Self-Esteem Curriculum for Young Black Girls Grades 6-12
Developed by Lovely Hoffman, M.Ed.
Why I Created the Self-Esteem Curriculum for Young, Black Girls
I have been teaching middle school for over ten years. Throughout my teaching career, I
have taught in inner-city communities, and my students have been predominately Black and
Brown—from different countries throughout the African diaspora—and of various hair textures,
hues, and physical characteristics. One interesting experience that I have found is that many of
our children don’t know how beautiful they are. They have low self-esteem because they feel
that they fall short of society’s beauty standards.
This is a huge problem because it is a critical time for middle school children. At this
stage, in their adolescent development, they are trying to understand themselves and where they
fit in. If children don’t feel good about themselves and who they are, it affects their academic
performance, how they present themselves, and how they treat others.
The “Self-Esteem Curriculum for Young, Black Girls” was created to teach children to
embrace themselves and feel empowered. As a community, students take a self-esteem
questionnaire to assess how they feel about themselves. Students also examine society’s beauty
standards by discussing the effects of the historic Kenneth and Mamie Clarke doll tests and
media’s portrayal of beauty. Students then create a mirror collage that forces them to reflect on
aspects of their identities that are beyond skin deep. Students walk away with an appreciation of
the diversity of beauty in our community. They also learn that our uniqueness and differences are
not deficiencies but rather assets that make us beautiful.
Lessons Overview
There is a total of seven lessons, each sixty to sixty-five minutes long. Each lesson contains an
essential question, lesson objectives, detailed resources, and timed activities. Teachers should be
sure to review each lesson in advance to ensure that they have the resources and supplies needed
to carry out the lesson effectively.
Lesson 1. Shared Expectations and Practicing Norms
What shared norms and expectations should we follow in order to learn and grow during these
next few lessons?
Lesson 2. Self-Esteem
What is self-esteem? Why is self-esteem a challenge for young girls?
Lesson 3. The Importance of Self-Esteem
Why is self-esteem important? What does it mean to appreciate and love who you are?
Lessons 4 and 5. Media Literacy
What impact do the media and the larger society have on our self-esteem and self-worth?
Lessons 6 and 7. I Am Beautiful
What makes me beautiful?
Lesson 1. Shared Expectations and Practicing Norms (65 Minutes)
Essential Question
What shared norms and expectations should we follow
in order to learn and grow during these next few lessons?
Objective
Students will be able to construct, discuss, and practice expectations that they must
follow in order to grow and learn throughout this Beautiful unit.
Lesson Resources
•
student journal (or paper)
•
writing utensil
•
chart paper
•
large marker
•
projector (to project online video)
•
computer
•
speakers
•
large package of M&Ms
•
napkins for cleaning
Video Link Black Girls Rock “Amandla Fights for Representation”
http://www.bet.com/video/blackgirlsrock/2016/highlights/celebrant-reel-amandla-stenberg.html
Alternative Video, Amandla Interview: https://youtu.be/T0LNuD_DsUo
Teacher Instructions
During these next few lessons, students will engage in deep discussions. It is
important to establish norms that are composed by the students via large group and
that everyone agrees to these expectations. They are to be reminded of these
expectations at every meeting, and these norms should be posted at every meeting.
Give students seven to ten minutes to write independently; next have students work in
pairs to share what they wrote for five minutes, and then bring the discussion to the
larger group. The teacher (or a student) should scribe student responses on large chart
paper. This should take ten minutes. This list should be posted on the wall, and
students should be reminded of these norms and expectations at every meeting.
Think/Do Now (10) / Pair (5) / Share (10) (Total 25 Minutes)
“Do Now” Question for Students. During these next few lessons, we will engage in deep
discussions and activities. Many of the conversations will include sensitive and personal topics
that you and your peers may be passionate about. Identify at least three rules or expectations we
should follow in order for everyone to feel safe and comfortable.
Teacher Instructions
Each person receives an M&M. Based on the color, students must answer questions that
correspond to that color M&M. Then students will share their responses with a partner.
