Lesson Plan Template

Date
Teacher Name Courtney Nibogie November 21st, 2017
(DD/MM/YYYY)
Subject Area Social Studies Grade 6, 7, & 8
Democracy: Citizenship and Canadian
Topic Time 48 Minutes
Stereotypes
K.1 I am Unique: Students will demonstrate an understanding and appreciation of the multiple
social, physical, cultural and linguistic factors that contribute to an individuals identity.
General Learner
Outcome(s) 5.3- Canada Shaping Identity: Students will demonstrate an understanding of the events and factors
Taken from Alberta that have changed the ways of life in Canada over time and appreciate the impact of these changes
Program of Studies on citizenship and identify.

K.1.1 - Students will value their unique characteristics, interests, gifts, and talents.
K.1.2 Students will appreciate the unique characteristics, interests, gifts, and talents of others:
Appreciate feelings, ideas, stories, and experiences shared by others.
K.1.4 Students will explore how we demonstrate respect for ourselves and others by exploring
Specific Learner and reflecting upon the following questions for inquiry:
Outcome(s) What are the origins of the people in our school, groups or communities?
Taken from Alberta How can we show interest and sensitivity towards social, physical, cultural and linguistic
Program of Studies diversity in the school, groups and communities?
How can we show respect and acceptance of people as they are?

5.3.1 Values and Attitudes: Students will appreciate how changes impact citizenship and identity

Students will be able to:

Learning 1) Acknowledge common stereotypes about Canadians.
Objectives 2) Identify familiar medias that stereotypes emerge from.
What do you want your 3) Recognize how stereotypes affect our peers and social groups.
students to learn?
4) Address stereotypes in a positive and proactive way.
1. Students will be able to make connection between their own experiences and how stereotypes
affect individuals and groups.
Assessment 2. Students will be able to recognize where stereotypes have influenced their decisions and
How will you know your
opinions about another culture, gender, race, age, or interest group.
students have learned?
3. Students will contribute in class discussions about how we can address stereotypes in our lives,
and how to take positive step towards addressing these stereotypes.
Materials -PowerPoint
What resources will you Each slide should contain both written and visual conveyance
need? 1. What is a Stereotype? YouTube Video: Officer Judy Hops from
Zootopia https://www.youtube.com/watch?v=aUreTlQQx9w

2. Hey! Im Bob: Stereotype exercise

3. What did you think of Canadians before coming to Canada? YouTube
Video: I AM CANADIAN https://www.youtube.com/watch?
v=WMxGVfk09lU

4.What is true, and what is not? What is a reliable source and what is
not?
5. Where do Stereotypes come from? How can we avoid them?
6. I Am Strips: Formative assessment
Two YouTube videos to extend comprehension
I Am Canadian Commercial
Zootopias Judy Hops first day of work
 -Lined paper (1 per student)
-Pencil
-Erase
-Red Canada Duo-tangs

-I Am Strips
Pencil, Pen
Markers, crayons, pencil crayons
I Am strip of paper (1 per student- have extra on-hand)

