Write the words man and woman side-by-side at the top of chart paper. (You need one for each group that will be working on this.
Draw a vertical line between the two words to create a two-column chart.
Divide the students into groups of four and give them three minutes to brainstorm words and phrases that they feel describe each word.
The following are some typical students responses:
Man -- active, sports-lover, short hair, hard working, truck driver, breadwinner, strong
Woman -- loving, nurse, shop, likes flowers, nurturing, sensitive, cries easily, long hair
Using the protocol Roll Em, have groups share out three-four of the things they wrote on their sheets.
After each group has shared have them return to their seats.
Then ask some of the following questions:
Are you happy with the lists you have created?
Do you see any changes you would like to make to them?
Are there terms that do not belong under the heading they're under?
Are there terms that might fit under both headings?
Is it fair to say that all men _________ or that all women ________?
Write the word stereotype on the board and share 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.
Write on the chalkboard or chart the following phrases:
All old people are forgetful.
Men are better at math than women are.
African-American men are the best basketball players.
Give students a few moments to consider those phrases. 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.
Have students return to their small brainstorming groups and cross off the words or phrases they wrote down that are stereotypes for Man/Woman.
What words do they have left? Can you find similarities in the words that are left.
Have students return to their small brainstorming groups and ask them to record on a paper stereotypes they might have heard or thought about.
Tell them keep a written record of the stereotypes they think of.
When the flow of stereotype statements seems to be slowing down, ask students in each group to take a final look at their lists and mark with an asterisk 6-10 of the most interesting stereotypes.
Bring the class back together so they can share their ideas.
Each time a student shares a stereotype, hand that student a sentence strip to write the stereotype down.
Instruct students to write large and bold; markers or crayons work best.
Some stereotypes that students might have thought of include:
Kids who are into computers are geeky.
Young kids are noisy.
People who wear glasses are smart.
Poor people are lazy.
Women are better cooks than men.
Girls are not as athletic as boys.
All politicians are crooks.
Everyone believes in God.
All doctors are rich.
All Americans like to watch baseball.
All tall people are good basketball players.
Teenagers are troublemakers.
Have a bag of balloons prepared for this part of the activity or have balloons on a bulletin board.
If you have created a bulletin board for this activity, ask students to read each sentence strip aloud and staple it next to a balloon on the bulletin board.
When all sentence strips are stapled to the board, lead a class discussion about each stereotype.
[Have a common pin concealed in your hand for the next part of the activity.] Ask students if the stereotype statements are fair statements.
When you are satisfied that students have refuted the stereotype, swipe the balloon with the common pin. Pop! -- that stereotype has been burst.
If you choose not to create the bulletin board, call students holding sentence strips to come one at a time to the front of the classroom.
Have each student read aloud the statement on his or her strip and hold the strip up for classmates to see.
Hold up a balloon as the strip holder calls on classmates to refute the stereotype on the strip.
Once satisfied that the stereotype has been blasted, pop the balloon.
Common Core Standards:
6.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. )
6.SL.1.b ( Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. )
6.SL.1.c ( Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. )
6.SL.1.d ( Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. )
7.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. )
7.SL.1.c ( Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. )
7.SL.1.d ( Acknowledge new information expressed by others and, when warranted, modify their own views. )
8.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. )
8.SL.1.b ( Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed. )
8.SL.1.c ( Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. )
8.SL.1.d ( Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. )