The partner will, in turn, introduce what that person said to the entire group. This
activity helps students learn about each other and see what they have in common and
also enforces healthy speaking, listening, and communication skills.
Getting to Know Each Other M&M Game (15–20 Minutes)
Student starts with, “I interviewed (student name),” and then responds to M&M questions.
Color Questions
Red
Identify one celebrity that you admire. Why do you admire this celebrity?
Orange
What is one thing that you are really good at and love to do?
Yellow
Identify one time that you were proud of yourself or when someone was proud of
you. What happened?
Green
Share something about yourself that others will not know by looking at you.
Blue
What is something you cannot live without and why?
Brown
Identify one important characteristic that makes you who you are. Why is it
important?
Teacher Instructions
As a community, students watch the “Amandla Fights for Representation” video clip. After the
video, students should take five minutes to write and respond to the exit ticket question below.
Then students will engage in a closing discussion referring to what they wrote.
Video and Closing Discussion Sharing (15 Minutes)
Exit Ticket (5 Minutes)
How does Amandla Stenberg show that she is proud of who she is? What does she say, and how
does she show it? Do you agree with her? Why?
Lesson 2. Self-Esteem (65 Minutes)
Essential Questions
What is self-esteem?
Why is self-esteem a challenge for young girls?
Objectives
Students will be able to define self-esteem. Students will be able to analyze the song “My Black
Is Beautiful” and discuss why self-esteem is a challenge for young girls.
Lesson Resources
•
student journal (or paper)
•
writing utensil
•
chart paper with expectations
•
chart paper and large marker
•
Self-Esteem Inventory handout
•
projector (to project online video)
•
speakers
•
“My Black Is Beautiful” lyrics handout
Video Link. “My Black Is Beautiful” Music Video
https://youtu.be/UbuoPmB2Amg
Teacher Instructions
Students first complete their “Do Now” independently in their journals, and then they share
with the class.
Do Now (Total 20 Minutes)
(Think/Write 10 Minutes and Share 10 Minutes)
What is self-esteem in your own words? Do you think having high self-esteem is important?
What are some of the reasons why young ladies may have high self-esteem or low self-esteem?
Teacher Instructions
As a large group, discuss self-esteem, and brainstorm the definition with the students.
Allow students to share their understanding of self-esteem, and then, as a group, you
should conclude that self-esteem is “a feeling of pride that someone has in herself and
her abilities.”
Make sure everyone writes this definition down in her journal. Students then complete
the self-esteem inventory.
Group Brainstorm and Definition Construction (5–7 Minutes)
Self-Esteem Check-Up Inventory (7–10 Minutes)
Teacher Instructions
Students then listen to, watch, and discuss “My Black Is Beautiful.” See discussion
questions below. Students end by responding to the exit ticket in their journals.
Group Listens to “My Black Is Beautiful” Then Discusses (25 Minutes)
LYRICS
https://soundcloud.com/lovelyhoffman/my-black-is-beautiful?in=lovelyhoffman/sets/lovelyhoffman-music
Guided Discussion Questions
o What is the purpose of this video? Why was this song written?
o Who is the target audience for this song? Explain.
o Colorism is prejudice or discrimination against individuals with a dark skin tone,
typically among people of the same ethnic or racial group. Is this an issue in our
community?
o Provide a one sentence or one-phrase summary of the message communicated in this
video.
o What do the following lyrics mean?
“Who are you to say that I’m not beautiful? It’s your own insecurity.”
“In life, there’s one thing you should remember. That love of self is more precious than
anything else.”
o Do you think society makes it difficult for young ladies of color to love and accept and
themselves? Explain.
o What lyrics from the song (besides the one mentioned above) stand out to you and why?
o Can you relate to what the song is talking about or what you saw in the video?
o Affirmations are positive words that you declare and say. The writer of this song said this
song was written as an affirmation. Do you think affirmations can be empowering?
Explain.
Exit Ticket (5-7 Minutes)
What did you learn about self-esteem today? Why is self-esteem important?
Self-Esteem Inventory
Directions: Read each statement. Rate the way you feel about yourself based on each
statement. “0” means you DO NOT believe the statement to be true. “10” means you
COMPLETELY believe the statement to be true.
