Module B

Lesson 1: Questionnaire and Survey

Materials:
Student Survey (in Appendice)
Stereotype and Label Questionnaire
Special Note: The Student Survey can be given sometime after the first month of
school and then again toward the end of the school year. I would not give the survey
and questionnaire on the same day.
Towards the beginning of the year, give students the Student Survey and mention
to them that teachers and administrators will also be taking a similar survey.
They should not put their names on the survey and should be honest in their
responses. Tell them that the survey is designed to evaluate their teachers
effectiveness in providing multiple means of representation, action and
expression and engagement. It also provides insights into whether the students
feel that their classroom community is kind, caring and inclusive.
On another day give the Stereotype and Label Questionnaire to your students.
Tell them that the purpose is to gather information about what they know about
labels and stereotypes that they have used or have heard used. The
questionnaire should also gather information on how they view disability and
where they think these views come from. Where did their stereotypes originate?
If the children do not understand stereotypes and labels this will be addressed in
the following lessons.
Give the students the following questionnaire: (also found in the appendice).

Stereotype and Label Questionnaire:

1. What is a label?
2. What types of labels have you heard in school? and what or whom were they
meant to describe?
3. What is a stereotype?
4. Give me an example of a stereotype?
5. Are stereotypes meant to be helpful? or to injure?
6. How do you see disability expressed in our/your culture?
7. Do you see a distinction between the words: impairment, disability and handicap?
8. What words do you use to describe people with various disabilities?
9. The words physically challenged, differently abled, exceptional, special
are used to label students. How do you view these labels

Lesson 2: Understanding Stereotypes

Materials:
A number of popular magazines
2 Pieces of Poster Board
Reflection Journal
Steps:
1. Hang two poster boards in the classroom. On one write man and on the other
write woman.
2. Have students at each table go through magazines and select pictures/images of
how men are women are represented in the advertising media.
3. Each student will hang their chosen image on the wall to create a collage of how
men are represented and how women are represented.
4. Discuss the images. What do they notice about the differences in representation?
What do they notice about the similarities?
5. Next draw a line to separate the whiteboard in half. On one side write the word
Man and on the other side write Woman.
6. Have students do the same on a sheet of paper
7. Ask students to discuss at their tabletop the qualities and characteristics that
define a man and a woman.
8. Have the students then write down words or phrases that define the qualities and
characteristics that they feel best identifies a man and woman.
9. As a whole class compile a list of words and phrases that define a man and
woman.
10. Lead a discussion about the list:

Does anyone disagree with this list? Why?

Are there words and phrases that do not belong under the specific heading?
Why?

Are there words or phrases that could belong under both headings? Why?
Do you think that it is fair to say that all women_________ or that all
men________?

11. Write on the board: What is a stereotype? Students should discuss how they
would define it.
12. Write down the students ideas about this before giving them the following
definition from the Scholastic Childrens Dictionary
Stereotype: (noun) An overly simple picture or opinion of a person, group, or thing.
Wrap Up: (lesson may carry over into the next day)
1. In the activity you were stereotyping men and women, boys and girls. This is
called Gender Stereotyping. Are there other forms of stereotypes? Have
students generate a list: racial, ethnic, etc.
2. Watch Like a Girl (always#LikeaGirl)
3. Discuss: Why do you think the younger girls ran and threw a ball in a non-affected
way? Were the older girls and women reinforcing the stereotype by the way they ran
or threw the ball?
4. Reflection: Write a response to the Like A Girl video. Have you ever felt
stereotyped because of your gender? Describe the experience and how it made you
feel.

Additional Resources:
For older students you could look at: Tough Guise to explore the way boys and men
are stereotyped.
Jean Kilbournes Advertising Image of Women: Killing Us Softly is an excellent
example of an individual who took action to make people aware of the harm
advertising and gender stereotyping has had on women.

