1. Topic-
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2. Content-
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Lesson will be based on stereotype and how it will affects our daily
lives.
Vocabulary:
-assumption
-stereotype
-bias |
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3. Goals: Aims/Outcomes-
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1.Students will be able to tell the different between the different
kind of stereotype.
2.Students will be able to tell which kind of stereotypes are true
and which are not. |
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4. Objectives-
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1. Assumptions can lead to stereotypes and unfair judgments about
individuals and groups.
2. Stereotypes and biases affect our lives. |
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5. Materials and Aids-
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Writing paper
- Flip chart and/or large sheets of paper
- Magic markers
- Art supplies (construction paper, scissors, tape, glue, magazines
to cut up, etc.)
Take home activity sht: Identify stereotypes in te media.
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6. Procedures/Methods-
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A. Introduction-
1.Begin by discussing with the students how people often use labels
or categories to describe others and how there lables can be based
on such characteristics as clothing, looks, the way a person talks,
or the groups to which he or she belongs.
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B. Development-
1.Ask the class to brainstorm categories that are used at schoolto
group of people.
2.Write these major categories onto five separate pieces of flip chart
paper and post these around the room. Give the class 10-15 minutes
to travel to each posted sheet and write down adjectives related to
the category headings. Remind students that they should only add new
descriptions to the list.
3.When they are finished, ask students to take a moment and look at
the adjectives that the class has generated under each group heading.
Use the following questions to lead a discussion about what they recorded: |
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C. Practice-
1. Write each word on the board or on a flip chart and ask students
to list the attributes that define the terms "race" and "ethnicity."
Record their ideas. Next, ask students for the names of five different
racial or ethnic groups.
2.Prepare five large sheets of paper (flip chart paper). At the top
of each sheet, write the name of one of the groups that the students
named.
3.Divide the class into five groups and supply each student in the
class with a marker.
4.Give each group one of the five sheets of paper. Ask them to list
as many stereotypes that are commonly used to describe the category
of people written at the top of paper. Give students three minutes
to complete the exercise. Emphasize that students should list stereotypes
that they have heard, not ones that they necessarily believe to be
true.
5.Post the sheets in class where everyone can see them and give students
five minutes to read the sheets.
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D. Independent Practice-
| Ask students to spend 15-20 minutes writing about a personal experience
with biased behavior. Emphasize to students that they should not put
their names on their papers. They can share an experience in which
they were a victim of biased behavior or in which they witnessed bias.
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E. Accommodations (Differentiated Instruction)-
1.Have the students write about an experience that they went through
or a friend went through.
2.Have themcome up with a few ideas of how to react about stereotypes.
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F. Checking for understanding-
Ask them questions:
1.What are stereotypes and how do they affect people's lives?
2.Can you think of ny events in history that were influenced by stereotypes?
3.What do you think an individual can do to help reduce bias and stereotyping? |
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G. Closure-
| Go over the different activities with the students, to make sure
they understand the lesson, ask them oral question and listent to
the student answers and their feed backs. |
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7. Evaluation-
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1.Listen to their respond while doing the oral discussions.
2.Evaluate the students participant in the activity. |
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8. Teacher Reflection-
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| Teacher will evaluate the students perfrmance in the discussions
as well as the group actity and the indvidual work. |
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