STATEMENT
I have faith in myself.
I have a positive attitude.
I am smart.
I can do anything I put my mind to.
What others think of me matter.
I like the way I look.
I love my hair texture.
I think being of African descent is a positive attribute.
I love my skin color.
I will be successful in life.
I can take constructive criticism.
I am perfect just the way I am.
I am a valuable person.
I have a positive outlook on life.
I respect myself.
RATING
1. How would you rate your overall self-esteem (“0” means you DO NOT like who you
are and “10” means you REALLY love yourself)? __________________________
(Choose 0-10)
2. What would need to change in order for you to have a perfect 10 on all of the
statements listed above?
My Black is Beautiful ©
Written by Lovely Hoffman
Verse 1
Look at her hair
Look at her braids
Look at her eyes
Look at her nose
Look at her fro
But it’s all a part of me
Look at her face her
Look at her skin
It’s either too dark
Or it’s too light
Her complexion’s not right
But it’s all a part of me
Chorus
Who are you to say that I’m not beautiful
It’s your own insecurity
Because I know and I believe
My Black is Beautiful
Beautiful
My Black is Beautiful
My Black is Beautiful
Beautiful
Oh
Verse 2
Look at her size
Look at her weight
She is too curvy
She is too thin
Or even too slim
But it’s all a part of me
Hear how she talks
What does she mean
She has an accent
I don’t understand
I can’t comprehend
But is all a part of me
Bridge (Repeat)
In Life
There’s one thing you should remember
That love of self
Is more precious than anything else
Lesson 3. The Importance of Self-Esteem (65 Minutes)
Essential Question
Why is self-esteem important?
What does it mean to appreciate and love who you are?
Objective
Students will be able to demonstrate understanding of the importance of self-esteem by creating
a Public Service Announcement.
Lesson Resources
•
student journal (or paper)
•
writing utensil
•
chart paper with expectations
•
chart paper and large marker
•
PSA handout
•
computers (or students can use their phones for group activity)
Teacher Instructions
Students first complete their “Do Now” independently in their journals and then they
share with the class. Then teacher shares the actual quote endings with the class.
Do Now (12–15 Minutes)
Choose any two of the following quotes about self-love, and complete them using your own
words:
“No One Is You and
________________________________________”
“My Self-Worth
________________________________________”
“You Owe Yourself the Love ________________________________________”
Quote Endings
No one is you AND that is your power!
My self-worth isn’t determined by others.
You owe yourself the love that you so freely give to other people.
Teacher Instructions
In a group of four, students create a Public Service Announcement (PSA) commercial on selfesteem. The PSA should be three minutes long. Teacher must provide an overview to ensure
students are clear with expectations (see PSA guide handout). Students can also use computers
or their phones to help them with their questions. Students will then present to the larger
group. Students end with the exit ticket responses in their journals.
Overview of Assignment/Reminder of Expectations, Group Norms, Questions (10 Minutes)
See handout.
Group Activity (20 Minutes)
Questions you should answer in your PSA include the definition of self-esteem.
o Why is self-esteem important?
o What does it mean to have low self-esteem?
o What are the benefits of having high self-esteem and being confident?
o What can one do to boost her self-esteem?
Share Presentations (15 Minutes)
Exit Ticket (5 Minutes)
Challenge. As we have discussed, affirmations and chants can be encouraging and reaffirming.
Write down your group’s affirmation/chant/song from your presentation and say it three times
every morning, and see what happens!
PUBLIC SERVICE ANNOUNCEMENT (PSA) ACTIVITY
A Public Service Announcement (PSA) is a free commercial aired on radio
and/or TV stations. Usually PSA’s are created to build awareness about an
issue.
In groups, you are going to create a public service announcement about
self-esteem. Use the questions below to help you. Also, try to be creative.
You want your commercial to be engaging.
Questions you should answer in your PSA include:
What is self-esteem?
Why is self-esteem important?
What does it mean to have low self-esteem?
