1. Topic-
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| Reducing Stereotyping and Prejudice |
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2. Content-
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In this lesson, the class will examine the ideas of stereotypes
and assumptions and the affect it has on individuals and society.
Vocabulary: assumption, stereotype, bias, ethnicity, race
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3. Goals: Aims/Outcomes-
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1. To help students understand the negative impact of assumptions
and stereotyping.
2. Students will understand that everyone is affected by some form
of stereotyping. |
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4. Objectives-
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1. Students will understand and be able to define the five vocabulary
words.
2. Students will be able to explain what a stereotype is and how it
affects people.
3. Students will be able to identify the difference between a fact
about a person and an assumption. |
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5. Materials and Aids-
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| Writing paper, pens/pencils, dry erase board, dry erase markers,
identifying stereotypes in the media printable, poster board, markers |
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6. Procedures/Methods-
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A. Introduction-
1. Begin by explaining that people use labels to categorize the
people around them based on what they see people do, how they dress,
how they speak, etc. Explain that this is natural, but that these
assumptions may not be accurate and this can negatively affect people.
2. Ask the class to brainstorm groups of people they might be familiar
with such as "nerd" or "jock". Get a total of five categories.
3. Have students write adjectives underneath each category on the
board. The adjectives may be good or bad. Students should write whatever
they comes to mind first. |
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B. Development-
1. Afterwards, ask students the students to look at the adjectives
under each category. Use the following questions for discussions:
Do assumptions apply to everyone in a group?
Do most people hold the same assumptions about a group? Why or why
not?
Do assumptions tell us anything definite about a categorized individual?
How do assumptions affect your behavior toward others?
2. Now ask students to define the word "stereotype" and then explain
the definition. Emphasize that when assumptions and stereotypes influence
our attitudes and opinions of people, many unfair judgments can be
made. Holding an unfair attitude towards a certain person or group
of people is called a "bias".
3. Ask students to look at the adjectives they listed again. Do these
adjectives seem like stereotypes? What kind of negative affect would
this have on the person being described here? |
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C. Practice-
1. Split the class into five groups and give each group a piece
of paper with a category of person at the top. Students are asked
to list stereotypes they have heard about this type of person on the
sheet of paper
2. Rotate the sheets of paper between the groups until all groups
have written a stereotype they have heard on all the papers.
3. Post the papers around the room and give students five minutes
to review the answers of other groups.
4. Use the following questions for discussion:
How do the stereotypes recorded by the class make you feel?
What do you notice about the stereotypes listed? Be aware that the
students may have listed good and bad adjectives, many stereotypes
for different groups, or the same stereotypes for different groups.
Where have you seen these stereotypes portrayed? television programs,
movies, magazines, books?
How do you think a stereotype might cause someone to act unfairly
toward another person? |
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D. Independent Practice-
| For homework, send the students home with instructions to watch
news programs, commercials, and any other media. Make sure they record
what the name of the program they watched. Ask them to record the
group they feel is being stereotyped, what the stereotype is, and
any thoughts or comments the student has about these stereotypes.
Encourage students to look for patterns in the media they watch. |
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E. Accommodations (Differentiated Instruction)-
| Bilingual or ELL students may benefit from having the vocabulary
translated into their primary language since the terms are somewhat
abstract. This may help their understanding of the discussion. |
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F. Checking for understanding-
Use the following questions to check for understanding after students
have completed the homework.
1. What are stereotypes and how do they affect people's lives?
2. Can you think of any events in history that were influenced by
stereotypes and biases?
3. How do people learn to make stereotypes? How might they unlearn
them?
4. How can the media (newspapers, television, movies) help to reduce
stereotyping?
5. Do you think certain groups are more subject to stereotyping than
others? If so, why?
6. What do you think an individual can do to help reduce bias and
stereotyping? |
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G. Closure-
| Remind students that categorizing people is a natural tool that
our brains use. However, we need to practice remaining objective and
unbiased about people we do not know. Ask yourself if you are assuming
someone is a certain way? What are you basing that assumption on?
How would I feel if someone assumed certain things about me? |
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7. Evaluation-
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| Have students define each vocabulary term in a short quiz. Also
have the student name a specific stereotype they are familiar with
and explain why this may not be true of all people who are categorized
in this way. |
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