Activity:

Vocabulary:

Discuss the following terms, with a focus on how they are different and how they are also related.

Stereotype: image of a group that ignores individual differences, within that group. 

Prejudice: negative opinion about a group, that isn’t based on facts. 

Assumptions: conclusions drawn from limited knowledge of the facts or without proof.

Discrimination: prejudice in action. Treating people in a negative way, because they are members of a particular group.

 

Activity #1:

Put students into groups of four.

Hand out one word to each group, from the vocabulary list (without the definition).

Use the protocol, Diamond Discussion, to first think about the word they have and to write down, in their quadrant, what they think the definition is and also an example of it from school or the community. You can use "CLR Diamond Discussion Template" (attached document), to help with this protocol.

As a whole class, share out your thoughts and then as a group, come up with a group definition and an example, you can share with the rest of the class.

Use Pick a Stick protocol, to have groups share out. 

 

Activity #2:

Divide the class into groups.

Use Carousel Brainstorm protocol, to have groups look at each scenario from "Stereotype Scenarios 3-5" (page 2) and ask them to write down a solution to the problem.

Rotate the groups so they each have an opportunity to respond to the problem, with a different response.

At the last scenario, have students read all the solutions to the problem and choose one solution that they will share out with the class.

Have groups do Rock, Paper, Scissors protocol, to choose who will share out with the class.

Use Roll 'Em protocol, to choose groups to share out.

 

Common Core Standards:

• 3.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. )

• 3.SL.1.b ( Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). )

• 3.SL.1.c ( Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. )

• 3.SL.1.d ( Explain their own ideas and understanding in light of the discussion. )

• 4.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. )

• 4.SL.1.b ( Follow agreed-upon rules for discussions and carry out assigned roles. )

• 4.SL.1.c ( Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. )

• 4.SL.1.d ( Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. )

• 5.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. )

• 5.SL.1.b ( Follow agreed-upon rules for discussions and carry out assigned roles. )

• 5.SL.1.c ( Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. )

• 5.SL.1.d ( Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. )