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Subject: Stereotypes & Prejudice |
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1. Topic-
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| To understand what defines a stereotype and prejudice. Have students
discuss and examine the impact of stereotypes and prejudice has on
society as well as human relationships. Students will learn how to
process appropriately information and opinions regarding the importance
of sensitivity when relating to others (Ludwig, n.d.). |
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2. Content-
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Understanding the definitions and impact regarding stereotypes and
prejudice. Key terms:
stereotypes, prejudice, discrimination, opinions, personal relationships,
human interaction, society, mold, creativity, sensitivity. |
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3. Goals: Aims/Outcomes-
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1.Define the meaning of stereotypes, prejudice and discrimination.
2.Understand the impact of stereotypes, prejudice and discrimination
has on society.
3.Discuss where and how stereotypes, prejudice, are formed. |
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4. Objectives-
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1.Identify examples of stereotypes and prejudice.
2.Explain and discuss outcomes of stereotypes, prejudice and discrimination
3.Identify and discuss sources, causes and impact influences which
stereotypes, prejudice and discrimination are learned. |
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5. Materials and Aids-
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Wrapped packages: Have enough packages for each student. Wrap some
of them attractively, non-attractively, neatly and messy.
Computer.
Whiteboard, chalkboard, smartboard or overhead projector.
Give students copies of written material and key terms.
A copy of the think-pair-share handout.
A copy of the What's the Difference handout. |
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6. Procedures/Methods-
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A. Introduction-
1.Give an over all definition of what stereotypes are.
2.Explain how stereotypes can lead to prejudice and discrimination.
3.Briefly discuss where stereotypes begin to develop and how avoid
them. |
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B. Development-
1.After introduction start lesson by giving each students with a
differently wrapped surprise package (Ludwig, n.d.).
2.Have each student think about what might be in the package, and
why they think that way. Have students respond and record each response
on whiteboard, chalkboard or overhead projector.
3.Explain using images of people in broad generalized manner can be
harmful and is called stereotyping. |
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C. Practice-
1.Arrange students in groups of 3 or 4. Demonstrate molding tools
such has a cookie cutter and show its function on playdough. Explain
how persons brain will categories shape, sizes and objects which we
tend to think in terms of typical or standard (Ludwig, n.d.).
2.Give each group a different cookie cutter and some playdough to
cut out the molded item.
3. Once each student in each group had cut out a playdough object
discuss stereotyping and creativity and how our own misconceptions
can lead to prejudice and discrimination. |
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D. Independent Practice-
1.Follow up with explanation of stereotyping, prejudice and discrimination.
Discuss what it means to be sensitive to others.
2.Using the think-share-pair activity and handout have students reflect
on the a time when they were affective by stereotypes, prejudice and
discrimination (Ludwig, n.d.).
3.After each student has completed the think-pair-share handout have
students pair up and share their experiences and what they have learned.
Be sure to observe each pair of students taking notes on their discussions. |
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E. Accommodations (Differentiated Instruction)-
1.Build upon the meaning and definitions of stereotypes, prejudice
and discrimination.
2.Continue to emphasize meaning and definitions and how they will
impact a persons life.
3.Discuss the value of being sensitive to others and how stereotyping
can lead to prejudice and discrimination. Make all discussions open
and friendly encouraging each student to participate. |
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F. Checking for understanding-
1.Have each student submit their completed think-pair-share handout.
2.Evaluate the responses on each of the handouts by each student.
3.At the end of each discussion be sure to guide a Q&A segment of
what was discussed. |
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G. Closure-
1.Share some of your own experiences regarding stereotyping, prejudice
and discrimination. Reiterating the importance of being understanding
where stereotyping evolves from and being sensitive to others.
2.Take and address any questions or comments from students. |
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7. Evaluation-
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1.Using the What's the Difference chart have students work together
in small groups to demonstrate their understanding of stereotypes,
prejudice and discrimination (Ludwig, n.d.).
2.observing each group of students interject questions to stimulate
thought and discussion. |
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8. Teacher Reflection-
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| At the end of the lesson be sure to gather students together and
reflect on the great job they have done with the lesson. |
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