Essential Question: How do our differences help us become more alike?
Challenge: Increase cultural awareness in the classroom and community
Guiding Questions-
What cultural differences are associated with men and women?
What is a stereotype?
What is fair or unfair?
What makes each of us unique?
Why should we celebrate our cultural diversity and compliment what makes other special?
Materials:
Chart paper
Markers
Computer- Wordle.net, Popplet.com
Objectives:
Students will determine cultural differences and define stereotypes.
Students will discuss cultural characteristics of women and men.
Students will create a mind map.
Procedure:
Students will work in groups of 5 to create a Wordle (www.wordle.net) on words/phrases/qualities associated with MEN vs. WOMEN. Students will type these phrases into their Wordle. (Ex: men- active, short hair, strong/ women- loving, likes flowers, long hair)
Groups will share 2-3 words from their Wordle with the whole class. The teacher will create a t-chart to list phrases/qualities that students share.
Bring the group together for a discussion: Are you happy with the lists created? Are the terms in the correct headings? Are there any that fit under both headings? Is it fair to say that ALL men or that ALL women
On chart paper, write the word STEREOTYPE. Ask students if they know what it means by creating a word splash around it of their thoughts. Then, write the definition: noun: An overly simple picture or opinion of a person, group, or thing. It is a stereotype to say all old people are forgetful.
5. Below it, write the following phrases:
Old people are forgetful.
Boys are better at math than girls are.
6. Give students a few moments to talk about the phrases in their small groups, then ask them to share their reactions. Lead students to the conclusion that the statements are too general to be true; encourage them to recognize that it is unfair to make such sweeping statements. Help students make the connection between the phrases and the term stereotype.
7. Students will work in small groups to create a popplet (www.popplet.com) of stereotypes they have heard. Each student must distinguish their popplet from another by assigning a color to their part of the diagram. This will ensure that all students were able to share their thoughts. (Examples: Women are better cooks than men./ Kids are messy./ Boys are better at sports./ Smart students wear glasses.)
8. Once the popplets are complete, each group will be assigned another group’s popplet to view. Once in the popplet, the group will work on bursting the stereotype by providing a compliment or personal connection comment to what was once a stereotype. Students should focus on what makes he/she unique or someone they know, and celebrating who they are. (Ex: Women are better cooks than men. --> My aunt makes my favorite apple pie. / Boys are better at sports-->I am a great soccer player.)
Ticket-Out-the-Door Assessment:
On a half sheet of paper, students will explain stereotypes (provide an example) and how we can go about celebrating cultural diversity within our own life.
Guiding Activity 3: Jamie Hare
Big Idea: Cultural Diversity
Essential Question: How do our differences help us become more alike?
Challenge: Increase cultural awareness in the classroom and community
Guiding Questions-
Materials:
Objectives:
Procedure:
5. Below it, write the following phrases:
6. Give students a few moments to talk about the phrases in their small groups, then ask them to share their reactions. Lead students to the conclusion that the statements are too general to be true; encourage them to recognize that it is unfair to make such sweeping statements. Help students make the connection between the phrases and the term stereotype.
7. Students will work in small groups to create a popplet (www.popplet.com) of stereotypes they have heard. Each student must distinguish their popplet from another by assigning a color to their part of the diagram. This will ensure that all students were able to share their thoughts. (Examples: Women are better cooks than men./ Kids are messy./ Boys are better at sports./ Smart students wear glasses.)
8. Once the popplets are complete, each group will be assigned another group’s popplet to view. Once in the popplet, the group will work on bursting the stereotype by providing a compliment or personal connection comment to what was once a stereotype. Students should focus on what makes he/she unique or someone they know, and celebrating who they are. (Ex: Women are better cooks than men. --> My aunt makes my favorite apple pie. / Boys are better at sports-->I am a great soccer player.)
Ticket-Out-the-Door Assessment:
On a half sheet of paper, students will explain stereotypes (provide an example) and how we can go about celebrating cultural diversity within our own life.