Lesson Plan: Taxx Is Tripping
Subject/Course: Sociology/ Law
Topic: Style, Self-Esteem
Grade Level: 9-12
Common Core Standards:
CCSS.ELA-Literacy.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event.
CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source. Provide an accurate summary that makes clear the relationship among the key ideas and details.
Episode: “Taxx Is Tripping” (Season 8) Full audio | Transcript
Lesson Length/Time Needed: 1-2 class periods
Lesson Created by: B. Fritch, California
Lesson Objectives
To understand how style is important to incarcerated people and their self esteem.
To understand and compare/contrast the experience of men and women when it comes to style in prison.
Materials Needed
Audio Clips
Activities
Intro: Explain to students that we are going to study style and self-esteem in prison. To start, distribute the warm-up about what makes the students unique and how they express their individuality. When students are done, have them share with each other and with the class.
Through: To understand how style is important to an inmate's self-esteem, have students listen to part 1 of Taxx Is Tripping. When done, have students address and discuss their answers in pairs and/or the class.
Explain to students that style means different things to different genders. To help students understand how women deal with issues, have students listen to part 2 of Taxx Is Tripping. When done, have students address and discuss their answers in pairs and/or the class.
Beyond: If desired, add a reflection question about if incarcerated people should be allowed to wear clothes beyond the regular state-issued materials. Does making incarcerated people wear only what the state issues dehumanize incarcerated people? If incarcerated people wore other clothes, would that be a security risk?
ADDITIONAL RESOURCES
Content Warnings
During Part 1 the word f*** at 11:26 and s*** and f*** at 11:45 and 11:47
During Part 2 from 3:20 to 4:10 and at 5:10, g-strings are discussed.