Learning to Give, Philanthropy education resources that teach giving and civic engagement

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Stereo What?

Lesson 1:

From Unit We Are One World

Lesson

Handouts

Academic Standards

Philanthropy Framework

6th-8th Grade

Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view

ELA:	Universal Themes; Vocabulary
PHIL:	Stereotypes; Tolerance
SOC:	1 genOn; Compare/Contrast; Cultures; Discrimination; Reflection

Purpose:

The purpose of this lesson is to explore the preconceived opinions that we have about people in our own culture as well as in other cultures. Students will explore examples of bias in their own personal experiences.

Duration:

Two Sixty-Minute Class Periods

Objectives:

The learner will:

define "stereotype," "prejudice," "tolerance," "intolerance," "bias" and "discrimination."
describe the difference between and identify examples of stereotype, prejudice, and discrimination.
identify personal biases.

Materials:

Several pictures from magazines and old books depicting people from other countries. Be sure to have pictures of people in traditional or ancestral dress along with people dressed in "western" style clothing.
Chart paper
Self-stick notes
Personal Opinion Survey (Attachment One)

Handout 1: Personal Opinion Survey

Instructional Procedure(s):

Anticipatory Set:

Upon entering the classroom, the students will find a variety of pictures of people from around the world. The pictures should show people in ancestral or traditional dress as well as in "western" style dress. Ask the students to identify the pictures of people who are from a different country.

Discuss with students the pictures and their conclusions.
Distribute Personal Opinion Survey (Attachment One) to students. Ask them to silently check off the responses that are closest to their opinion.
Write "stereotype" on the board or overhead and ask students to give their ideas of what the term means. Record several responses.
Using chart paper, write the remaining vocabulary words, one word on each sheet. Distribute self-sticking notes to the students and ask them to write a definition for each word without actually looking up the word in a glossary or dictionary. Have the students put their definitions on the chart paper. Ask a few students to explain their definitions and why they wrote what they did. After discussion of several definitions, arrive at one common definition for each term. Once the definition has been determined, have students look up the terms in a dictionary to determine the accuracy of their definitions. Solicit examples of each of the terms. At this point, students should add these definitions to their notes and/or journals.
Instruct the students to share the results of their opinion survey with two other students in the classroom.
Note: Be advised that there will be some differences in attitudes among the students. Make sure students understand that they are not in a debate but just sharing their information.
Conduct a class discussion of the opinion surveys. Ask students to think about why their surveys are the same or different from others (i.e., environment, family background, community, adherence to laws and mores). Ask students to match the opinion statements with the vocabulary terms where appropriate.

Assessment:

Teacher observation.

School/Home Connection:

Students will be asked to ask their parents for times that they have experienced or witnessed discrimination and prejudice in their lives. Students will be asked to report when they return to class the next day. Be sure to ask students to get permission from their parents to share the stories and accounts the next day.

Lesson Developed By:

Thomas Webb
Fulton Schools
Fulton Middle School
Middleton, MI 48856

Handouts:

Handout 1Print Handout 1

Personal Opinion Survey

Directions: Put an X in the box that best describes your attitude toward each specific statement.

Statements	Always	Usually	Sometimes	Rarely	Never
1. I am aware of the name brand of shoes my peers wear.
2. I often buy items I have seen advertised on TV.
3. I often buy items that my friends recommend.
4. It is not cool to get really good grades.
5. You are not cool if you are not involved in sports.
6. I am uncomfortable around people who are very physically or mentally challenged.
7. Kids who like band are not cool.
8. I admire the really good athletes.
9. I admire the really good students.
10. There are only certain stores where I shop for my clothes.
11. People from other countries are very different from us.
12. Poor people are lazy.
13. Teachers are smarter than the students.
14. I care about another person's race.
15. People of other cultures interest me.
16. I judge people by their religion.
17. Boys are better athletes than girls.
18. Girls are smarter than boys.
19. Boys are more likely to get into trouble in school.
20. I am uncomfortable around old people.
21. I stare at people who dress differently than I do.
22. I have teased other students because of their size.
23. Fat people are lazy.
24. People who shop at Wal-Mart are poorer than people who shop at other stores.
25. I work harder and better when allowed to choose the group I work in.