1. Topic-
Stereotypes in Cultures
 
2. Content-

Students should be able to understand the following words.

Assumption, Bias ,Ethnicity ,Race ,Stereotype , Racism, Sexism, Hatred, Ignorance, and all words associated with the lesson.

Lesson will be based on stereotypes and how it affects daily life. Key vocabulary: assumption, stereotype, race, bias
 
3. Goals: Aims/Outcomes-
1.For students to Understand what Stereotypes are.
2.Students should be able to reflect on their own culture and stereotypes associated with it and understand how they can be wrong.
3.Show how even stereotypes that have a minor basis in reality never really show the whole truth about any ethnicity, culture, religion, or Country.
4. Students will be able to differentiate between different stereotypes
5. Students will be able to become more sensitive and understand that not all stereotypes are true.
 
4. Objectives-
1.Assumptions about ethnicity's, religions, cultures and nations leads to stereotypes.
2.Stereotypes put a bias on our interactions and our everyday lives
3.Stereotypes can lead to less opportunity and discrimination to people as well as communal discrimination on a national level.
5. Students will be able to realize the different biased and stereotypes that affect our daily lives
6. They will be able to understand the assumptions and unfair judgments used on the different stereotypes that are presented.
 
5. Materials and Aids-
Paper
Flip chart and markers
Art supplies
Procedures/Methods-

A. Introduction-

1.Brainstorm Three Stereotypes based on cultures, ethnicity's, or religions of students in the classroom.
2.Have the students find words that are associated with those stereotypes.
3.Then look at the words, and see how they affect others.
4. Start out by discussing with students the different prejudices and labels that describe different types of people and/or races.
5. Explain to the students that it is not uncommon for people to categorize, assume or perceive certain people to be of certain groups or stereotypes.
 

B. Development-

Ask students to help define the word "stereotype." Explain that when we make assumptions about an entire group of people, those assumptions are referred to as stereotypes. When assumptions and stereotypes influence our attitudes, we may find that making a fair judgment about someone or something is difficult. This influence on judgment is called a "bias."

1. Ask the students to brainstorm on different stereotypes that they can think of.
2. Have the different types of stereotypes written on the flip chart and narrow it down to four or five different categories.
3. Give the students 15 minutes or so to walk around to the different categories and have them add different descriptions of what they think could go into each category.
 

C. Practice-

1.Prepare five large sheets of paper (flip chart paper). At the top of each sheet, write the name of one of the groups that the students named.
2. Divide the class into five groups and supply each student in the class with a marker.
3. Give each group one of the five sheets of paper. Ask them to list as many stereotypes that are commonly used to describe the category of people written at the top of paper. Give students three minutes to complete the exercise. Emphasize that students should list stereotypes that they have heard, not ones that they necessarily believe to be true.
4. When they are finished, rotate the sheets of paper between groups so that each group works on a new sheet. Have them add any unlisted stereotype adjectives. Rotate every three minutes until every group has worked on every sheet.
5. Post the sheets in class where everyone can see them and give students five minutes to read the sheets.
6. Have the students get into groups of 4-5 and give them one of the sheets of paper in order for them to write down as many different stereotypes as they can about the particular group they are given.
7. Rotate the pieces of paper around so each group will be given the chance to write down different and new ideas so different ideas can be added on to the different groups.
8. Once finished, give the students a chance to see all the different sheets and read the different ideas that each student brought to each group.
 

D. Independent Practice-

1.What sort of stereotypes have you heard? Please explain.
2.What sort of stereotypes are there in your country? Please explain.
3.Have you ever been the victim of a stereotype? How did it make you feel?
4. Ask the students to think of the ideas and give them questions to answer independently on how the different stereotypes make them feel, etc.
5. Also, have the students think of personal experiences that they may have had throughout life.
6. Before having them write on their own, have them think of a possible prejudice or stereotype that someone may have made about them.
 

E. Accommodations (Differentiated Instruction)-

1.A teacher must preteach vocabulary that students may not understand. Then, hand out the exercise sheet to students for them to work on individually. Limit the amount of time they work on the exercise. The amount of time depends upon the number of pictures. The time should be only enough for the students to make rapid answers because stereotyping occurs in the first impression of pictures. It is important that the teacher does not provide a definition of stereotyping before this exercise, so students do not have any assumptions about what effects the teacher is trying to produce out of this class exercise.
2.After students have responded to the questions, the teacher gives them answers. According to my experience, most students answers are incorrect, as a result of relying on their stereotypes. Through this exercise, students become aware of their stereotypes. Finally, the teacher presents students with a definition of stereotyping, "A rigid mental image that summarizes whatever is believed to be typical about a group". The teacher should mention influences from stereotyping in communication among different group people. Negative stereotypical ideas of other groups prevent effective communication which lead to prejudice and discrimination against those groups.
3.Next, divide students into small groups. Assign each group a specific photo. Have them discuss their stereotypes of the group that the person in the photo belongs to. A spokesperson in each group presents their findings.
4. Have the students write about their different experiences, whether something they'd seen a friend, neighbor, etc. go through a certain stereotype or whether they had gone through one themselves.
5. Have them make a collage of the different possible stereotypes and what might be a better way to be sensitive about the subject.
 

F. Checking for understanding-

1.What did the lesson teach about positive stereotypes?
2.What sort of problems can happen because of stereotypes?
3.How can we make sure negative stereotypes do not take place.
4. Have the different collages put up on the board in order to share the students experiences.
5. Have the students also create timelines to show important events in history of underrated groups.
 

G. Closure-

Give a final lecture and discussion on stereotypes. Reinforce the learning done in the lesson to the students.

Finally tell the students to take what they have learned home with them so that they can discuss it with their parents or guardians.

1. Go over the different activities, see what the students knew before the lesson and what they learned about stereotypes and assumptions that people make of certain groups, cultures, etc.
2. Finish by asking how it affects our daily lives and how they think history can be affected by positive or negative stereotypes and assumptions.
 
7. Evaluation-

Teachers should look for students' willingness to participate, openness to new ideas, and their level of empathy toward targets of bias and discrimination. It is important that the basic principles of this lesson"�freedom from bias and stereotypes and recognizing individuals"�are interwoven into the classroom environment throughout the year. Changing attitudes around bias requires continual reinforcement.

1. Look at students willingness to participate in this activity.
2. Also look for the openness in ideas that the students give and opinions of the students of what they think the different stereotypes are and how assumptions can be made of certain groups.
 
8. Teacher Reflection-
Assess which students struggled with the lesson. Keep track of those students for extra help to make sure that they do not fall behind. Also pay close attention to the students that voice a strong adherence to negative stereotypes. The teacher will look at the students different projects and see what they learned or may have known before the lesson. This may better help the student understand what else can be taught in class in order to better understand what else can be considered in regards to the different stereotypes and how to understand certain groups and not assume that all of a certain group, race, culture, or creed are all the same.
 

This Lesson Plan is available at (www.teacherjet.com)