Lesson 3: Labels
Materials:
A collection of photographs from magazines (National Geographic is a great
source) of depicting a variety of different people
Reflection Journal
Steps:
1. Discuss with the students that humans like to categorize objects and people in
order to make sense of the world. We label things as a way to describe them. For
humans these labels are based on characteristics such as the way a person
dresses, the color of eyes they have, how they look, how they walk and talk, what
groups they may belong to, or their cultural background. Labelling is natural but
can lead to unfair assumptions about groups of people.
2. Each table top gets a picture of a person. (Great photos can be cut out of the
National Geographic Magazine and pasted on poster board). These photos should
depict an old woman or man, teenagers, young boys and girls, people with
disabilities, different cultures, homeless person, etc.
3. The group of two or four students will write down all the words and phrases that
come to their mind regarding the person depicted in their photo.
4. Students will create a semantic web for the photo example:

forgetful
frail

Old Woman

deaf

5. Have students share their photo and the assumptions that they have made about
the person.
6. Lead a class discussion after the sharing:
Do our assumptions tell us about the group of people that the person
came from? Why or why not?
How do our assumptions and labels affect our attitude toward others?
Do the words and phrases you used describe stereotypes? How are they
unjust and hurtful?
Where have you seen these stereotypes portrayed? (television programs,
movies, magazines, books?)
7. Discuss with students how people use stereotype and labels (gender, racial, ethnic,
disability) to discriminate and exclude. People were excluded from
jobs,activities, restaurants because of their race, their gender, their cultural
background, their disability. Use examples from the past. Sometimes people
are not given an opportunity because of a label or these stereotypes. Do you
think this is still going on?
8. Reflection: Think and write about a time when an assumption was made about you
because of your age, a physical characteristic (hair color, skin color), your
gender, the clothes you wear, where you live, the amount of money your
parents have or have not, how you speak, the language you speak, etc.
Describe the situation, how did you know you were being judged? How did it
make you feel? How did you react? How should you have been treated in that
situation?
9. Students who want their journal read to the class can give them to the teacher.
10. Read the personal experience and discuss with the class. If the student wants to
he/she can read their paper or elaborate further in the discussion time.
Homework: Identifying Stereotypes in television show advertisements
Materials:
Childrens Commercial Television Advertising Handout
Stereotype Analysis in Advertisement, Television and/or Movie Handout

1. Students will conduct an analysis of stereotypes depicted in the television

advertisements that they watch over the week. They will log the show
watched, the product being sold, the target audience, and the stereotype
represented.
2. Students will pick an advertisement, television show or movie and answer the
questions from the Stereotype Analysis in Advertisement, Television and/or
Movie Handout.

Lesson 4: Disability Labels

Objective: Open a discussion about physical, emotional and learning issues that may
or may not effect the class. This has the potential to be a very sensitive issue
but one that I feel needs to be addressed in order to combat the negative
effects of labels and stereotypes.
Materials: Note (dependent on the age group and your class)
Book: My Brother Charlie by Holly Robinson Peete and Ryan Elizabeth Peete.
Reflection Journal
Day1:
1. Remind students of the questionnaire they took at the beginning of this module.
2.

Begin a discussion about labels heard in school and whom they were meant to
describe?

3.
4.

Write these on the board.

Are these meant to be helpful or to injure? Are labels always negative? Can you
think of ways in which a label can be useful?

5.

What does it mean to be labeled disabled? Do you see a difference between

the words impairment, disability and handicap? Discuss and define.

6.

Teachers should share a personal story about themselves or a family member or a

friend with a specific disability in order to open communication.

7.

Reflection: Think and write about an experience you, a friend, or a family

member has had with a disability. This could be a physical, emotional or
learning issue? How has it effected who you are?

Day 2
1. Read the story My Brother Charlie by Holly Robinson Peete and Ryan Elizabeth
Peete.
2.
3.

Lead a discussion about autism spectrum disorders (ASD). Discuss other issues
that can make school difficult?
Have students observe younger students at play during recess. How many
groups of children do you see engaged in a game? What games do they play? Do
girls and boys play together or separately? Watch for signs that children are
being excluded from a game. Are their students who spend more time by
themselves?

