1. Topic

Addressing and Reducing Stereotyping 


2. Content

Stereotype
Race
Ethnicity 


3. Goals: Aims/Outcomes

1.Students will learn that stereotypes lead to assumptions and inaccurate
judgments.
2.Stereotypes and biases affect us all in our everyday lives.
3.Students will understand how stereotypes have affected the history
of the United States. 


4. Objectives

1.Students will participate in a class discussion about stereotyping.
2.Students will draw images to reflect different stereotypes.
3.Students will discuss how stereotypes have affected the history
of the United States, and the lives of those living in the U.S.
4.Students will complete a homework assignment requiring them to document
stereotypes in the media. 


5. Materials and Aids

Writing paper, large sheets of paper, markers, scissors, tape, glue 


6. Procedures/Methods

A. Introduction
1.A discussion about how labels are used to categorize people such
as based on clothing, hair style, the way someone talks, or the friends
someone has.
2.Help students understand that categorizing people and things is
a natural human response, but we often make assumptions about people
and groups we don't know.



B. Development
1.Students will be asked to brainstorm typical categories used in
school such as "jock", "prep", "nerd", etc. Have the class narrow
the groups down to five major categories.
2.Write the five categories on five separate large sheets of paper.
Allow the students to have 1015 minutes to visit each paper and add
adjectives which are related to the category heading. Inform students
that they should not repeat any adjectives.
3.When students have finished, ask them to review the adjectives under
each category. 


C. Practice
Day 1
1.Begin a discussion with the class by asking the following questions:
do category assumptions apply to everyone in the group?
does everyone seem to share the same ideas and descriptions about
those in a particular category?
do assumptions provide any definite information about a person within
a given category?
how do such assumption affect the way you treat someone?
2.Ask students to offer their definitions of what stereotyping means
to them. Help students understand that when we make assumptions about
a group of people, we are stereotyping. When we allow assumptions
and stereotypes to influence how we feel about someone, and our behavior
towards them, we make unfair judgments about the people. This influence
on our judgment is a "bias."
3.have the class review the adjectives in the categories again. Ask
them to consider if the adjectives describe stereotypes. Ask students
to consider if they are unfair or hurtful.
Day 2
4.Hold a discussion on the concepts of race and ethnicity. Each word
should be written on the board. Have students list attributes that
define "race" and "ethnicity." Document their thoughts. Students should
then provide the names of five different racial or ethnic groups which
will be written on five large separate sheets of paper.
5.Have the class divide into five groups, and supply each student
with a marker. Each group will be given one of the five large pieces
of paper. Have students list as many stereotypes that are commonly
used to describe the group of people listed on the paper. Allow students
to have 3 to 5 minutes to complete the activity. Inform students to
write stereotypes they have heard, which doesn't mean they necessarily
believe the stereotype.
6.Once they have finished, rotate the sheets so that each group has
the chance to write on each paper. Have students include only those
stereotypes which haven't been recorded yet.
7.Once the rotations are complete, post the papers for everyone in
the class to read. Hold a discussion asking students to consider the
following questions:
how do these stereotypes make you feel?
what do we notice about the stereotypes listed?
where have you heard or seen these stereotypes portrayed? In movies?
The media? Books? Magazines?
how can these stereotypes influence someone to treat someone else
unfairly?



D. Independent Practice
Day 3
1.before the start of class, post around the classroom 10 pieces of
paper describing assumptions and stereotypes in school and society.
2.Ask students to write about a time when they had a personal experience
with bias behavior. Allow students to have 1520 minutes to write
their response. Tell students that they should not put their names
on their papers. They can share any experience in which they were
the victim or an time they witnessed someone else be the victim of
bias behavior.
3.Prompt the class to think about a time when someone made a biased
judgment about them or acted unfairly toward them because of their
skin, age, size, race, clothes, gender, the way they speak, where
they live, how much money their families have, etc.
4.before they start to write their responses, ask students to consider
the following questions:
what made you aware that you were being unfairly judged?
what words or actions were directed toward you based on assumptions
or stereotypes?
why do you think those assumptions were made about you?
how did it make you feel?
how do you believe you should have been treated in the same situation?
5.Once students have completed the writing, have them pass their papers
to the front of the classroom. Shuffle the papers, and pass them back
out to the class. Be sure nobody gets their own paper. Have each student
read the paper they have received.
6.have the students create a collage by piecing together the posters
from days 1 and 2, the written experiences, and pictures and artworks
that describe how assumptions and stereotypes make them feel.



E. Accommodations (Differentiated Instruction)
1.Students who have a difficult time recording their information
in written format, such as ELLs, will be encouraged to share their
information verbally with the teacher who will scribe the information
as it is told. The ELL will then receive a copy of the information,
and authorized time to review the document over several days.
2.Students will read information from the posters out loud to ensure
everyone is aware of what is written on the posters.



F. Checking for understanding
1.Students will be given a homework assignment in which they will
have to identify stereotypes in the media, and in their surrounding
environment over the course of several days. They will keep a log
in which they document the information. Students will need to provide
detailed descriptions of the situation, including television show
names, commercials, movie titles, etc.
2.Students will also have a homework assignment in which they will
answer the following questions:
what are stereotypes, and how do they affect the lives of people?
what events in history have been influenced by stereotypes and assumptions?
what impact did these events have on the society, world, and future
societies?
who or what teaches people to make stereotypes, and how can people
learn not to make stereotypes and assumptions?
in what ways can the media reduce stereotyping?
do you believe some groups are more subject to stereotypes than others?
Why?
What can an individual do to reduce bias influence and stereotyping?



G. Closure
Students will close out the lesson with a historical timeline representative
of traditionally underrepresented groups.



7. Evaluation

1.This lesson is intended to change student ideas and receptiveness
to new ideas, which are learning objectives and goals that cannot
be measured using traditional assessments.
2.Students should be assessed on participation, openness to new ideas,
and their ability to relate and empathize with targets of discrimination.
Students should be encouraged through continuing reinforcement. 

