Stereotypes

Teacher guide
Content
Time allocation
Objectives
The goal of this experiential is to identify the definition for stereotypes and lead students through discussion to the point where they analyze how they generate a stereotypes on other people. Students will have the opportunity to see what images come up when they are presented with certain people within the African American Black or Latina/o student community. Students will have a chance to see where those images originated and to see how we all use this sort of stereotyping in our everyday doings.
5 mins
ASLA ESLRS TO BE MET
Animo graduates will be Academic Achievers who:

1. Think and write critically and analytically across the curriculum
2. Identify and use resources effectively to research and evaluate concepts across the curriculum
3. Demonstrate learned skills through the use of application, analysis, and synthesis
4. Gain eligibility for college by completing required coursework and are equipped with the knowledge of educational pathways; career choices; and institutions of higher learning
Animo graduates will be Cultural Learners who:

1. Are culturally aware and work towards understanding diverse perspectives, values, and histories
2. Are able to communicate with sensitivity within and across diverse communities and groups
3. Are leaders within their community who contribute to the improvement of life in their school and community
4. Are models of ethical behavior through their involvement in school functions, clubs, and committees
Animo graduates will be Effective Communicators who:

1. Utilize technology as a tool for learning and communicating
2. Demonstrate skills of speaking, listening, reading, and writing for different purposes in an academic and social setting
3. Collaborate, work effectively, and manage interpersonal relationships with both peers and adults in diverse settings and groups
Animo graduates will be Life-Long Learners who:

1. Are adaptive to a wide array of professional and cultural settings
2. Are goal oriented and value continual goal setting and reflection
3. Are open to discovery and develop enthusiasm and interest for learning

Materials
§ Post its
§ writing utensils
§ posters for interactive activity
§ cycle of oppression poster.
5 mins
Lesson Set up:
· posters will be posted in classroom
· Stereotypes will be defined as a class
· Students will be asked to write down the stereotypes of each group posted around the classroom
2 mins to explain this
Guiding questions
1. What is a stereotype?
2. Who stereotypes?
3. What are the impacts of stereotyping on peoples lives?
4. What can students do to impede stereotyping?
1 to 2 mins
Procedures
1. Teacher will ask the question, “What is a stereotype?”
2. teacher will proceed to document student responses on a chart
3. Teacher will then provide a universal definition for stereotyping
4. Teacher will then provide students with 8 post its
5. Teacher will lead students in a first examples by using a post it to write his/her stereotype of one of the groups posted in the classroom
6. Students will follow through with the model until they have completed all 8 stereotypes for all 8 groups.
7. Students will then revisit all posters and review everyone’s stereotypes, all the while the teacher/facilitator in the background provides thought provoking or follow up questions to encourage further student thinking process
8. Pair up students into partners and have them answer the following question: When have you felt stereotyped and how were you were you stereotyped? What stereotype was made upon your person based on what you look like?
20 mins
Community debriief

General feelings about this piece
Ask the group to think about what does this mean?
Were you surprised by anything?
How do images/stereotypes impact your life?
How do you use them?
How are they used on you?
How does your awareness around stereotyping affect your interactions with people in this community and students at ASLA / SLI?
10 mins