4. As a class discuss their playground observations. Why might some children not join
in with others? Are there games being played that exclude some children? Are
their violent games?
5. Take Action: This is an area where students may be interested in taking action. The
discussion could naturally lead into how to solve some of the problems that
they observed. Or you may prompt them with a question to see that they could
help make changes to the playground environment to make it more inclusive:
Does anyone in this class feel they could take action to help make the
playground a safe and welcoming area for all students?
Note: There are a number of direction that this specific lesson can take. The
direction will be very dependent on your class and the willingness of students
to discuss their issues or the ability to find people in the community to talk to
your students about life with a disability. The above scenarios offer one
possibility but there are many resources and lessons that could be taken. The
most important aspect is to create an atmosphere in the classroom where
students feel comfortable and confident to discuss all issues and feelings.
Resources:
Not Acceptable R-Word PSA
Jim Sinclairs Why I dislike people first language?
Lynn Mannings Poetry The Magic Wand
Riva Lehrers portraits
Conduct Simulations informed by people living with the disability. Follow these up
with discussions to include conversations about problems and solutions.

Extensions Taking Action:

Have students look at how accessible the school is for people in wheelchairs or
people on crutches.
How does the school accommodate for students who have difficulty hearing or
seeing?
How does the school accommodate for students who are sensitive to noise?
Student analyze movies and tv shows for how many times they see a person with a
disability. How were they portrayed? Do these portrayals lead to positive or
negative stereotypes?

Lesson 5: Exploration into Stereotypes and Popular Culture

Note: The first four lessons in this module explore students understanding of
stereotypes and labels. Students are being challenged to rethink their
assumptions and preconceived ideas of groups of people. It is hoped that this
will open discussions and allow students to recognize and respect the diversity
that surrounds them. After these lessons, we will explore how popular culture
and the media help to reinforce these stereotypes and labels. Students will be
introduced to the core concepts and key questions of CML in order to
deconstruct media messages and popular culture.
I have organized these lessons as stations because I envision having these
stations available at one time and having small groups of students work
together at each station for the number of days indicated. However, each
station could also work as an individual whole class lesson.

Introduce the Stations to the Class

Discuss with the class: How do stereotypes and labels become reinforced?
Through images, advertising, movies, toys and clothing, we are conditioned from a
very young age to conform to a certain stereotype. These stereotypes
become reinforced or culturally ingrained into our identity and cause us to
make assumptions about people we may not even know.
How would you define popular culture? Write down their ideas on the board.
Give them the dictionary definition: Popular culture is defined as all of the ideas,
knowledge, information, creative works and principles expressed or enjoyed
by a majority of a population at a given time.
What defines your popular culture? What artifacts or objects would be part of your
popular culture? Write these on the board.
Tell students that now that we have an understanding of what stereotypes are we
will be exploring how popular culture reinforces stereotypes.
Explain how the stations will work: A group of four will be working together to
deconstruct aspects from your popular culture. We will use the Core
Concepts and Key questions to help focus our critical analysis of the artifact.
It is hoped that you will generate ideas for your own explorations and bring
these to the class.

Station 1: Song Lyrics

Arabian Nights: Theme Song for Aladdin
Background for Teacher:
Do not give students the students the background information to this song. You want
them to explore and find out together. The first set of lyrics were the original score
from Disneys Arabian Nights featured in Aladdin. Arab-Americans were outraged by
the way that Arabs were stereotyped as cruel and barbaric in the original score and
demanded that Disney replace the lines that misrepresented their culture. The
American-Arab Anti-Discrimination Committee argued that the lyrics were racist
and through their actions forced Disney to change. In order to make the change the
studio had to get permission from the estate of the lyricist, Howard Ashmans, who
died during the production. The studio also had to gain permission from the composer,
Alan Menken.
After looking into these lyrics students may want to conduct an investigation into the
movie Aladdin to see if there are other parts of this movie that perpetuate the racial
stereotype of Arabs being mysterious and dangerous. Interestingly enough, Aladdin
was developed during the 1991 Gulf War. Aladdin was released in 1992. Student should
be guided to look at the historical context of when movies, television shows, and
advertising campaigns were initiated.
Objectives:

Students will explain how music evokes feelings and emotion.

Students will analyze song lyrics to critically examine themes and messages.
Students will see how lyrics can perpetuate a stereotype.
Students will see how the action of one group can create an awareness and a
call to make change.

Materials
CML Core Concepts and Key Questions Handout
Arabian Night Lyrics Handout
Lap tops
Reflection Journals

Steps
1.

The small group will discuss:

Why do you listen to music?

Can you learn anything from music? What?
What are your favorite songs? make a list of the groups. Does the group have

similar or different choices? Why is this?

What makes a song good? Is it the sound, the words etc?