When the students are seated, write the agenda for todays lesson on the board and then discuss
let the students know what to expect from the lesson. There will be some lecture, YouTube videos,
sharing time, and a fun activity at the end.
Introduction Be sure to remind the students to prepare themselves for the activity later. Each student
(attention grabber) should have a pen or pencil before the lesson begins. I should know who my daily
5 minutes distributor is, and I should make sure to bring the notebooks to the front to be passed out
later.
Body What is a stereotype?
35 Minutes Teacher Actions
1. Have the PowerPoint (Canadian Stereotypes) on the projector to introduce the students to
the content and to teaching alongside with.
On the first slide What is a Stereotype read the definition for the students, and then
incorporate personal experiences and narratives to supplement their meaning. The ideas
and beliefs formed about a certain group or person can often be untrue, therefore provide
the students context by explaining how stereotyping have affected your own life.
o I Say, You Say: Have the students first listen to the pronunciation, then repeat it
back.
* It is important to only discuss your own experiences and stereotyping stereotypes affect
everyone differently, and attempting to discuss how another might feel or what they may
have found offensive would only further the stereotyping of that person.
Ask the students to consider where they might have experienced similar feelings of false
representation or discrimination due to their age, culture, race, gender, or interests. This is
an open-ended question that can remain unanswered if the students do not feel
comfortable sharing.
* This question is meant to prompt their thinking towards how stereotype form, how they
aim to represent a group as whole but never reflect any one person in a group, and how
they often offend those they target.
Show students the YouTube video of Judy the Bunny from Zootopia. Ask them to pay
attention to the way her coworkers treat her because of who she is. After playing, ask the
students if they think Judy was treated fairly? She went through the same training, was the
top of her class, and made it there because she worked hard, but she is still made to do
parking duty. Her peers stereotype her as being a token bunny, when in fact her outside
does not represent who she is on the inside and what she can accomplish.
During the viewing, pause when appropriate to highlight stereotyping (both her
towards the fox, and her colleagues towards her). Bring to light the Judys fear of
Foxes is a projection of her parents and her experience as a child.
Check for Understanding: Thumbs up or down: Does this make sense? Do you
understand what a stereotype is? Can I explain again?

2. Show the students the slide on Bob a unique character that they will analyze before being
revealed more about who he is. Introduce the students to Bob, place him in a recognizable scenario
that the students can relate to and ask them questions relating to his physical appearance.
o Is this someone you would invite into your home?
o Would you talk to him if you needed help?
o Would you let him give you advice?
o What do his clothes tell you?
o How do his tattoos make you feel?
Once the students have responded, reveal the photo of Bob in his uniform. Now that they
can clearly see Bob is a doctor, would they change some of their answers? Was it fair of us
to make assumptions about him before getting to know him?
This is how stereotypes often form. We make judgements or opinions about a person based
on what we see and hear, not what we know. Because of this, we miss out on meeting new
 people, experiencing diverse cultures, and remain ignorant of cultures outside of our own.
*If students are unwilling to participate, guide their thinking by asking more contextualized
questions look at his clothes, his tattoos, his face, his race, the way he stands etc. how do
they make you feel? Who does he remind you of?
Its important to explain to the students that it is very easy to pass judgement on others
without meaning to we all make assumptions, and form opinions about people before
weve met them, but what matters is how we act on those primary assumptions. Do we
continue to believe what we have observed, or do we keep an open mind and heart and
develop an appreciation for things unfamiliar to us?

3. What did you think/do you think of Canadians. Ask the students to consider how they viewed
Canada before coming here. What did they know of Canada, and where did they hear it? This
activity will help students visualize and comprehend some of the common stereotypes related to
Canadian culture.
Show students a brief YouTube video of the I Am Canadian commercial and brief them on
its content this man is attacking common Canadian stereotypes.
Have the students turn to a new page in their notebooks (both sides should be unoccupied
and no marker seeping through) model for them on the board where they will be recording
the information in their notebooks. Write on the top on the board Canadian Stereotypes
and have them record that as their title in their notebooks.
Check for Understanding: Think-pair-share. Have the student turn to their elbow partner
and discuss the expectations for this activity, inform them that I will be calling on one group
the relay this information back to the class.
o Under the first category (How do we look?) Ask the students to think about what
Canadians look like (clothing, race, gender, build, height etc.). As they volunteer
their answers record them under the title. *If the students are struggling, use the
prompting paper provided to help guide their thinking some students may not
be aware of Canadian Stereotypes, therefore there are examples for each category
on the prompting page to support the students learning.
Continue this process for the following four categories Where do we live? How do we
speak (Canadian Slang), What do we do for fun, what do we eat?
o These questions are designed to help students understand how easy it is to adopt
stereotypes, and that a lot of the time we do so unconsciously. We all have ideas
and opinions about the people or groups we interact with, some of which are not
true and can be hurtful.
 Assessment for learning: Accessing prior knowledge. Having the students talk about a
certain culture before and after moving to Canada, they can recognize where they have
made generalizations, and why they may have adopted certain opinions.

