1. Topic-
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| The Effects of Stereotyping |
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2. Content-
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Vocabulary
assumption: An idea that is taken for granted but not necessarily
proven.
bias: Attitudes or behavior based on stereotypes of people.
Ethnicity: A categorization of people according to shared culture,
language, or geographic region.
Race: A categorization of people based on shared biological traits
such as skin color, hair texture, and eye shape.
Stereotype: A generalized picture of a person, created without taking
the whole person into account to make such a generalization.
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3. Goals: Aims/Outcomes-
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1. Students will understand the effects of stereotyping.
2. Students will be made aware of the various kinds of stereotyping
in an effort to avoid falling into that trap.
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4. Objectives-
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Students will understand that:
1. Stereotyping can create unfair judgments and discrimination against
certain groups and/or individuals.
2. Stereotyping and prejudices negatively affects our lives.
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5. Materials and Aids-
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| Five large sheets of paper and magic markers. |
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6. Procedures/Methods-
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A. Introduction-
Begin a classroom discussion on the terms race and ethnicity. Write
these words on the board. Ask the class to give characteristics of
each. Write these on the board and then ask the students to name five
racial or ethnic groups. Next, use the five large sheets of paper
and write the name of one of the groups, the students chose, on the
top of each of these papers. Divide the class into five groups and
give each student a marker and each group one of these papers.
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B. Development-
Each group will brainstorm to list as many stereotypes that they
know or have heard being used to reference the particular group that
they were assigned. Students will be given five minutes to brainstorm
and list their descriptions. After five minutes the groups will exchange
papers to list any stereotypes that may not have been listed by the
original group. The groups will continue to exchange papers every
five minutes until every group has worked on every paper.
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C. Practice-
Students will act out scenarios in which stereotyping occurs, followed
by group discussion. |
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D. Independent Practice-
| Student will go out into public places (the mall, basketball games,
church etc.)and look for or listen for possible instances of stereotyping.
Record findings in a journal. |
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E. Accommodations (Differentiated Instruction)-
| Students can write about, talk about, or act out examples of stereotyping
they may have encountered. They can work in groups or create individual
projects: draw pictures, create scrap books, conduct interviews etc. |
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F. Checking for understanding-
Ask the students questions such as:
1. How does stereotyping make you feel?
2. What do you notice about the stereotypes listed? A certain stereotype
may be listed under more than one group, if so, why?
3. What are some of the stereotypes that are portrayed in television
programs, movies, books, etc.?
4. Why does a stereotype cause people to discriminate against others?
5. How can making assumptions about an individual or group of people
be insulting and degrading and lead to bias attitudes?
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G. Closure-
Students will be given question to think about and answer tomorrow.
1. How do people learn to stereotype? How can they unlearn this?
2. How can the media help to reduce stereotyping?
3. Why are certain groups more subject to stereotyping than others?
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7. Evaluation-
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| Students will move from identifying examples of stereotyping to
suggesting solutions and explaining how they would be effective. |
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8. Teacher Reflection-
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| Teacher keeps a journal that details classroom observation, outline
areas of strength in the plan, and offer solutions for area of weakness. |
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