What are the benefits to having high self-esteem and being
confident?
o What can one do to boost her self-esteem?
o
o
o
o
End with a group affirmation, chant, or song that ties in the theme of your
commercial.
Lesson 4. Media Literacy I (65 Minutes)
Essential Question
What impact do the media and the larger society have on our self-esteem and self-worth?
Objective
Students will be able to examine the impact that the media can have on our self-esteem by
analyzing images and engaging in a discussion.
Lesson Resources
•
student journal (or paper)
•
writing utensil
•
chart paper with expectations
•
chart paper and large marker
•
five images from online or magazines of famous women considered beautiful in America
(Beyoncé, Jennifer Lopez, Ariana Grande, Selena Gomez, Rihanna, etc.)
•
image analysis questions
Teacher Instructions
Students first complete their “Do Now” independently in their journals. Then have each
student share her list with a peer. Then bring the discussion back to the larger class using
the guided discussion questions below.
Do Now (5 Minutes)
Imagine you are a casting scout for a music video. Your job is to choose the right girl for the
video. Write down the characteristics you are searching for: age, weight, skin color, hair type,
and so forth.
Partner Share (5 Minutes)
Guided Questions for Class Discussion (10 Minutes)
List on the board/chart paper the characteristics of the ideal, music-video model that are common
among students. Then ask the class:
o As a casting scout, why do think many of us in the class had similar characteristics for the
music-video model?
o Does the list reflect your personal ideas about beauty?
o Where does this “standard of beauty” come from?
Teacher Instructions
After the “Do Now,” the class should be divided into five groups. Each group will be given an
image of one of the most “beautiful women in America today” to examine for one minute.
After one minute, the group will rotate the images clockwise until all groups have examined
the images. There will be a total of five different images. This activity will last for ten minutes.
Students will then answer the below group questions for another ten minutes (see Image
Analysis handout). Students will then engage in a large group discussion with teacher
facilitating. Questions are below. Students end with the exit ticket responding in their journals.
Image Analysis Group Questions (20 Minutes)
o What do you see? What do you notice?
o What do the individuals in these photographs have in common (eyes, nose, mouth, skin,
size, hair, etc.)?
o What don’t you see?
Large Group Discussion and Questions (20 Minutes)
o What did you see in the images?
o What did all the women have in common?
o What didn’t you see?
o What has influenced our ideas of what an “ideal” or “beautiful” female looks like?
o How does the class list describing the ideal female model make female students feel
about themselves?
o Why it is important to be able to analyze and talk about who controls the media and
whose beauty standards are being imposed on us?
Exit Ticket (5 Minutes)
o Why is it important to be able to analyze and talk about who controls the media and
whose beauty standards are being imposed on us? Do you think that learning this
information is empowering?
IMAGE ANALYSIS GROUP QUESTIONS
DIRECTIONS: After reviewing the images with group members,
complete the graphic organizer below.
What do you see? / What
What do individuals in
do you notice?
these images have in
common (examine eyes,
nose, mouth, skin, size,
hair)?
What don’t you see?
Lesson 5. Media Literacy II (65 Minutes)
Essential Question
What impact do the media and the larger society have on our self-esteem and self-worth?
Objective
Students will be able to examine the impact that the media and larger society can have on our
self-esteem by examining the historical Kenneth and Mamie Clark doll test experiment results
and comparing it to a similar, recent experiment.
Lesson Resources
•
student journal (or paper)
•
writing utensil
•
chart paper with expectations
•
chart paper and large marker
•
projector (to project online videos)
•
computer
•
speakers
Video Links
Kenneth Clark and Mamie Clark Test Video: “Separate but Equal—Doll Experiment”
starting at 2:45–end of clip @ 6.08 minutes (3.5 minutes to watch)
https://www.youtube.com/watch?v=vG_N-Ja2x9c
“A Girl Like Me”
https://www.youtube.com/watch?v=YWyI77Yh1Gg&t=12s
Teacher Instructions
Give students five minutes to write independently. Next, have students work in pairs for five
minutes to share what they wrote. Then, bring the discussion to the larger group for another
five minutes.