4. What is true? What is not? Provide the students four important questions to consider when
attempting to understand the authenticity of stereotypes, and how we can address them.
Ask the students, how do we know what is true, and what is not? Or can we? Stereotypes
aim to represent an entire group of individuals or behaviors as a whole, but can one
definition characteristic represent every person in one particular group? When we make
generalizations on groups of people, we often discriminate against them and reduce their
actions, beliefs, and interests to something that neither reflects who they are as individuals
nor how their culture functions. We can find some truth in stereotypes, but it is
irresponsible and inconsiderate to judge anyone in a particular group based off of an
identifier we have formulated.
What can be offensive? What each person finds offensive is going to be different based on
that persons values, past experiences, and education. The more that person has been
stereotyped or discriminated against, the more sensitive that person is going to be about
those jokes. Just because you dont find something offensive, doesnt mean it isnt
harmful to someone else. Many stereotypes can be triggers for certain people, so it is best
to avoid them whenever you can instead take the time to learn more about the culture,
rather than remain ignorant towards it.
How can we learn more about a culture different from our own? Ask them! If you are
unsure of why someone does something a certain way, ask them! It is important not to
attack anyones differences by making fun of them, but rather to embrace what you dont
know and educate yourself on why people or groups act the way they do.
When can stereotypes be funny of friendly? Sometime stereotypes are meant to be funny
or humorous. Next time, stop and think about why you are laughing. Is it because you want
to fit in? because you dont understand why a certain culture or group acts a certain way,
and out of security you laugh? Chances are that the people being stereotyped do not share
your opinion about the humor and might feel offender. Next time, try to think and feel for
that other person before laughing, you never know who you might be hurting.
Assessment for learning: Helping to students think critically about stereotypes and why
they should be avoided. Food for thought: Once students learn how to identify stereotypes,
they can alter their actions accordingly. They can become more conscious of how their
thoughts and opinions can have negative effects on others,

5. Where do Canadian Stereotypes come from? Show the students visuals that help them
understand where these stereotypes come from, and how people in our lives can influence the way
we view the world and the people we interact with.
Media: Many movies, TV shows, books, magazines, and even newspapers can influence our
opinions of other cultures and convey certain stereotypes that we unconsciously adopt.
Celebrities: because they are always in the public eye, their actions become a
representation of the culture they are from. Celebrities like Ryan Gosling, Celine Dion, and
Justin Bieber all live under the public eye and when a culture is unfamiliar with another,
they take representatives (like celebrities) to formulate a collective opinion about everyone
from that culture.
Family: Whether we like it or not, our parents, siblings, friends, and extended family all
extended their past experiences and opinions onto us. For some, our families may have had
unfavorable experiences with a group or individual and because of that pass on their
judgements, biases or stereotyping onto us. It is important to think critically in these
situations to discover for ourselves, to not let the opinions of others, influence our
thoughts or actions.
Assessment: Class discussion Where else could we encounter stereotype
Influences? Have you perhaps passed judgement on someone because of these influences?
6. I Am activity: Have the students remember a time where they were treated differently because
of who someone else thought they were. Ask them to remember how that made them feel, and why
it might not be true.
Model for the students how this activity will function. Make a strip in front of the class,
while explaining the instructions step by step.
Check for understanding: Ask the students to give you a thumbs up or down on
comprehension have a student volunteer reciting the instructions back to their peers
before starting the task.
Have the designated student for the day hand out the strips.
Makes sure to draw their attention to how they must conduct themselves when they have
finished their work.
Check for understanding: Thumbs up or down, and have one students repeat back what the
instructions are for the rest of the class.
* This activity will be potentially difficult for some students. Ask for an Arabic translation
from Rawia before continuing the activity. For the students that need more support, ensure
you make each one a priority meaning you dont move onto another student until the
first one is either on track to finish, or has completed the assignment.
*For the students who cannot formulate a written response, help them articulate an
answer, and either write it down for them or have them copy what you have written down
for them.
Assessment of learning: This tasks allows you to determine comprehension of the content
taught, and allows the students to connect what they have learned, with real experiences
in a meaningful way.

