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FNSS Curriculum Integration Project Click here to download this lesson.
Yvonne Mensies (MS-Word format.)

Grade: 6
Lesson 1: What is a Stereotype?
Time: 80 minutes or 2 x 40 minutes

Topic: An examination of positive and negative stereotypes, and the impact they can have on people.

Rationale: First Nations people are stereotyped by the media, books, and have been used as corporate logos. This curriculum will promote an understanding of First Nations among all students. It will also contribute to Aboriginal student's sense of belonging in the public school system.


Materials and Resources

  • First Nations Stereotypes (video)
  • The Imaginary Indian, Daniel Francis, 2000 Arsenal Pulp Press (print)
  • Gender Equity Education,Teacher Resource Guide, BCTF, 1994 (print)

Vocabulary

Stereotyping
refers to forming an instant or fixed picture of a group of people. Without any other information or experience, stereotypes are used to generalize and exaggerate from this one fixed image. (Employment Equity, cross cultural communication center)
Negative Stereotype
is a stereotype that perceives First Nations people in a negative way. For example, all First Nations people are drunks.
Positive Stereotype
is a stereotype that perceives First Nations people in a positive way. For example, all First Nations people are good artists.
Bias
a preference or an inclination, especially one that inhibits impartial judgment.
Noble
characterized by or displaying superior moral qualities.

Main Concepts

  • To create an understanding of the term stereotype.

Intended Learning Outcomes

  • Identify or clarify a problem, issue, or inquiry
  • Evaluate the credibility and reliability of various sources of information

Assessment/Evaluation

  • The students will keep a journal on stereotypes. The teacher may use this as an assessment strategy. Possible journal entries could be based on the following:
    • Do you hear stereotyping of certain groups at school?
    • How can you help stop people from stereotyping?
    • Have you been stereotyped? How did it make you feel?

Planned Learning Activities

  1. The students will read the definition of the term "stereotype". They will write the definition down in their journals. The teacher will explain what the word means by giving a few examples.
  2. As a class the students will brainstorm gender stereotypes. The teacher will start off with "all boys. . . & all girls. . ." The teacher will lead a discussion on the following ideas:
    • There are positive and negative stereotypes
    • The class will be asked to submit positive and negative stereotypes of First Nations people, Asian, and Indo-Canadian people on slips of paper (to a box on the teacher's desk)
    • Discuss with students how they think stereotypes effect people?
    • Why do people stereotype each other?
    • Do you hear stereotypes at school?
    • What can you do to stop it?
    • Check back with list of submissions to see how student's opinions have changed.

Extensions

  • See lessons 2 - 5

Other Integration Opportunities

  • This lesson can be used as part of Language Arts: Journal writing, and as a part of CAPP.

Resources Used and Other supplementary Material Available

  1. First Nations Stereotypes (video)
  2. The Imaginary Indian, Daniel Francis, 2000 Arsenal Pulp Press (print)
  3. Gender Equity Education,Teacher Resource Guide, BCTF, 1994 (print)




Summative Criteria

Criteria Ratings Comments
Interesting and relevant information is included in the journal entry 4 3 2 1  
Journal entry is clear and easy to follow 4 3 2 1  
Student demonstrates an understanding of the important ideas about the topic (through interaction and activities) 4 3 2 1  
Examples, ideas, and detail were offered as solutions to this problem , demonstrating a deeper understanding of the topic 4 3 2 1  
Interesting and relevant information is included in the worksheet entry (concrete examples are given) 4 3 2 1  
Group participation and cooperation 4 3 2 1  

Key:
4-Powerful
3-Good
2-Basic
1-Beginning