Do Now (5 Minutes)
Do you think skin color determines a person’s value or worth in this society? Explain.
Partner Share and Larger Group (10 Minutes)
Teacher Instructions
Students watch an excerpt of a movie based on the Kenneth Clark doll test (see summary
below). Teacher then engages in a discussion with students. The Kenneth Clark segment and
discussion is no more than twenty minutes long.
Whole Class—Kenneth Clark and Mamie Clark Test Video Excerpt and Discussion
(20 Minutes) starting at 2:45 (3.5 Minutes)
Summary of Video
The Clarks were known for their 1940s experiments using dolls to study children's attitudes
about race. The Clarks testified as expert witnesses in Briggs v. Elliott (1952), one of five cases
combined into Brown v. Board of Education (1954).
Discussion Questions
o What are your first thoughts or reactions about the video?
o According to the video, what were the children’s attitudes about being black? How do
you know this?
o According to the video, what were the children’s attitudes about being white? How do
you know this?
o Where do you think children’s ideas about whiteness or blackness come from?
o This research was conducted in the 1940s. Do you think the time played a role in the
children’s thinking?
Teacher Instructions
Students watch a short documentary entitled “A Girl Like Me” (see summary below). Teacher
then engages in a discussion with students. This second clip and discussion is no more than
twenty-five minutes long. Students then complete the exit ticket in their journals.
Whole Class Video of a Girl Like Me (25 Minutes)
Summary
“A Girl Like Me” is a 2005 documentary by Kiri Davis. The seven-minute documentary
examines such things as the importance of color, hair, and facial features for young AfricanAmerican women. In this documentary, she also conducts the Clark doll test experiment.
Discussion Questions
o In the 1940s, the Clarks conducted a doll test. Were Davis’s results the same or different?
What do you make of this?
o Has our perception of ourselves changed as black people in this country based on the
documentary?
o According to the documentary, what is the standard of beauty for black girl? Do you
agree?
o Kiri Davis talks about “light-skinned” girls being valued over “dark-skinned” girls. What
does she mean? Is this true?
o Where do you think this belief system comes from?
o Do you think the way we feel about ourselves impacts the way we behave?
Exit Ticket (5 Minutes)
Draw three images or create a word collage that you think should determine a person’s value.
Lesson 6. I Am Beautiful (65 Minutes)
Essential Question
What makes me beautiful?
Objective
Students will be able to demonstrate understanding of the various qualities that make them
beautiful by creating a mirror collage that display their physical and inner beauty.
Lesson Resources
•
student journal (or paper)
•
writing utensil
•
chart paper with expectations
•
chart paper and large marker
•
newspaper
•
construction paper for precut, shaped, hand-held mirror
•
Mirror Collage Expectation handout
•
glue
•
scissors
•
markers
•
and additional art supplies as needed
Teacher Instructions
Students first complete their “Do Now” independently in their journals then bring the
discussion back to the larger class.
Do Now (10 Minutes)
Why is it important for us to define beauty for ourselves and not allow others to define it for us?
What does it truly mean to be beautiful?
Share out to Class (5 Minutes)
Teacher Instructions
Pass out collage instructions to students (see Mirror Collage handout). Read directions and
expectations. Allow students to work on collage for thirty minutes. Students must turn in and
complete collage by the next class (if it is not done by the end of class). Next class is the final
lesson and will be very special. Make sure you reserve time to clean up.
Mirror Collage Overview (10 Minutes)
See Handout and Brief Overview Below
“Usually when we look in the mirror, we only see our physical beauty, but we have learned that
beauty is deeper and encompasses more than that. Today, we are going to make a mirror collage.
The mirror collage allows you to not only see your physical beauty but also all the various things
that make you beautiful and unique. So, all of your inner qualities, talents, gifts, and blessings
will be posted on your mirror in collage form.”
Mirror Collage Activity (35 Minutes)
Students must complete the Mirror Collage Graphic Organizer handout. Once they are done, they
can begin constructing their collage. The collage must be completed and turned in by next class.
Mirror should include the following:
Two images or words
Include five images that
Using the letters of your
that describe what you
inspire you and that
first name describe
are good at!
make you who you are.
positive traits about
yourself.
