1. Topic-
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2. Content-
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| Short exercise designed to help build empathy among students. |
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3. Goals: Aims/Outcomes-
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| Afford students new awareness and perspective on the negative consequence
of stereotyping people. |
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4. Objectives-
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Students will find they impose stereotypes (oversimplified views
of people or a mold that you believe all people must fit into), and
will discuss methods to change their perceptions of people. The purpose
of the lesson in general is to build empathy among students.
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5. Materials and Aids-
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6. Procedures/Methods-
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A. Introduction-
15-20 minutes to answer questions, discuss, then walk out to the
quad to take part in the "Dissolving Stereotypes."� After the
in-class discussion, but before walking out to the stereotype pool,
have students put their heads on their desks, close their eyes, and
think of the one stereotype that they hate the most; the one they
would banish from the planet if they had the power to do so.
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B. Development-
Prior to activity: Generate "Group Norms"� to make sure the
discussion takes place in a safe environment. Here are some ideas:
- Allow people to say mistakes
- Allow people to say the wrong words
- Do not judge
- What is said here stays here
- Ask class for others"�
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C. Practice-
1.Step One: Ask students to write down one word/phrase that you
think of immediately that describes the following:
- Asian People
- Jewish People
- African-American People
- Gay people
- Transgender people
- Caucasian people
- Native American people
2.Step Two: Have students share their responses with a partner.
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D. Independent Practice-
3.Step Three: Generate a list of students' responses on the board.
4.Step Four: Ask students if they believe all these responses are
true. Allow for discussion:
- Looking at our responses we've recorded on the board, what is similar
or different about them? Why?
- Does it matter that most of you have had some experience with an
Asian, Jewish, Gay, etc. person during your lifetime? Why or why not?
- Would your responses change if you were around your group of friends
and not in a classroom? If yes, explain how.
- What do you think we can learn from what we've done here?
- Could some of our responses be seen as hurtful?
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E. Accommodations (Differentiated Instruction)-
If possible, team ELLs with partners that share the same
first language. If no such partner is available, team student with
study buddy that will perform discussions exclusively with ELL. |
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F. Checking for understanding-
5.Step Five: Ask students to reflect on actions they can take to
stop judgment of people based on their ethnicity, or their sexual
orientation. Ask them to quietly write down one thing they can do
different.
6.Step Six: Discuss students' responses as a class. |
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G. Closure-
| Step Seven: Explain the Dissolving Stereotypes Pool that is out
on the Quad. Students will write a stereotype on a piece of rice paper.
Students then put the pieces of paper into the pool of water. The
marker ink bled off the paper and dissolved, symbolic to the non-hate
environment that the student is deciding to promote. All the materials
(rice paper, pens, pool, etc.) will already be on the quad. |
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