LESSON PLAN 1.3.
TOPIC:
"Beware the Polarized Stereotypes." Introduces
the concept of polarized stereotypes ("we" versus
"them"). Uses the example of the stereotype: "Japanese
people are small."
THEME OR CORE QUESTION: What are stereotypes?
TIME REQUIRED: 1-2 class periods.
SUGGESTED GRADE LEVEL: 6-12
NEW JERSEY CORE CURRICULUM STANDARD: 3.5; 6.4; 6.5
INSTRUCTIONAL OBJECTIVES:
- Students will deepen their understanding of stereotyping
and will study the role of polarizing stereotypes in the
development of the cleavage between their "in-group"
and an "out-group."
- Students will learn how to use concepts of "in-group"
and "out-group."
- Concept of the continuum of features will be introduced.
It helps students to re-think the bi-polar categorization
that often lies behind stereotyping.
PROCEDURE OR METHODS:
- Ask students to think about their neighborhoods: Who is
"in"? Who is "out"? What do people
who are "in" say about the people who are "out"?
Are there any conflicts between the "in" and
"out" people? What kinds of simplified images
(stereotypes) of the "out" groups their group
(neighborhood) holds?
- Do they have interest in the "out" people"?
Can they think about becoming friends with them? (Bring
in "Romeo and Juliet" or "The West Side
Story").
- Do they know any examples when those simplified images
were challenged by personal and sustained contacts between
concrete individuals?
- Discuss the role of polarized stereotyping in conflict
situations (WWII).
- Distribute a copy of the reading and introduce the concept
of continuum.
VOCABULARY:
polarized stereotype, continuum (of features), "in-group"
versus "out-group"
ACTIVITIES:
using an Internet material, discussion, viewing slide shows.
MATERIALS:
Reading material: "Beware the Polarized Stereotypes."
Any of the Power Point slide shows.
INTERNET:
A concrete lesson plan for dealing with a stereotype "Japanese
people are small": http://www.askasia.org/frclasrm/lessplan/l000011.htm
ASSESSMENT:
observe and evaluate contributions to the discussion.
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