Patient
Adventurous
Motivated
Identify and find three
Name an
Write a compliment that
things you are grateful
accomplishment you
someone has given you.
for.
made!
Clean Up (5–10 Minutes)
Mirror Collage Handout
Assignment Overview
Usually when we look in the mirror we only see our physical beauty but we have learned
that beauty is deep and encompasses more than that. Today we are going to make a
Mirror Collage. The Mirror Collage allows you to not only see your physical beauty, but
the various attributes that make you beautiful and unique. So, all of your inner qualities,
talents, gifts, and blessings will be posted on your mirror in collage form.
Complete the graphic organizer below to help you organize your mirror collage. Once
the graphic organizer is complete, begin constructing your collage.
Mirror should include
Two images or words
Include five images that
Using the letters of your
that describe what you
inspire you and that
first name describe
are good at!
make you who you are.
positive traits about
yourself.
Patient
Adventurous
Motivated
Identify and find three
Name an
Write a compliment that
things you are grateful
accomplishment you
someone has given you.
for.
made!
Lesson 7. I Am Beautiful II (65 Minutes)
Essential Question
What makes me beautiful?
Objective
Students will be able to demonstrate understanding of the various qualities that make them
beautiful by creating a “mirror collage” that displays their physical and inner beauty.
Lesson Resources
•
student journal (or paper)
•
writing utensil
•
snacks and beverages
•
napkins and cups
•
tape
•
Gallery Walk handout
•
“My Black Is Beautiful” chants
Teacher Instructions
This is the final lesson. Teacher should make sure there are good, healthy snacks and
beverages for the young ladies. The young ladies will snack and have the opportunity to
finalize their collage and prepare for the gallery walk.
Teacher should make sure the classroom is set up in a way that will neatly display students’
mirror collages. A circular setup is recommended. The collages can be set up nicely on the
tables, and all students can circulate the classroom at the same time, viewing their peers’
collages. Students complete the Gallery Walk handout while participating in the gallery walk.
Alternatively, you can allot each of the girls two minutes to share her collage with her peers.
Do Now—Student Snacks and Gallery Walk Preparation (20–25 Minutes)
Gallery Walk/Presentations (20–25 Minutes)
While students participate in the gallery walk, students should complete Gallery Walk handout.
(What do we have in common? What makes us uniquely beautiful?) See handout.
Teacher Instructions
After the gallery walk, students participate in a closing discussion (see guided questions
below). After the discussion, students revisit “My Black Is Beautiful.” Students chant the
below lyrics together. Students should take the chant home, and students are encouraged to
recite the chant every day.
Whole Class Closing Discussion (15 Minutes)
Guided Questions
o What do we have in common?
o What makes us uniquely beautiful?
o In a sentence, write a summary of what you learned about beauty and the importance of
self-esteem.
o What does “My Black Is Beautiful” mean to you now? Has your understanding of this
statement changed since the first lesson? Why? How?
Student Chant
My black is beautiful, beautiful.
My black is beautiful.
In life, I will always remember
that love of self is more precious
than anything else.
GALLERY WALK
Directions: As you walk around the class and review the Mirror Collages, identify all of the
characteristics that you have in common and all the characteristics that make you unique.
What Do We Have In Common?
What Makes Us Uniquely Beautiful?
CUT OUT CHANT CARDS FOR STUDENTS
Student Chant
My Black is Beautiful
Beautiful
My Black is Beautiful
In Life
I will always remember
That love of self
Is more precious
than anything else
Student Chant
My Black is Beautiful
Beautiful
My Black is Beautiful
In Life
I will always remember
That love of self
Is more precious
than anything else
STUDENT NAME:
STUDENT NAME:
Student Chant
Student Chant
My Black is Beautiful
Beautiful
My Black is Beautiful
In Life
I will always remember
That love of self
Is more precious
than anything else
STUDENT NAME:
My Black is Beautiful
Beautiful
My Black is Beautiful
In Life
I will always remember
That love of self
Is more precious
than anything else
STUDENT NAME: