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Overcoming Prejudice
Lesson 3
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Philanthropy Framework

Purpose:

Using a variety of activities, students examine the meaning of and examples of stereotypes, prejudice, and discrimination. They work in groups to propose ways to help reduce stereotyping, prejudice, and discrimination.

Duration:

One 45-Minute Session

Objectives:

The learner will:

  • state harmful outcomes of stereotypes, prejudice, and discrimination.
  • make a plan to address an issue related to making sure all voices in a community are respected.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.
Learn more about the stages of service-learning.

Students write and sign a pledge to reduce these issues locally and globally. They make a plan to promote awareness of stereotypes and discrimination and the importance of hearing all voices in a community and respect their right to be heard.

Vocabulary:

  • stereotype: an oversimplified opinion formed by associating people with a group; an idea that many people have about a thing or group and that may often be untrue or only partly true

  • prejudice: a judgment formed about a person or group without enough knowledge

  • discrimination: action or treatment based on prejudice, or a preconceived opinion

Materials:

group copies of Handout One: Service Project Planning Form

Handout 1
Service Project Planning Form

Instructional Procedure(s):

Anticipatory Set:

Ask students the ways that government, business, and individuals show respect for all voices in a community. Discuss examples in the past of community/business/government failure to listen to all voices that resulted in groups being denied their rights (unsafe work environments, segregation, women's vote, slavery, ethnic cleansing). Ask, What is a "community's" responsibility to make sure everyone's voices are heard and respected?

  • As a whole class, brainstorm at least three examples of prejudice in the school, community or world.
  • Then have students form groups and discuss ways to creatively address these issues. Have each group develop a proposed plan to take action that respects the voices of people who may not be heard. Use the Handout: Service Project Planning Form.
  • The groups present their plans to the whole class.
  • Once each group presents the plan to the whole class, have students vote on the plan or plans they want to carry out.
  • Have students draft and sign a pledge saying that they will not allow any of their peers to be discriminated against or treated like strangers. They should pledge to actively welcome others and keep an open mind when they meet people who are different from them. They should promise to keep this pledge and to encourage other students to sign it. Have students work in small groups to create a list of things that should be included in the pledge. Then, as a whole group, they choose the best elements of the pledge. They should write the pledge together as a whole group and have everyone sign it.

Youth Voice:

When students offer their opinions and suggestions to the service projects they are using their voice; an instrumental part of service-learning. Ask students what they can do to make sure all people are aware of the dangers of stereotypes, prejudice, and discrimination?

Curriculum Connection:

Art: Explore art styles from different countries and cultures. Have students imitate art styles with paints, collage, song, dance, or sculpture. Encourage them to communicate feelings about prejudice and stereotypes
in their artwork.

Cross-Curriculum Extensions:

Look to current events to find examples of prejudice and discrimination in the world. How and where are people treating others unfairly because they don’t understand them fully?

Reflection: (click to view)

Handouts:

Handout 1Print Handout 1

Service Project Planning Form

Stage of Process
Activities
Who does what?
Investigation
(What do we need in our community and how do we know it is a need? What statistics show this is a need? What is our expected outcome and how will we measure it?)
 
 
Preparation
(How can we meet this need? What resources do we have and need?)
 
 
Action
(How will we execute our project? What partners can we engage? What is our budget?)
 
 
Reflection
(Why did this help/not help our community?)
 
 
Demonstration
(Create a presentation or project to show others the good that we have done!)
 
 

Philanthropy Framework:

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Unit Contents:

Overview:Diverse Community: Who Is My Neighbor? (6-8) Summary

Lessons:

1.
Stereotypes
2.
New Kid on the Block
3.
Overcoming Prejudice

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