1. Topic-
"Bursting" Stereotypes
 
2. Content-

This lesson will discuss the dangers of labeling/stereotyping ourselves and people around us, and ways that we can avoid those behaviors (Schiers, 2011). Balloons will serve as the conduit in this lesson in which students "burst" stereotypes that unfairly label individuals or groups. key vocabulary: judgment, Asian, Mexican, Hispanic, Native American, assume, generalize, opinion, self-esteem, fairness, violence, culture, cultural, prejudice, understanding, racism, race, and stereotype (Hopkins, 2012).

Balloons serve as a conduit in this lesson in which students "burst" stereotypes that unfairly label individuals or groups.

Key Vocab: stereotype, tolerance, fairness, violence, culture, cultural, prejudice, understanding, racism, race, judgment, Asian, Mexican, Hispanic, Native Americans, multicultural, homophobia, homosexual, assumption, assume, generalize, opinion, self-esteem

 
3. Goals: Aims/Outcomes-
1.Students will be able to recognize the act of stereotyping;
2.Recognize ways to avoid those behaviors; and
3.Students will recognize ways to build strong/meaningful relationships (Schiers, 2011).
4.Understanding what stereotypes are.
5. Gaining perspective on prejudice.
6. Developing personal opinions about stereotypes
 
4. Objectives-
1.Students will learn the meaning of the word stereotype;
2.Work in small groups to come up with stereotype statements; and
3. Discuss whether the statements are fair as well as write what they learned from the activity (Hopkins, 2012).
 
5. Materials and Aids-
2 dozen tag board or paper sentence strips, 2" long by 2" wide; markers/crayons; straight pin; thumbtacks (optional); 2 dozen inflated multi-color balloons (Hopkins, 2012).
 
6. Procedures/Methods-

A. Introduction-

1.Begin the lesson by writing the words male and female on a piece of chart paper or at the top of the chalkboard; draw a line between the two words making two column chart; Ask students take a piece of writing paper and set it up the same way;

To begin the lesson, write the words man and woman side-by-side at the top of the chalkboard or on a piece of chart paper. Draw a vertical line between the two words to create a two-column chart. Have students set up a piece of writing paper in the same way. Then ask students to write words or phrases that describe the qualities or characteristics of a man under the word man and words or phrases that describe a woman under the word woman. To get the ball rolling, you might ask students to share a few ideas with their classmates. Following are some typical students responses:

Man -- active, sports-lover, short hair, hard working, truck driver, breadwinner, strong

Woman -- loving, nurse, shop, likes flowers, cries easily, long hair

 

B. Development-

1. draw a line between the two words making a two column chart;
2. Ask learners to take a piece of notebook paper and set it up using the same method;
3. Ask students to write phrases or words that describe the qualities or characteristics of a male under male, and the same for the word female. To get the ball rolling, ask students to share a few ideas with their classmates (Hopkins, 2012).

Next, arrange students into small groups and ask them to share their lists with group members. Then give each group two minutes to brainstorm additional words or phrases describing a man, and two minutes to brainstorm additional words or phrases describing a woman.

Bring the groups together to create a class list of words and phrases about men and women. Write them on the chalkboard as students share them. Then ask some of the following questions:

Are you happy with the lists you have created? Do you see any changes you would like to make to them?
Are there terms that do not belong under the heading they're under? Are there terms that might fit under both headings?
Is it fair to say that all men _________ or that all women ________?

 

C. Practice-

1. Arrange learners in small groups and ask them to share their lists with others in the group;
2.Give each group two minutes to brainstorm additional phrases or words describing a male and two minutes to brainstorm phrases or words describing female (Hopkins, 2012).
3. Give students a few moments to consider those phrases. Then ask them to share their reactions. Lead students to the conclusion that the statements are too general to be true; encourage them to recognize that it is unfair to make such sweeping statements. Help students make the connection between the phrases and the term stereotype.
 

D. Independent Practice-

1.write the following phrases on the board or chart: African American men are the best basketball players; males or better at math than females; and all old people are forgetful.
2. Give students a few moments to consider those phrases. Then ask them to share their reactions. Lead students to the conclusion that the statements are too general to be true; encourage them to recognize that it is unfair to make such sweeping statements. Help students make the connection between the phrases and the term stereotype.
 

E. Accommodations (Differentiated Instruction)-

1. bring out inflated balloons;
2. have students return to their groups and take a final look at their list and mark with an check five to ten of the most interesting stereotypes;
3. Bring class back together so they can share ideas(Hopkins, 2012).

Bursting Stereotypes
Now its time to grab from the closet the bag of inflated balloons (see Before the lesson) or to stand near the bulletin board you have prepared.

If you have created a bulletin board for this activity, ask students to read each sentence strip aloud and staple it next to a balloon on the bulletin board. When all sentence strips are stapled to the board, lead a class discussion about each stereotype. [Have a common pin concealed in your hand for the next part of the activity.] Ask students if the stereotype statements are fair statements. When you are satisfied that students have refuted the stereotype, swipe the balloon with the common pin. Pop! -- that stereotype has been burst.
If you choose not to create the bulletin board, call students holding sentence strips to come one at a time to the front of the classroom. Have each student read aloud the statement on his or her strip and hold the strip up for classmates to see. Hold up a balloon as the strip holder calls on classmates to refute the stereotype on the strip. Once satisfied that the stereotype has been blasted, pop the balloon.

 

F. Checking for understanding-

1. write the word stereotype on the board or chart.
2. Ask students if they know what the word means;
3.Have them write down the dictionary meaning of the word. Incorporate others words that are listed in the content area to check for students clarity on the meaning and the understanding of the words.

What is a stereotype?
Write the word stereotype on the chalkboard or chart. Ask students if they know what the word means. Write down the dictionary definition of the word. For example, Scholastic Children's Dictionary defines the term this way:

noun: An overly simple picture or opinion of a person, group, or thing. It is a stereotype to say all old people are forgetful.

 

G. Closure-

1.Ask students to share how they felt about the lesson. What did they learn, and if there were times during the lesson when they felt angry or sad?
2.Bring out the inflated balloons and thumbtacks, and stand near board (Hopkins, 2012).
 
7. Evaluation-
1.Have students share a stereotype; each time they share give them a sentence strip so they can write down the stereotype and place it on the board with a balloon. When all sentence strips have been tacked to the board, lead a discussion about each stereotype;
2. Ask learners if the stereotype statements are fair. When you are satisfied that students have refuted the stereotype, pop the balloon with the pin, thus reducing the stereotype (Hopkins, 2012).
 

This Lesson Plan is available at (www.teacherjet.com)