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Lesson Plan
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\n\"Behind\n\n
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\nBehind the Scenes -- Closing the Curtain on Stereotypes\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nMiddle schoolers examine stereotypes in their community. They discuss the implications of having stereotypes and being prejudice against a group of people. They use a five step process in which to create another outcome to an experience...\n
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Lesson Plan
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\n\"Ethnic\n\n
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\nCurated OER\n
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\nEthnic Stereotypes in the Media\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents examine the existence of stereotypes and how various forms of media help to reinforce them. Groups discuss common stereotypes on a list of popular television shows. Student groups design a storyboard for an autobiographical...\n
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Lesson Plan
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\n\"The\n\n
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\nTeaching Tolerance\n
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\nThe Power of Words: Ethnic Stereotypes\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPupils study stereotypes that are associated with different ethniciites or regional groups. They examine how occupations can be hypothetically related to ethnic sounding names.\n
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Lesson Plan
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\n\"Anti-Arab\n\n
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\nCurated OER\n
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\nAnti-Arab Stereotypes, Discrimination and Hate Crimes\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung scholars discuss the stereotypes they have heard mentioned against the Arab community. Using examples, they identify the uses of discrimination, hate crimes or stereotyping these individuals. As a class, they discuss ways to...\n
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\n\"Making\n\n
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\nCurated OER\n
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\nMaking Generalizations\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents practice changing nouns from singular to plural. They use the words \"alot\", \"some\" and \"many\" in the appropriate way. They create their own generalizations about nouns.\n
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Lesson Plan
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\n\"Guidelines\n\n
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\nCurated OER\n
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\nGuidelines for Recognizing Persuasiveness, Propaganda, and Stereotypes\n

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\n\nFor Teachers\n\n8th - 10th\n
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\nStudents investigate advertisements for examples of persuasiveness, propaganda, and stereotypes.  In this persuasion lesson, students find examples of advertisements that are unusual or common.  Students discuss guidelines for...\n
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\n\"Generalizations:\n\n
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\nCurated OER\n
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\nGeneralizations: How Accurate Are They?\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents examine how generalizations can be hurtful and unfair. They devise ways to qualify statements so they avoid stereotyping other people and recognize and modify generalizations. They think about generalizations and stereotypes...\n
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Lesson Plan
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\n\"Biases,\n\n
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\nCurated OER\n
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\nBiases, Assumptions, and Stereotypes\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nYoung scholars examine stereotypes and how to identify their own assumptions.  In this bias and assumption lesson students read a story and complete a worksheet. \n
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Lesson Plan
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\n\"Myths\n\n
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\nCurated OER\n
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\nMyths and Reality of Old Age\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents use a glossary of terms to learn about mature adults. They examine common stereotypes in aging. They create awareness of language that contributes to age discrimination and stereotyping. They discuss the social, psychological,...\n
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Lesson Plan
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\n\"Lesson:\n\n
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\nCurated OER\n
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\nLesson: Looking Closer: The Artwork of Wangechi Mutu\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nSocial issues of gender and media stereotypes, begins with a multi-sensory experience. Learners view the painting Backlash Blues and make critical comments based on what they see. They then read the Langston Hughes poem and listen to the...\n
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Lesson Plan
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\n\"Identity\n\n
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\nFacing History and Ourselves\n
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\nIdentity and Labels\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nScholars look at the connections between identity and labels, assumptions, and stereotypes, in a instructional activity that examines identity in the United States. To set the stage for a discussion of these connections, class members...\n
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Lesson Plan1:30
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\n\"Who\n\n
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\nWho Are Latinos?\n

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\n\nFor Teachers\n\n4th - 12th\n
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\nWhat does it mean to be Latino? With an eye-opening lesson plan, pupils discover what it means to be Latino in the United States. They participate in classroom discussions, use graphic organizers, and watch a short video to help...\n
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Instructional Video3:31
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\n\"An\n\n
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\nMacat\n
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\nAn Introduction to Gordon Allport’s The Nature of Prejudice\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nAccording to Gordon Allport, stereotypes are ingrained in the human brain as a way to reach quick conclusions. His 1979 text The Nature of Prejudice explains that people fill in the gaps of their knowledge with the clues around...\n
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Lesson Plan
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\n\"Paragons\n\n
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\nCurated OER\n
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\nParagons of the West Indies Lesson Plan: Super-Immigrant Stereotypes\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPupils examine the demographic profile of Afro-Caribbean immigrants to the United States, their accomplishments, and the problems posed by \"super-immigrant\" stereotypes in daily life and public policy. They read a narrative and complete...\n
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Lesson Plan
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\n\"Exploring\n\n
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\nCurated OER\n
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\nExploring Stereotypes and 19th Century Culture from \"The Merry Widow\" from the San Francisco Opera\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents view the video of \"The Merry Widow\". They identify and discuss the plot and theme. They create their own song or poem that describes a problem and performs it in front of the class.\n
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Lesson Plan
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\n\"Stereotypes\n\n
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\nCurated OER\n
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\nStereotypes\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nAssumptions and misconceptions are two things that underlie stereotypes. Introduce youngsters to the concept of stereotyping with a role-play activity. They pretend they are employees at a restaurant who have accused a person of...\n
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Lesson Plan
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\n\"Investigation-How\n\n
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\nInvestigation-How Many Toothpicks?\n

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\n\nFor Teachers\n\n7th\n
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\nSeventh graders use toothpicks to investigate a series of designs and identify patterns. Data is organized and analyzed using tables and graphs, and students make generalizations using algebraic expressions.\n
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PPT
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\n\"Cultural\n\n
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\nCultural Diversity\n

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\n\nFor Teachers\n\nHigher Ed\n
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\nIntroducing the topic of cultural diversity and the social issues surrounding it, this presentation will get your students thinking about stereotypes involving race, gender, and sexual orientation. Affirmative action and positive and...\n
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\n\"Uncovering\n\n
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\nOvercoming Obstacles\n
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\nUncovering Stereotypes\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nThe second lesson in the \"Resolving Conflicts Module\" teaches participants how to avoid stereotyping and how to look for common ground with those with opposing views.\n
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\n\"Debunking\n\n
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\nDebunking Stereotypes About Muslims and Islam\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nYoung scholars consider the impact of stereotypes. In this Islam instructional activity, students discuss the attributes that Islam, Christianity, and Judaism have in common. Young scholars also discuss stereotypes about Islam...\n
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\n\"Beyond\n\n
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\nBeyond Black and White\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents critically examine the portrayal of minorities in video games and other forms of entertainment and assess the role of racial stereotyping. They keep a log of media minority portrayals and respond to their findings.\n
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\n\"Toys\n\n
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\nAnti-Defamation League\n
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\nToys and Gender\n

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\n\nFor Teachers\n\nPre-K - 3rd\n\nStandards\n
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\nAs you walk down the toy aisle, it's easy to see that toy packaging is based on gender stereotypes. Here, a lesson challenges scholars to look past the stereotypes and value a toy for what it is and the joy it brings. Through thoughtful...\n
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Lesson Plan
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\n\"How\n\n
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\nHow Accurate Is It?\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents examine how generalizations can easily be invalid. They qualify generalizations to make them accurate and challenge generalizations made about people, insist on knowing the evidence that supports these, and modify their own...\n
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Lesson Plan
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\n\"Through\n\n
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\nCurated OER\n
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\nThrough Their Eyes: Video Taping Oral History\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nYoung scholars identify the stereotypes they are faced with on a daily basis. In groups, they use this information to identify the ways stereotypes are portrayed in movies and television. They use a video camera to record oral...\n
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