 When you listen to a song do you listen to its words? or do you just sing it?
2. Read through the original Arabian Nights lyrics.
3. Initial reactions. What do the words tell you?
4. Discuss the CML Key questions:
What is it about?
What message did these lyrics communicate to you?
5. Hand out the second version of the song.
Read this out loud.
What has changed?
Highlight the change.
Have students conduct research into why the lyrics were changed.
Compare the two lyrics. What stereotype is portrayed and who might this
effect?
6. What do you know about the movie Aladdin?
Student work together to discussing any previous knowledge about the movie,
its theme, when it was released?
Look at clips from the movie. Discuss the different characters. How are each
portrayed.
What stereotypes are portrayed?
7. Reflection: Write a reflection about the Arabian Nights lyrics? What can we
learn from these lyrics? How did the Arab community take action? What would you do?

Extensions:
Look more closely at the entire movie Aladdin. What stereotypes are perpetuated
in the movie? Look at the [Link] hero, the villains etc.
Find lyrics to their favorite song. Read through and look for any evidence of
stereotypes. If there is evidence, try and rewrite it to make it more neutral. Does
this change the meaning? and impact the message?

Station 2: Magazine Advertising

Materials:
Magazines that are popular for boys and girls. This will be dependent on the
age and the interests of the students you teach. Suggestions: Seventeen, Sports
Illustrated, teenVogue, Twist, Pop star, Rolling Stone, Skateboarder
List of the 5 Core Concepts and Key Questions Handout
Reflection Journal

Step 1:
1.
2.
3.
4.
5.

Give the group an assortment of magazines.

First they need to look only at the front cover ad determine whether they are
targeted for Girls, Boys, or both.
Create piles for girls and one for boys.
Discuss why they grouped them in this way. Were there disagreements? Why?
Have students pick one of the magazines and use the 5 Core Concepts and 5 Key
Concepts as a tool to guide your discussion.

Step 2:
1.
2.
3.
4.

Students will work together to take out any advertising that is directed at a
stereotype of race, gender, ethnicity.
Students should also look for ads that attempt to dispel the stereotype.
Create a group collage with the ads and the stereotype depicted.
Create a group collage with ad that dispel the stereotype.

Step 3:
1. Discussion:
Is there evidence of racial stereotyping?
Is there evidence of ethnic stereotyping?
Is there evidence of gender stereotyping?
Females:
What are females doing in the ads?
Where are they pictured?
Are they active?
Are they pictures in powerful positions?
What colors are chosen in the ads targeted at females?

 If females are not pictured in the ad why do you assume it is an advertisement

for women?
Males:
What are the males doing in the ads?
Where are they pictured?
Are they active?
Are they in powerful positions?
What colors are chosen in ads targeted at men?
If males are not pictured in the ad why do you assume it is an advertisement
for men?
2. Call to Action:
Students should discuss: What could you do to right these misconceptions. Write
their ideas down. For example: (Letter writing campaign to companies).
Explain to students that you have some examples of people taking action to create
an awareness about issues they feel are unjust.
Watch Dove Evolution Commercial
Depending on the age of your students show one or all of the following videos:
For older students you could look at: Tough Guise to explore the way boys and
men are stereotyped.
Jean Kilbournes Advertising Image of Women: Killing Us Softly is an
excellent example of an individual who took action to make people aware of
the harm advertising and gender stereotyping has had on women.
3. Reflections: Students should write about their reaction to the above activity. How
do they feel about the assumptions made based on gender? Do these assumptions
about their gender reflect their own reality? What can be done about this? What
action could you take to promote a change in attitude?

Station 3: Legos Toys and Advertising

Materials:
Large collection of lego mini figurines
Lap top computer one for each two in the group.
Lego Ads Targeting Boys
Lego Ads Targeting Girls
Lego Gender Remix Ads
CML Core Concepts and Key Questions Handout
Reflection Journal

Step 1:
1. Have the group of students determine a way to organize the lego people.
2. Discuss:
What is similar about all lego people? (all have yellow faces)
Was this an intentional move by the owners of lego?
What might this tell us about the company?
Look at the different people?
Can you separate them into female and male?
What do the villains look like? the heros? the princes and princesses?
Are there any ethnic groups depicted?
If so, how are they depicted? (Example: Mexicans have ponchos and sombrero,
Native Americans have feather headdresses).
Is this typical of all Mexicans? of all Native Americans?

