1. Topic-
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2. Content-
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Content:
Stereotyping in our schools, how to recognize it and prevent it.
Key vocabulary:
assumption
Definition: An idea that is taken for granted but not necessarily
proven.
Context: Non-Asians often make the assumption that Asians are smart.
Speaker bias
Definition: Attitudes or behaviors based on stereotypes of people.
Context: When we omit people of color in our history lessons, we display
a bias that suggests that their contributions are not important.
Speaker ethnicity
Definition: A categorization of people according to shared culture,
language, or geographic region.
Context: The terms "Italian" and "Irish" describe two distinct ethnic
groups.
Speaker race
Definition: A categorization of people based on shared biological
traits such as skin color, hair texture, and eye shape.
Context: One function of the U.S. Census is to count the citizens
by race, which is categorized as Black, White, Latino, or Native American.
Speaker stereotype
Definition: A generalized picture of a person, created without taking
the whole person into account; to make such a generalization.
Context: When we stereotype a group of people, we depict all of the
individuals within that group as having the same characteristics. |
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3. Goals: Aims/Outcomes-
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Students will understand the following:
1. Assumptions can lead to stereotypes and unfair judgments about
individuals and groups.
2. Stereotypes and biases affect our lives. |
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4. Objectives-
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Students will be able to:
Understand various meanings of social group, general implications
of group membership, and different ways that groups function.
Also, understand how the diverse elements that contribute to the development
and transmission of culture (e.g., language, literature, the arts,
traditions, beliefs, values, behavior patterns) function as an integrated
whole.
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5. Materials and Aids-
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Writing paper
- Flip chart and/or large sheets of paper
- Magic markers
- Art supplies (construction paper, scissors, tape, glue, magazines
to cut up, etc.)
- Take Home Activity Sheet: Identifying Stereotypes in the Media (see
printable version) |
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6. Procedures/Methods-
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A. Introduction-
| Begin by discussing with students how people often use labels or
categories to describe others and how these labels can be based on
such characteristics as clothing, looks, the way a person talks, or
the groups to which he or she belongs. Explain that categorizing things
or people is a natural human inclination; however, people often make
assumptions about groups of people they don't even know. |
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B. Development-
| Ask the class to brainstorm categories that are used at school to
group people. Categories could include labels such as "jocks" or "brains."
Write each category the class generates onto the board and then have
students narrow that list down to five major categories. |
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C. Practice-
Write these major categories onto five separate pieces of flip chart
paper and post these around the room. Give the class 10-15 minutes
to travel to each posted sheet and write down adjectives related to
the category headings. Remind students that they should only add new
descriptions to the list.
When they are finished, ask students to take a moment and look at
the adjectives that the class has generated under each group heading.
Use the following questions to lead a discussion about what they recorded:
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?
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D. Independent Practice-
Ask students to spend 15-20 minutes writing about a personal experience
with biased behavior. Emphasize to students that they should not put
their names on their papers. They can share an experience in which
they were a victim of biased behavior or in which they witnessed bias.
16. Prompt the class with the following: "Think about a situation
when someone made a biased judgment about you or acted unfairly toward
you because of your age, skin color, clothes you were wearing, gender,
the way you speak, where you live, how much money your family has,
or some other reason."
17. Ask students to consider the following questions before they begin
to write:
How did you know that you were being unfairly judged?
What words or actions were directed at you because of assumptions
or stereotypes?
Why do you think those assumptions were made about you?
How did the experience make you feel?
How do you think you should have been treated in that situation?
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E. Accommodations (Differentiated Instruction)-
1.Allow grouping during discussions
2.Peer editing of papers
3.Buddy work |
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F. Checking for understanding-
| Take Home Activity Sheet: Identifying Stereotypes in the Media with
the class. Over the course of several days, they will use this sheet
to keep a log of stereotypes they notice in television shows, commercials,
or movies. Students should record the name of the show, movie, or
product advertised; the group stereotyped; the stereotype portrayed;
and any thoughts or feelings the student experienced while watching
the program. Explain that this exercise might not be as easy as it
seems; many of us are so accustomed to seeing certain stereotypes
that we don't even notice them. Encourage students to look for patterns
in the images they watch. |
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G. Closure-
Discussion Questions
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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7. Evaluation-
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1.Writing done by student
2.visual, non-formal
3. homework activity |
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8. Teacher Reflection-
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This lesson is designed to affect attitudes and receptiveness to
new ideas, which are learning outcomes unlikely to be measurable by
traditional assessment methods. 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. Were the students receptive?
2. Did all students participate?
3. What was difficult for the student?
4. Would any part of this lesson benefit from being presented a different
way?
5. Was the grouping adequate? |
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