1. Topic-
2. Content-
World Trade Center Disaster
Key Vocabulary: Stereotype, Victim, Prejudice, Predisposition
3. Goals: Aims/Outcomes-
1. Knowing the definition of "stereotype," and understanding why such a thing occurs, can help you to prevent you from stereotyping someone else.
2. Not all people of a particular culture, religion, or race can be grouped into a specific group.
3. Those who are stereotyped are victims.
4. Objectives-
Students will...
1. be able to identify common stereotypes.
2. determine if they have been stereotyped in the past.
3. view those who are stereotyped as victims.
5. Materials and Aids-
Photographs of people of various religions, races, and cultures who live in New York city. Pen/Pencil. Blank paper.
6. Procedures/Methods-

A. Introduction-

1. The teacher will discuss the key vocabulary words and give a definition of each one to ensure they are understood. Students will take notes on these words and will be expected to use them in their homework assignment.
2. The teacher will discuss the World Trade Center disaster and show photographs of people who belong to various cultures, races, and religions in New York city.
3. The teacher will show photographs of victims of the World Trade Center disaster in order to identify they were not all of the same race, religion, and culture.
4. The teacher will show photographs of people of various races, cultures, and religions who were saddened by the event, and discuss how many of them came together to help out following the disaster.

B. Development-

1. The students will list the vast cultures, races, and religions of people who live in a New York city.
2. The students will discuss the conflicts various cultures, races, and religions generally have with one another.
3. The students will discuss why those conflicts and stereotypes seemed to dissolve following the World Trade Center disaster.

C. Practice-

1. The students will create a list of three races, three religions, and three cultures present in New York city's population.
2. The students will share their lists with other students and add to their lists any group they did not previously write down.
3. The students will write down one sentence next to each group they think is a stereotype for that group.
4. In groups of 4, the students will share their sentence about a particular group and the other students will squash that stereotype either through a personal experience they had in the past, or through something they have read in the past.

D. Independent Practice-

1. The students will write a paragraph, which will identify a group they do not belong to, a stereotype of that group that was presented during the group discussion, and how that stereotype was debunked.

E. Accommodations (Differentiated Instruction)-

1. Photographs can be used or drawn by the students to communicate understanding.
2. A word wall will contain the key vocabulary, which will be written in English, as well as in any non-English native languages spoken by the students in the classroom.

F. Checking for understanding-

1. The students will be given a homework assignment in which they will write a paper about a stereotype they have been labeled as. If a student does not wish to use himself or herself as an example, they may use a family member.
2. The students will describe how that stereotype makes them feel and how the person the stereotype refers to is a victim.

G. Closure-

1. The teacher will discuss the vast number of stereotypes that were brought up during the class discussion, and debunk them through personal experience or cited resources.
2. The teacher will identify why stereotypes are harmful to communities, as well as individuals.
7. Evaluation-
The teacher will grade the homework assignments, checking for understanding of what stereotypes are, and why they cannot be applied to every person within a group.
8. Teacher Reflection-
Did the students react well to the assignment? Were the students intrigued by what was learned? Did the assignment provoke individual thought and reflection?

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