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Subject: Political Science |
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1. Topic-
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| Stereotypes and Cross-cultural Understanding |
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2. Content-
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| stereotype, prejudice, discrimination, culture, cultural whole |
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3. Goals: Aims/Outcomes-
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4. Objectives-
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1. Demonstrate that people tend to assume they know a lot about
other cultures (individuals, groups, etc.) from a very limited set
of clues.
2. Introduce the concept of stereotypes through an activity.
3. Introduce related concepts of prejudice and discrimination.
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5. Materials and Aids-
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-Head shots of people from various regions of the world
-White paper
-Pencils
-Colored markers/ and or colored pencils
-Crayons
-Definition of Stereotype
-Computer & Internet Access |
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6. Procedures/Methods-
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A. Introduction-
1. A collection of head shots of people representing different ethnic
groups will be distributed to students. These images will come from
the National Geographic website.
2. Students will examine the images and brainstorm how they think
each image would be dressed and how their body would be. |
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B. Development-
1. Markers, pencils, crayons, a page of white paper will be distributed.
2. Students will draw and color a body and clothing that they feel
is the best match for their individual head shot. |
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C. Practice-
1. In pairs students will reflect upon and explain the logic behind
their choices of body and clothing for their headshot.
Focus questions of this reflective discussion activity will be:
"Why do they think that certain pieces of clothing, certain styles,
"go "naturally" together, while others produce "awkward" combinations?"
2. As a class students will generate a list of the main reasons of
why the made the choices they did.
3. The students will then be given the entire photograph from which
the head shot was taken as well as the history behind that image.
This information will be gathered from the National Geographic website.
4. The teacher will then lead a discussion by questioning as many
students as possible concerning their ethnic heritage.
5. The teacher will find a corresponding picture from the completed
headshots and ask students "Do they dress like this? Does everyone
in their family look like this person?
6. The idea is to demonstrate to students that "...we tend to "know"
how to compose cultural images. We "know" what goes together with
what, even though our assumptions are frequently misleading or incorrect.
The same mechanism lies behind stereotype formation: while observing
only a single -- and usually superficial, such as skin's color --
feature of a person or a group we assume that we "know" a lot about
that person" (Kubik, n.d.). |
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D. Independent Practice-
1. Students will write or type a summary of their experience doing
the activity in this lesson or they will create a short PowerPoint
presentation representing their experience. It will be their choice
of which to do. The goal is for them to develop their own definition
of stereotype.
2. Students will share their definitions of stereotype and PowerPoint
presentations if they made one.
3. Once the summary or PowerPoint is completed and turned in for assessment,
a class definition will be created of stereotype based on what the
students shared.
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E. Accommodations (Differentiated Instruction)-
1.Students are given options as to how go about demonstrating their
knowledge of the definition of stereotype.
2.Visuals are used.
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F. Checking for understanding-
1.The discussions among students and as a class.
2. The summary or PowerPoint
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G. Closure-
1.Students will be provided with the dictionary definition of stereotype
and will compare it to the one the class developed.
2. For homework, students will be directed to think about what the
effects of stereotyping are and how might they be able to change those
effects. |
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7. Evaluation-
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1.Participation of students in discussions
2.Their working definition of stereotype |
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