Project-Based Learning (PBL) Plan: The Doll Test and Its Impact

Here are two project-based learning (PBL) lesson plans focused on Carole Boston Weathrford's picture book The Doll Test: Choosing Equity and discussions about race and identity—one for primary students and one for secondary students.

Primary Project-Based Lesson:
Understanding Identity and Fairness
(Grades 1-3)

Project Title: "Fairness and Friends: How We See Ourselves"

Essential Question:

How do the toys we play with reflect who we are and what we believe about fairness and kindness?

Objective:

Students will explore identity, fairness, and representation through the book The Doll Test: Choosing Equity and the historical Doll Test. They will discuss how people’s ideas about race and fairness develop and create their own inclusive dolls.

Project Overview:

Students will learn about the Doll Test through a read-aloud and discussion, then design their own diverse dolls that reflect fairness, inclusion, and self-expression.

Materials Needed:

• Anchor Text: The Doll Test: Choosing Equity
• Picture books: The Colors of Us by Karen Katz, Our Skin: A First Conversation About Race by Megan Madison or I Am Enough by Grace Byers
• Images and video clips of the Doll Test
• Dolls of different skin tones
• Art supplies (paper, markers, fabric, scissors, glue)

Lesson Structure:

1. Introduction (30 min)

• Read  The Doll Test: Choosing Equity, Picture books: The Colors of Us by Karen Katz,  or I Am Enough aloud.
• Discuss: What makes each of us special? What do we like about how we look?
• Show images or short video clips of the Doll Test. Ask: Why do you think some children picked one doll over another?

2. Discussion (30 min)

• Discuss the idea of fairness and why it’s important for everyone to feel valued.
• Ask: What do you think makes a toy or doll feel like “you”?
• Brainstorm what kinds of dolls or toys students would like to see in stores.

3. Project Creation (45 min)

• Students create their own inclusive dolls using art supplies. They can draw, color, or even craft their own mini-dolls using fabric.
• Each student presents their doll and explains why they made their choices.

4. Reflection & Sharing (30 min)

• Students reflect: How did it feel to create a doll that represents different people?
• Discuss: What can we do to make sure everyone feels included?

Assessment:

• Participation in discussions
• Thoughtful doll designs and explanations
• Ability to express understanding of fairness and identity

Secondary Project-Based Lesson: The Impact of the Doll Test and Representation (Grades 6-9)

Project Title: "Identity, Bias, and Representation in Media and Society"

Essential Question:

How do societal messages shape our ideas about race, identity, and fairness?

Objective:

Students will analyze the historical Doll Test using Carole Boston Weathford's The Doll Test: Choosing Equity and examine how bias and representation in media continue to shape perceptions of race and identity. They will then create a public awareness campaign to promote diverse and positive representation.

Project Overview:

Students will research the Doll Test, explore media representation, and design a campaign (videos, posters, or social media content) to challenge racial bias and promote inclusivity.

Materials Needed:

• Anchor Text: The Doll Test: Choosing Equity
• Videos and articles about the Doll Test (e.g., original study, modern recreations)
• Clips from TV shows, advertisements, and toy catalogs (analyzing racial representation)
• Laptops, poster-making supplies, or video creation tools

Lesson Structure:

1. Introduction & Research (45 min)

• Read The Doll Test: Choosing Equity by Carole Boston Weatherford.
• Watch a short documentary or news segment on the Doll Test.
• Discuss: What do the results of the test tell us about bias? How do you think media and toys influence how we see race?

2. Media Analysis (45 min)

• Students examine ads, TV shows, or toy catalogs and analyze how different racial groups are portrayed.
• Discuss: Are all people represented fairly? What messages do children receive about race from media?

3. Project Development (90 min, split over 2 sessions)

• Students work in small groups to design a Representation Matters campaign. Options include:
  • Creating a short video analyzing bias in toys/media
  • Designing posters advocating for diverse representation
  • Writing an open letter to a toy company about inclusivity
• Groups outline their message, audience, and format.

4. Presentation & Discussion (45 min)

• Students present their campaigns to the class.
• Discuss: What did you learn? How can we challenge bias in everyday life?

Assessment:

• Critical thinking in media analysis
• Creativity and effectiveness of campaign projects
• Thoughtful engagement in discussions and reflections