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Stereotyping Draft 3
Stereotyping Draft 3
STANDARDS
Viewthestereotypingvideoandrelate
toitpersonally.
Utilizetheinternettodrawonideas
andconceptsrelatedtostereotyping
Createadvertisingstrategiesthatare
bothrelevantandeffective
Provideexplanationtodescribethe
campaignandtheirreasoningforit
E.8.6Describeandexplaintheinfluenceof
status,ethnicorigin,race,gender,andage
ontheinteractionsofindividuals
E.8.7Identifyandexplainexamplesofbias,
prejudice,andstereotyping,andhowthey
contributetoconflictinasociety
ASSESSMENTS
Formative: Grade students based on interview questions, community
and school flyers, and active participation
Summative: End of unit paper
DIFFERENTIATION
Allow students to create their own interview questions and decide
whom they would like to interview. Allow students to choose how
they would like to advertise their Stop Stereotyping campaign.
LESSON CONTENT OUTLINE
Lesso
n
Openi
ng
Learni
ng
Warn students about the intensity of the video and the maturity that comes along
with it.
1.
Discussthevideoandhowitmadethestudentsfeel.Askstudentshow
stereotypesaffecttheeverydaylivesofpeople.
Activi
ties
Couldanyofyourelatetoanyofthestudentsinthisvideo?
Doyouthinkstereotypingisaproblematourschool?Orinourcommunity?
Whyorwhynot?
AfterDiscussing:
IntroduceourveryownStopStereotypingcampaign
Havestudentsgoonlineandresearchstereotypesusingthiswebsite:
http://standagainststereotypes.tumblr.com/Tellthemtopaycloseattentionthe
videosandpicturespresentedonthewebsite.Theycouldgetgoodideasfrom
thisfortheirowncampaign!Hadoutthedrawinggraphicorganizertoletthem
puttheircreativeideasonpaper.(PostedBelow)(25mins)
Oncestudentshavetheircreativejuicesflowingfromthewebsite,introducethe
firststepinthisprocess:schoolandcommunityinterviews.Eachstudentis
requiredtoconductaninterviewaboutstereotypeswith1personfromthe
school(teacher,student,principle,etc)andonememberfromtheircommunity
(coach,babysitter,librarian,etc).Haveamockinterviewintheclassroom
withyourselfandavolunteerstudent.Havethreeexampleinterviewquestions
thatthestudentwillaskyou.Theyeachcreate5questionsthattheythinkwill
beappropriatefortheircampaign,buthavetobeapprovedbytheteacherfirst.
Givestudentsthreedaystocompletethisportion.
Onceyouhaveapprovedeachstudentsquestions,introducethenextpartofthe
campaign:thecreativeportion.Explaintoeachstudentthattheyaregoingto
createtwotypesofflyers,posters,orbannerstohangintheschooland
somewhereinthelocalcommunity.Explainthattheseadvertisementsareto
endstereotypinginourcommunityandschool.Thewaytheydesigntheir
campaignflyerisentirelyuptothem.Discusswhatmakesanadvertisement
successfulandprovideyourownexample.Iftheywouldlike,theycanmake
twoofthesame,oradifferentonefortheschoolandadifferentoneforthe
community.EncouragethemtousetheInternetforcreativeideasorhavethem
asktheirartteacherforhelp.(35minutes)Allowtwoclassperiodsforthemto
workontheirassignment(two60minuteclasses)
Oncethestudentshavecompletedtheircreativeportion,havethembringtheir
finishedartworkintoclassandpresenttheirflyertotheirclassmates.Onceeach
studenthaspresented(maximumof5minutesperstudent)havehimorherpost
theirflyersthroughouttheschool.
Forthelastportionofthisunit,havestudentswritea12pagepaperexplaining
wheretheypostedtheirflyerintheircommunityandwhy.Inaddition,have
themanswerthequestion,DoyouthinkourStopStereotypingcampaignwill
beeffectiveinourschoolandcommunity?Whyorwhynot?Bonuspointsif
theyincludeapictureoftheirflyerinthechosencommunitylocation.
Lesso
n
Closin
g
MATERIALS/RESOURCES/TECHNOLOGY
Computers/Tablets
Art Supplies
Examples of flyers
Examples of interview questions