Step 2:
1. Watch Lego Ads Targeting Boys
Answer questions from your CML Handout
2. Watch Lego Ads Targeting Girls.
Answer questions from your CML Handout
3. Compare the two ads: What are the differences? Is this a form of gender
stereotyping?
4. Explore the Lego Gender Remix Ads
What effect does the remixing of the ads have?
5. Reflection: What do you think about LEGO toys? Are they specifically for boys? or
girls? Do they make assumptions based on gender? on other stereotypes? If [Link]
can be done about this? What action could you take to promote a change in attitude?

Extensions:
1. Use The Gender Advertising Remixer to have students explore other advertising
targeted at children.
2. As a group create an advertisement for a toy thats designed to attract both boys
and girls attention~~ You should ensure that it does not send the message that the
product is a boys toy or a girls toy. Use Shadow Puppet EDU on a smartphone or
tablet to design your ad!

Station 4: Disney Princess and/or Prince Analysis

Materials:
Disney Princess/Prince Figurines or pictures
Lap top
Disney Princess Handout
CML Handout

Steps:
1. Have students name the Disney princesses they remember.
2. Place the Disney figurines/pictures in chronological order.
3. Using the Disney Princess Handout write names of the princesses in
chronological order.
4. Each group member will use the lap top available and research their princess.
5. Fill out the rest of the Disney Princess Handout.
6. Discuss
What are some of the physical characteristics of the Disney princesses?
Do any of the princesses break out of a gender specific role?
Are their other stereotypes present?
7. Reflection: Write about the evolution of the Disney princesses over time. In your
opinion has there been a change? Do any of the princesses break out of the gender
specific role? What do you think this role tells young girls?
8. As a group pick one of the princesses. Recreate a scene from the movie where you
give her in a non-stereotypical role. What elements of the princess do you need
to recreate? Film this new version.
Extensions:
Conduct the same type of analysis with the Disney Princes.
Pick a Disney Movie. Watch and analyze the stereotypes that are present in the
movie. Be sure to support your findings with evidence from the film.
Create a message of your choosing to make consumers aware of the issue.

Station 5: Stereotypes Perpetuated or Dispelled in Literature

Objectives:
Examine childrens books and whether the author promoted stereotypes or
dispelled stereotypes.
Examine the current novel they are reading for evidence of stereotypes being
reinforced or dispelled.
Materials:
Collection of Childrens books:
Also Include Berenstain Bears, Dr. Seuss, The Story of Ferdinand, Amazing
Grace by Mary [Link] Art Lesson by Tomie dePaola, The Paper Bag
Princess by Robert Munsch. Not All Princesses Wear Pink by Jane Yolen and
Heidi E.Y. Temple, Dance! With Bill T. Jones by Bill T. Jones and Susan Kaklin
Students Current Novel
Stereotype Analysis in Literature Handout (see appendices)
Reflection Journal

Steps:
1.

Students work together to categorize the books. They should determine from the
cover and title if the book is for boys, girls, or both.

2.

After they have sorted the books they should discuss: What aspects of the time
and cover made you determine the gender? Is this a case of stereotyping?

3.

Pick one to read as a group.

4.

One person reads.

5.

Students discuss the questions on the Stereotype Analysis in Literature

Handout.

6.

Fill this out.

7.

Discuss the books you are currently reading using the questions from the
Stereotype Analysis in Literature Handout.

8.

Students pick one of the childrens books or a scene from the book they are
reading and recreate it. Pay careful attention to the characteristics of the main
character. How could the author create a character that did not reinforce
stereotypes and yet maintain the intended message?

Extensions:
Write about authors who have attempted to dispel stereotypical roles for
their characters. Give examples from books that might break through
[Link] Potter series, The Hunger Games.
Write a short story or cartoon that attempts to dispel a stereotype.

Wrap Up
Students will be encouraged to bring in their own examples to add or to supplement
the stations. They can give whole class lesson/presentation on their artifact of
popular culture or create their own station. It may be that their example does a good
job of negating the long held stereotypes or it may be one that perpetuates it.
Depending on your classroom situation, these stations could change and be on-going
throughout the school year.