1. Topic-
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| The meaning of and examples of stereotypes, prejudice, and discrimination. |
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2. Content-
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Empathy; Reflection; Respect; Stereotypes; Tolerance
- stereotype: an oversimplified opinion formed by associating people
with a group; an idea that many people have about a thing or group
and that may often be untrue or only partly true
- prejudice: a judgment formed about a person or group without enough
knowledge
- discrimination: action or treatment based on prejudice, or a preconceived
opinion
Civil Rights; Cultures; Discrimination; Diversity
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3. Goals: Aims/Outcomes-
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- state harmful outcomes of stereotypes, prejudice, and discrimination.
- make a plan to address an issue related to making sure all voices
in a community are respected.
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4. Objectives-
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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-
Anticipatory Set:
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?
- As a whole class, brainstorm at least three examples of prejudice
in the school, community or world.
- 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.
- The groups present their plans to the whole class.
- Once each group presents the plan to the whole class, have students
vote on the plan or plans they want to carry out.
- 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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B. Development-
| When students offer their opinions and suggestions to the service
projects they are using their voice; an instrumental part of service-learning.
Ask students what they can do to make sure all people are aware of
the dangers of stereotypes, prejudice, and discrimination? |
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C. Practice-
Art: 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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Checking for understanding-
| 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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Teacher Reflection-
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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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