Stereotyping in the media
Teacher:
Class
KS4
Date
Title of lesson:
Time
Room
Class learning objectives to understand;
(To be shared with class)
•
What a stereotype is
•
Where and when we are likely to
see them
•
The negative impact that
stereotypes can have upon society
and individuals.
•
To aware of and be able to
challenge the stereotypes we hold.
Learning outcomes
Must be linked to learning activities
Stereotyping in the media
Introduction feedback
(10mins)
Can recognise a stereotype and the
use of common stereotypes.
All
(a)
(20 mins)
Understand why stereotypes are
used.
Most
(m)
Ability Mixed
Number in class
Learning activities: PRE LESSON HOMEWORK:
Episode
Learner activity
Starter
(5mins)
Ask classroom for a definition of
a stereotype/ offer an example
(eg blondes are all stupid, clever
people are boring)
Development
Where can we see stereotypes?
1) The Press
2)
TV
Teacher activity
Show slide 2 and ask class what
they think today’s class is on.
Come up with an agreed
definition as a class and compare
it to the PowerPoint definition.
What are the key words in the
definition?
Ask the class questions on
‘Broken Britain’ slide. Are these
stereotypical?
Watch the two clips (Slide 5).
Talk through the Press clips and
discuss as a class the questions
on (Slides 6 and 7).
Resources
KS4 Stereotyping in the Media
powerpoint
Slide 2 – Selection of images to
prompt class to guess what
today’s lesson is on.
Slide 3 – Definition Key words
placed in bold
Slide 4 – Newspaper front covers
TV clips (below & Slide 5) and
front covers (Slide 6)
- Catherine Tate – ‘Am I bovered’
- Harry Enfield - Kevin turns into
a Teenager’
Why do the media use
stereotypes?
Launch open discussion for 2-3
suggestions then set up slide.
Slide 8 - Why
When are stereotypes harmful?
How does this affect society?
Do you see these stereotypes in
society?
Show image of Mo Farah and see
who recognises him. Watch clip.
Set up Tony McEnery’s Youtube
clip (Stop at 7 minutes) (Slide 10)
How are Muslims portrayed in the
clip/ newspaper cuttings?
Discuss the clip and demonstrate
that these stereotypes of Muslims
can have bad affects (e.g. hate
crime).
What are the dangers of
stereotyping?
Compare the dangers they came
up with Slide 12.
When are stereotypes
challenged?
Show challenges to stereotypes
that we see (Slide 13).
(20 mins)
Understand the impact, dangers and
harm stereotypes can have on society
and individuals.
Plenary
(10mins)
Slide 11 –Examples of headlines
from clip
(Slide 12) Dangers of stereotypes
Some
(s)
(Slide 13) Examples of
stereotypes which challenge
norms.
Assessment
Identify the assessment mechanisms which will be used to assess whether learning outcomes have been met. Indicate whether assessment is
summative or formative.
Teacher assessment
Self assessment
Peer/group assessment
Through questioning and feedback
‘My 24 hours of social media’/ classroom
(formative)
participation.
Programme of Study:
Citizenship, SMSC, Media studies, PSHE(E) or
to use in Tutorials.
Homework
Create a collage of images that either
challenge stereotypes or reinforce them.
Learning resources
http://mediaknowall.com/gcse/advertising
/advertising.php?pageID=analysis
Curriculum links
The work on stereotypes has cross-curricular
links with PSHE, Citizenship, History and
Media.
Pick a particular minority group and gather
examples of its representation in the media.
Differentiation
Further resources to use/ swap in the
session.
Ask them what stereotypes society and the
media may assume of the pupil?
Men and Women
This Canadian based website analyses how
much the media influences how we identify
with our gender. There are a variety of lesson
plans and background reading.
Discuss how stereotypes can be grouped
such as gender, race and ethnicity.
Men and Women continued:
McCoys – JUKEBOX Stereotype: Men who
listen to soppy music aren’t real Men.
http://www.youtube.com/watch?v=tO2VO8b-ns&feature=related
http://mediasmarts.ca/gender-representation
http://mediasmarts.ca/
Gender Stereotyping of Women in the
Media
A comprehensive selection of advertising
and sitcom scenes documenting the
representation fo the ‘domestic’
hosuewive. (3:07 minutes)
http://www.youtube.com/watch?v=8z6ks8
Z0X20
Youtube clips: Male Stereotype clips
McCoys: Crisps Remote (The ‘Gentleman’s’
Crisp) Stereotype: The Women is passed the
TV Remote (30 seconds)
http://www.youtube.com/watch?v=qtFgSxedOo
Youtube Channel on Stereotypes:
A compiled selection of 44 videos on
stereotypes. Please note these have not be
vetted.
http://www.youtube.com/playlist?list=PL1F6
565D16208B465
A visual Character Gallery (Drama resource)
This BBC resource for GCSE Drama is also
particularly useful holding a selection of
around 25 character images and resources
representing a number of stereotypes.
http://www.bbc.co.uk/schools/gcsebitesize/d
rama/galleries/characterrev1.shtml
Defining a hate crime:
Hate crime/ Reporting:
Understanding Racism
Hate crimes are any crimes that are targeted
at a person because of hostility or prejudice
towards that person’s:
•disability
•race or ethnicity
•religion or belief
•sexual orientation
•transgender identity
Online Crime Reporting: Metropolitan
Police Service
https://online.met.police.uk/
The MPS non-emergency crime and hate
crime / incident reporting service. In an
emergency ALWAYS dial 999.
Childline have produced this simple and
bitesize overview of racism with directions for
support and a wide selection of multi-media
links.
Signposting:
This lesson may uncover
sensitive examples of prejudice
that pupils have experienced
that may be examples of
bullying, racism or a hate crime.
Teachers may wish to inform
the class of the Schools
reporting system for such
incidents.
Continued work:
This can be committed against a person or
property.
A victim does not have to be a member of the
group at which the hostility is targeted. In
fact, anyone could be a victim of a hate crime.
Assessment task features in Edexcel KS4
Religion Education
Section: Religion and Life
Curriculum: ‘Religion and Community
Cohesion’ as a follow on task
True Vision
http://www.report-it.org.uk/home
True Vision provides information about hate
crime incidents and how to report it.
This website offers definitions, an online
reporting system and signposting
information for victims.
Glossary of Media Terms:
GCSE AQA PDF Glossary
http://filestore.aqa.org.uk/subjects/AQA4810-W-TRB-GKWS.PDF
GCSE Media Studies Key Terms
http://www.mediaknowall.com/gcse/keyco
nceptsgcse/keycon.php?pageID=keyterms
ChildLine can be contacted free and
confidentially anytime on 0800 1111 to
speak to a counsellor.
http://www.childline.org.uk/explore/racism/
pages/racism.aspx