possible (ESPECIALLY EXAMPLES)...

8. The questions… Are women, religions and people from ethnic groups represented fairly in this episode? Focus particularly on how Muslims are portrayed (positive and negative) How might this episode promote community cohesion? Think about the message it gives – especially towards the end. Do you think this episode could provoke racial tension? Think about how it might influence people.

9. Are women, religions and people from ethnic groups represented fairly in this episode? Focus particularly on how Muslims are portrayed (positive and negative) Yes – There are different religions represented – e.g. Hindu-Apu, Buddhist-Lisa, Christian-Flanders, Muslim-new family, Jewish-Krusty. Yes – The new Muslim family are shown to be welcoming and neighbourly – e.g. Offer Bart dinner upon first meeting him. No – It shows a stereotypical view of Muslims and Non-Muslims E.g. Homer assuming they are terrorists.

10. How might this episode promote community cohesion? Think about the message it gives – especially towards the end. It shows that stereotypical views of Muslims are WRONG – E.g. Homer assumes they are terrorists but there is an innocent explanation for everything. It shows that families of different religions can get along and be friends – E.g- Bart and the Muslim boy become good friends as do both families in the end. It highlights the cultural differences in a positive way – E.g. Bart has some food cooked by the Muslim family and loves it. The Council on American-Islamic Relations praised the episode and sent a commending letter to Mat Groening. They wrote "I applaud your effort in Sunday's episode of 'The Simpsons' to humanise American Muslims by challenging anti-Muslim sentiment in our society. By introducing a professional Muslim family, the 'Mypods and Boomsticks' episode highlighted the diverse make-up of Springfield and brought to light how Americans can work toward mutual respect and inclusion by getting to know their neighbours."

11. Do you think this episode could provoke racial tension? Think about how it might influence people. Yes – It highlights the differences between cultures and religions – E.g. Muslims don’t eat pork. Yes – It highlights Islamic stereotypes – E.g. Linking Muslims to terrorist acts. Yes – It makes Islamophobia look like something experienced by the majority – E.g. The bullies at school, the men in the bar and Homer all had negative stereotypical views. No – In the end it highlights how silly it is to hold these stereotypical views about Muslims – E.g. Homer was wrong about them and everything had a simple explanation. No – It shows that people who have stereotypical prejudice views like Homers can hurt and offend – E.g. The Muslim family get upset and hurt at the meal by Homers comments. No – It showed the importance of getting to know your neighbours and that we live in a multi-cultural, multi-faith society and that this is something to be celebrated – E.g. The ending of this episode.

12. OUTCOMES… Grade C All– Will be able to describe how Muslims and other religions and races are portrayed in this episode. Grade B Most – Will be able to explain, using examples, how this episode might promote community cohesion. Grade A-A* Some – Will be able to evaluate, using examples, whether this episode might provoke racial tension. Did you achieve your GOALS?…