Student Actions
1. What is a stereotype? After providing a brief introduction, and context for stereotypes in my
own life, the students have the opportunity to share similar occurrences, feelings, and opinions. If
they wish, they can share about their own experiences with stereotypes or those of someone they
know or have seen / herd elsewhere.
*Be careful not to push students to hard here. For those that experiences stereotyping
 constantly they may be reluctant to share their experiences or opinions - this exercise is meant
to prompt student thinking, but if they decide not to share you will need to provide for them
other ways of understanding (your experiences with stereotyping)

2. Hey! I Am Bob: The students are shown a photo of a man with unique qualities and
characteristics. The students are then asked a series of questions, based solely off of his appearance.
Students will express honest opinions and feeling about this image, and decide if this man
is someone they would trust. The students will then be asked why they have formulated
these opinions based on his appearance.
After a brief discussion, reveal to the students this man in uniform. Knowing he is a doctor,
ask them the same questions again. Would you ask this man for help now? Would you
invite him into your home? Etc.
Students will then decide whether their first impressions and judgements were fair or
justified.

3. What did /do you think of Canadians?

Students will watch a short YouTube video, about a Canadian attacking stereotypes he feels
do not represent him.
After viewing, ask the designated student to hand out the notebooks, and model for
students how you would like them to organize the upcoming information into their
notebooks. (Half a page per topic, and room for a heading in each)
Question 1: How do we look? The students will consider both their opinions prior to
moving to Canada and what they have experience thus far in Canada, to provide answers to
this question. When they think of a Canadian, what do they see?
*If the students are having a difficult time answering these questions, use the
Canadian Stereotypes document provided to help guide their thinking. Under each
topic, I have provided a list of common Canadian stereotypes.
Continue these topic conversations with questions 1-5
Students will put their information pages in their Canadian Duo-tangs and they will be
collected by the designated collector for the day.

4. What is true? What is not?

Students will discuss important questions to consider about stereotyping as a class.
Students will be encouraged to answer, or contribute to these questions in the best way
they can. Students can provide personal experiences, stories, opinions, or comments to
contribute to the discussion, to help them understand the implications of stereotyping, why
we should avoid using them even in a humorous way, and how what one person might not
find offensive, another will.

5. Where do these stereotypes come from? This activity is open to discussion. Although you
provide for the student a variety of media and literacy forms that Canadian stereotypes are created,
enforced, or passed down, they will be asked where else they have experienced stereotypes in their
own cultures and social spheres.

6. I Am activity: Students will be asked to ensure they have the materials need prior to
instruction. It is their responsibility to provide a writing tools and put all other material away.
Students will think about a time(s) where they experienced cultural, racial, or gender
stereotyping, and will be ask to consider how it made them feel. Did you feel it was a false
representation of who you are? Did it hurt your feelings? What did you want to tell the
person that stereotyped you?
Students will then use the I Am outline to fill in the two blanks with (I am ______, but I
am not _______)
 Something you identify as /with
What people commonly stereotype you as because of this.
They will then decorate their I Am Strip with two or more pictures showing what makes
them unique. It could be about their family, hobbies, religious practice, etc.
They will need to put their name in the corner of their strip, because they will be displayed
in the classroom for their peers and classroom visitors to show that they are not a
stereotype.
Once they have completed this task, they will check for completion with one of the
educators in the classroom and will can choose to read quietly at their desk, help a
neighbor, or individually play a game on an iPad.

Closure After students have completed their activity, they will need to check for completion with one of
(consolidation of the teachers. Here I can ask them questions about their choices. Why did you choose to write
learning) this? Why are these pictures you drew important to you? How has this lesson helped you better
2O minutes (after understand stereotypes in your own life?
lesson) After the lesson, record individual observations of each student. What did they do well? What did
 they struggle with? How was their participation? When checking for understanding, how did they
respond to thumbs up or down? Did explaining a concept in a new way help extend their
comprehension? What will you change next time to ensure all students are engaged and
understand the content / what is being asked of them.
Next lesson will be a review lesson on the levels of Government, and Democracy and its origins.