1. Topic-
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| Help to reduce stereotyping, prejudice, and discrimination. |
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2. Content-
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stereotyping
prejudice
discrimination |
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3. Goals: Aims/Outcomes-
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| Using a variety of activities, students examine the meaning of and
examples of stereotypes, prejudice, and discrimination. They work
in groups to propose ways to help reduce stereotyping, prejudice,
and discrimination. |
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4. Objectives-
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The learner will:
1. state harmful outcomes of stereotypes, prejudice, and discrimination.
2. make a plan to address an issue related to making sure all voices
in a community are respected.
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5. Materials and Aids-
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Group copies of Handout One: Service Project Planning Form.
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6. Procedures/Methods-
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A. Introduction-
| Introduce vocabulary with their definitions and have class making
examples with new words. |
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B. Development-
| Ask students the ways that government, business, and individuals
show respect for all voices in a community. Discuss examples in the
past of community/business/government failure to listen to all voices
that resulted in groups being denied their rights (unsafe work environments,
segregation, women's vote, slavery, ethnic cleansing). Ask, What is
a "community's" responsibility to make sure everyone's voices are
heard and respected? |
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C. Practice-
1. As a whole class, brainstorm at least three examples of prejudice
in the school, community or world.
2. Then have students form groups and discuss ways to creatively address
these issues. Have each group develop a proposed plan to take action
that respects the voices of people who may not be heard. Use the Handout:
Service Project Planning Form.
3. The groups present their plans to the whole class.
4. Once each group presents the plan to the whole class, have students
vote on the plan or plans they want to carry out. |
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D. Independent Practice-
| Have students draft and sign a pledge saying that they will not
allow any of their peers to be discriminated against or treated like
strangers. They should pledge to actively welcome others and keep
an open mind when they meet people who are different from them. They
should promise to keep this pledge and to encourage other students
to sign it. Have students work in small groups to create a list of
things that should be included in the pledge. Then, as a whole group,
they choose the best elements of the pledge. They should write the
pledge together as a whole group and have everyone sign it. |
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E. Accommodations (Differentiated Instruction)-
1. When forming groups, put weaker ELLs with stronger students (preferably
with whom they can speak their native language).
2. Provide translation for new vocabulary and definitions for each
ELL, regardless of their level. |
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F. Checking for understanding-
| This lesson will not include any kind of assessment. The focus is
to make all of the students to participate in activities and understand
the difference between stereotyping, prejudice and discrimination. |
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G. Closure-
Explore art styles from different countries and cultures. Have students
imitate art styles with paints, collage, song, dance, or sculpture.
Encourage them to communicate feelings about prejudice and stereotypes
in their artwork. |
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7. Evaluation-
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| Reflect on the service project by having students write about the
impact the pledge and service had on themselves and others. |
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