What are Stereotypes?

Students are introduced to the concept of stereotypes and explore where they come from, how they are spread, and why they persist. Through discussion and reflection, students learn the difference between stereotypes, prejudice, and discrimination, and begin to consider how these ideas influence how people see and treat one another. This lesson establishes a shared vocabulary and foundation for understanding how stereotypes can have real consequences.

Lesson aim: Build shared language and prepare students to understand how stereotypes can lead to real harm.

Guiding Questions

• Where do stereotypes come from, and how do they influence the way we see others?

Materials

• chart paper or whiteboard
• sticky notes or markers
• Graffiti Walk question prompts
• Ideogram template
• Stereotype Scenario Cards

Preparation

Key Vocabulary

• Stereotype—an oversimplified or unfair belief about a group of people
• Prejudice—a judgment or opinion formed without full knowledge
• Discrimination—actions or treatment based on prejudice
• implicit bias
• systemic discrimination

Lesson Activities

Introduction

Choose one of the following two prompts and write it on the board:

• What is the first word or image that comes to mind when you hear the word “stereotype”?
• When you hear the word “stereotype,” what ideas come to mind?

Instructions:

• Students write silently (no sharing yet).
• Emphasize: This is about ideas we’ve heard, not what we believe.

Introduce the Ideogram and have them complete Layer 1. For instructions on what the ideogram is, please view the teacher’s guide.

Layer 1: What I Know

Students may:

• write key definitions
• add emotional words
• first thoughts
• draw simple symbols that represent labelling or assumptions

Transition:
You might say:

• “Today we’re talking about stereotypes. This topic can feel uncomfortable. That’s normal. When we examine how unfair ideas spread, we sometimes have to name them.”
• “Our goal is not to repeat harmful ideas; it’s to understand how they work so we can challenge them.”
• “Discomfort doesn’t mean something is wrong. Sometimes it means we’re learning.”

Graffiti Walk – Where Do Stereotypes Come From?

Post chart paper with the following headings around the room:

• First Messages
• Media and Representation (TV, movies, social media)
• School and Peers
• History and Society
• Language

Instructions: Students rotate in small groups, adding ideas using neutral language. Answer the question prompts to help guide ideas After rotation, debrief the activity.

1. Ask: What patterns do you notice? Do many stereotypes focus on intelligence? Behaviour? Personality? Do they tend to simplify people?

2. Then ask: How many of these stereotypes describe entire groups as if everyone is the same?

Layer 2: Influences

Have students begin to fill in the second layer of the Ideogram: Where do stereotypes come from? (Note: Students will build on the Ideogram in later lessons, so encourage students not to fill in every space of the second layer.)

Debrief the second layer. Ask:

• What did you write?
• Are stereotypes usually positive, negative, or both?
• What makes something a stereotype instead of just a fact?

Then clarify:

• Oversimplification
• Applying traits to an entire group
• Often learned, not naturally formed

Mini-Lesson – From Ideas to Actions

Create a simple flow chart on the board: Stereotype → Prejudice → Discrimination

Teacher Explanation (age-neutral):

• A stereotype is an idea.
• Prejudice is how that idea shapes feelings or judgments.
• Discrimination is when those ideas turn into actions.

Guided Example (non-sensitive): “If people believe a stereotype about a group, how might that change how they treat them?”  

Grade 10–12: briefly discuss power and who benefits when stereotypes exist.

Scenario Discussion – Everyday Examples

Pull out your stereotype scenario cards and hand them out to pairs or small groups.

In pairs or small groups, students discuss:

• What stereotype might be at play?
• How could this affect the person?
• What could happen if this thinking continues?

Whole-Class Share: Highlight how small ideas can create big impacts over time.

Conclusion

Third Layer of the Ideogram: Consequences

This layer looks at the consequences of stereotyping.

Prompts to complete this layer:

• Why do stereotypes continue even when they aren’t true?
• How do stereotypes affect belonging?
• What happens when stereotypes go unchallenged?

Bridging idea for Lesson 2:

If stereotypes simplify people into one trait, what might happen if those ideas are repeated widely or by people in power?

• Grade 10–12 extension: Discussion about power, systems, and implicit bias.

Additional Resources

Graffiti Walk Question Prompts Graffiti Walk Questions

Ideograph templates Ideogram – Teacher Guide / Editable Ideogram Blank / Ideogram – Stereotypes – Larger Paper size / Ideogram – Stereotypes

Stereotype Scenario Cards Stereotype Scenario Cards