THEME OF THE WEEK: To build awareness of cultural stereotypes, to learn acceptance and tolerance
for diverse groups, and to acknowledge external and internal personal assets
for bridging the gap between groups.

TIME: 50 minutes

TEACHER/STUDENT PREPARATION: Students need
to arrange their desks in one large circle at the beginning of class. Teacher
is requested to participate in the Stereotype Hat Role-play.

ACTIVITIES:

Introduction / Upcoming Events (5 min.)

Stereotype Hat Role-play (20 min.)

Stand Up (10 min.)

Making Connections / Positive Partners (10 min.)

Wrap-up & Evaluation (5 min.)

SUPPLIES:

12 Stereotype Hats

Stapler

Felt tip pens

Student Handouts: (class sets of each)

Construction Paper strips

Evaluation

INTRODUCTION / UPCOMING EVENTS: (5 min.)

(The students’ desks should be arranged in one large
circle.)

1. Greet the students and explain that majority of the activities
   will be as a large group.
2. Review Upcoming Events with the whole group in the large
   circle.
3. In your own words say:

“The activities so far have involved learning
about the school and each other’s interests, family heritage, similarities
and differences, and harassment issues. Today we want to look at our own personal
strengths to see how we can use them to bridge differences among us.”

STEREOTYPE HAT ROLE-PLAY: (20 min.)

Tell the students that you will need twelve volunteers
for this role-play. Explain that the volunteers must be willing to talk in
the group and to wear a role hat throughout the activity. They are not to
look at their own hat until they are told to take them off. Do not pass
out the hats until all of the instructions have been given.

Set up the role play as follows:

“These students wearing the hats have been
selected to represent some of the different groups of students on campus.
We will lead a group discussion and we want you to treat the role players
according to the hat instructions. Please raise your hand to speak. It is
important for the role players to contribute to the discussion. Please do
not tell the role players what is written on their hat.”

Distribute the hats to the volunteers. Then say:

“We are going to begin the role-play. As your
peer leaders we want to discuss the lunchtime situation with the many different
student groups we have represented here. We really think that lunchtime is
boring and not very much fun. People are just hanging around, the food choices
are limited, people leave garbage all over, and sometimes students get in
fights. We want to know what you as freshmen think and what you want to see
happen at lunch. So who wants to start the discussion?”

If no one volunteers pick someone to start. Keep the discussion
going by restating what is being said and asking follow-up questions. Be sure
to include everyone who is wearing a hat. The more you get involved
in the role-play and “ham it up,” the more the freshmen will get
the idea and the more fun and successful the activity will be! It
will be important to keep control of the class and make sure only one person
speaks at a time.

Continue until everyone wearing a hat has a chance to
get involved in the discussion and has had enough clues to figure out who
they represent.

End the discussion by asking each role player which group
s/he represented. Collect the hats and continue by asking:

“What was the purpose of the role-play?”

To point out how people are treated when they are classified
into a stereotype.

“What is a stereotype?”

A judgment that classifies a person based on superficial
evidence.

“Are these typical stereotypes at our school?
What are some other stereotypes on campus?

“How does stereotyping people affect groups
trying to work together?”

People make assumptions that keep them from listening
or caring about what others in the group have to say. Nothing gets accomplished.
Resentment and hurt feelings develop which leads to conflict in the group.

“How does the person wearing the hat lose?”

No one will see her/him for who s/he truly is.

“How does the person doing the stereotyping
lose?”

S/he misses out on understanding the person who is wearing
the hat.

“Can you change your ‘hat’ —
the way people see you?”

Sometimes you can change your hat by changing your appearance,
your social group, your behavior, and/or your activities, but certain ‘hats’
are permanent and it’s a matter of being who you are and tolerating others
for who they are.

“Are there hats associated with different ethnicities?
What labels are attached to them?”

Stereotype Hats:

Cute — Flirt with me

Clown — Laugh at me

Teacher’s Pet — Resent me

Partyer — Make fun of me

Nerd — Ignore me

Brain — Compliment me

Leader — Follow me

Bully — Fear me

Cheerleader — Don’t take me seriously

Jock — Admire me

Newcomer — Separate from me

English Language Learner — I don’t understand

STAND UP (10 min.)

With students sitting in a large circle of desks say:

“In this exercise,
we will ask you to stand silently if the statement we read applies to you.
Notice any feelings you have as you stand. If you decide not to stand for
something that applies to you, think about what would make you feel comfortable
enough to stand. Please do this exercise in silence. If you feel a need to
laugh or comment, notice what uncomfortable feelings you may be having. When
you are standing, look around and see who else is standing. Please remain
standing until we ask you to sit.”

Please stand up silently if: (read
each time)

• You were ever criticized because of your clothes or appearance.
• You have ever been put down by a teacher or schoolmate.
• You were ever ignored or watched suspiciously in a store because you are a teenager.
• You have ever felt your physical safety threatened at school.
• You were ever yelled at or harassed in a public place.
• You have ever heard people say put-downs or jokes about women, people of color, people of various religions, people with disabilities, or gays.
• You were ever the victim of put-downs or violence due to prejudice.
• You have ever felt uncomfortable in a situation because you were the only member of your ethnic group or gender.
• You have ever been made to feel dumb.
• You have ever felt left out of a group of friends.
• You were ever forced to fight or otherwise defend yourself against another student.
• You ever felt unattractive or felt bad about your body.
• You have ever been considered a partyer or druggie.
• You have ever been considered a nerd or teacher’s pet.
• Your ancestors were forced to leave their home and move somewhere else.
• You have ever tried to change how you look or act because you felt judged by someone else.
• You have ever felt guilty or powerless to do anything about racism.
• You have ever felt racial tension in a situation and were afraid to say anything about it.
• You haven’t stood up yet.

Debrief this activity by asking:

“What feeling or thoughts did you have during the Stand up activity? Were there any questions that were difficult for you?”

Use active listening to reflect back students’ responses. Point out that some people feel surprised and relieved to know that there are others who have had the same experiences.

MAKING CONNECTIONS /POSITIVE PARTNERS (10
min.)

(This activity can be done in the large group or small groups)

1. Have each freshman choose a partner sitting next to her/him.
2. Ask each student to think of a strength or quality that
   her/his partner could use to help make the school community a more peaceful,
   accepting place for all students.
3. Each person writes her/his partner’s name and quality
   on the construction paper provided.
4. When everyone is finished, have each person share with
   the group what s/he wrote about her/his partner.
5. Make a chain with each person’s piece of construction
   paper.
6. Hang the chain in the classroom.

WRAP-UP & EVALUATION (5 min.)

Tell the group:

“We hope all of you will use your positive qualities to help end stereotyping and make our school a more friendly and peaceful place.”

Thank them for their time and distribute the evaluation.