LESSON OVERVIEW

Toolkit Topic: Stereotyping

Lesson Title: What exactly is stereotyping?
Subject/Grade Level: 7th Grade
Lesson Duration: Two 60 minute sessions
ESSENTIAL QUESTIONS
Essential Question(s) for Toolkit: How do stereotypes placed on others
affect their relationships and the way they are treated?
Essential Question(s) for Lesson: What is stereotyping and do we
engage in stereotyping without noticing it?
OBJECTIVES

STANDARDS

Definestereotype,prejudice,tolerance,
biasanddiscrimination.
Describethedifferencebetweenthesewords
Identifyexamplesofstereotype,prejudice,and
discrimination
Identifypersonalbiases.Discussthedifferent
opinionsseenamongclassmatesandhowthese
relatetoourvocabularywords.
Creativelyapplyandpresentvocabularywords
toclass

Identifyandexplainexamplesof
bias,prejudice,andstereotyping,
andhowtheycontributetoconflict
inasociety.
Giveexamplestoexplainand
illustratetheinfluenceofprior
knowledge,motivation,
capabilities,personalinterests,and
otherfactorsonindividual
learning.

ASSESSMENTS
Formative: Teacher observation and feedback throughout the activity.
Exit slip.
DIFFERENTIATION
When students are placed into groups, they have the flexibility in
deciding how they would like to present the words. They can all bring
ideas to the table, or work collaboratively to decide on the most
creative or effective way. In addition, the personal opinion survey
does not have any right or wrong answers- this gives students the
freedom to choose which response best suits their beliefs or
personality.
LESSON CONTENT OUTLINE

Less
on
Ope

When the students walk into the classroom, there will be

pictures of famous people in todays society. They will then
be asked to go on computers and fill out an online opinion

ning

Lear
ning
Acti
vitie
s

survey. Ask them to print off their results.

http://www.learningtogive.org/sites/default/files/handouts/Pe
rsonal_Opinion_Survey.pdf (15 mins)
1.
2.
3.

4.

5.

Less
on
Closi
ng

Askstudentstowritedownwhichpicturestheylikeanddislikethemost,and
why.Askstudentstoalsowritedowntheirthoughtsandopinionsoneachphoto.
Thisisapersonal,silentactivity.(10mins)
WriteStereotypeontheboardandhaveaclassdiscussiononwhattheterm
means.Recorddifferentresponsesontheboard,anddetermine(onyourown)if
thereisageneralsenseofagreementwithintheclassroom.(15mins)
Hangfourchartpapersaroundtheclassroomwithprejudice,tolerance,
bias,anddiscriminationwrittenseparatelyoneach.Eachstudentwillreceive
fourstickynotes,andwritetheirowndefinitionsofeachword.Oncetheyare
finished,theywillplaceeachstickynoteonthecorrespondingchartpaper.
Discussthestudentsdefinitions,andarriveatonecommondefinitionforeach
term.Then,comparetheirdefinitionstodictionarydefinitions.(25mins)
Separatetheclassintofourdifferentgroups.Askeachgrouptocollectivelywork
togethertosomehowdemonstrateeachwordanddefinition.Givethemideassuch
asthroughdrawings,askit,eventsinhistory,currentevents,orreallifestories
theyhaveencountered.(40mins)
Refocusbackonthetermstereotype.Askstudentstoread,ingroups,whatthey
putdownonthesurvey.Remindstudentthateveryoneisentitledtohisorherown
opinion.Summarizetheactivityandclarifywhatastereotypeisinregardstothe
othervocabularyterms.(15mins)

EXIT SLIP: Describe the different between stereotype,

prejudice, tolerance, and bias. Close this lesson by
reiterating that we only skimmed the surface of what
stereotyping is. Touch on the different vocab words, and
emphasize that they all have different meanings, but are
still interdisciplinary. Inform the students that our next
lesson will delve deeper into the topic of stereotyping.

MATERIALS/RESOURCES/TECHNOLOGY
Pictures from magazines, books, online, etc.
Chart Paper
Sticky Notes
Computers for survey
Markers/crayons/paper