{"id":168,"date":"2026-03-18T14:04:36","date_gmt":"2026-03-18T18:04:36","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/?post_type=chapter&#038;p=168"},"modified":"2026-03-20T20:20:56","modified_gmt":"2026-03-21T00:20:56","slug":"what-are-stereotypes","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/chapter\/what-are-stereotypes\/","title":{"raw":"What are Stereotypes?","rendered":"What are Stereotypes?"},"content":{"raw":"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.\r\n\r\nLesson aim: Build shared language and prepare students to understand how stereotypes can lead to real harm.\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Objectives<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nStudents will be able to:\r\n<ul>\r\n \t<li>understand what stereotypes are.<\/li>\r\n \t<li>explore how stereotypes form and spread.<\/li>\r\n \t<li>recognize how stereotypes influence behaviour and decision-making.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<h2>Guiding Questions<\/h2>\r\n<ul>\r\n \t<li>Where do stereotypes come from, and how do they influence the way we see others?<\/li>\r\n<\/ul>\r\n<h2>Materials<\/h2>\r\n<ul>\r\n \t<li>chart paper or whiteboard<\/li>\r\n \t<li>sticky notes or markers<\/li>\r\n \t<li>Graffiti Walk question prompts<\/li>\r\n \t<li>Ideogram template<\/li>\r\n \t<li>Stereotype Scenario Cards<\/li>\r\n<\/ul>\r\n<h2>Preparation<\/h2>\r\n<h3>Key Vocabulary<\/h3>\r\n<ul>\r\n \t<li>Stereotype\u2014an oversimplified or unfair belief about a group of people<\/li>\r\n \t<li>Prejudice\u2014a judgment or opinion formed without full knowledge<\/li>\r\n \t<li>Discrimination\u2014actions or treatment based on prejudice<\/li>\r\n \t<li>implicit bias<\/li>\r\n \t<li>systemic discrimination<\/li>\r\n<\/ul>\r\n<h2>Lesson Activities<\/h2>\r\n<h3>Introduction<\/h3>\r\nChoose one of the following two prompts and write it on the board:\r\n<ul>\r\n \t<li>What is the first word or image that comes to mind when you hear the word \u201cstereotype\u201d?<\/li>\r\n \t<li>When you hear the word \u201cstereotype,\u201d what ideas come to mind?<\/li>\r\n<\/ul>\r\nInstructions:\r\n<ul>\r\n \t<li>Students write silently (no sharing yet).<\/li>\r\n \t<li>Emphasize: This is about ideas we\u2019ve heard, not what we believe.<\/li>\r\n<\/ul>\r\nIntroduce the Ideogram and have them complete Layer 1. For instructions on what the ideogram is, please view the teacher\u2019s guide.\r\n\r\n<strong>Layer 1: What I Know<\/strong>\r\n\r\nStudents may:\r\n<ul>\r\n \t<li>write key definitions<\/li>\r\n \t<li>add emotional words<\/li>\r\n \t<li>first thoughts<\/li>\r\n \t<li>draw simple symbols that represent labelling or assumptions<\/li>\r\n<\/ul>\r\n<strong>Transition:<\/strong>\r\nYou might say:\r\n<ul>\r\n \t<li>\u201cToday we\u2019re talking about stereotypes. This topic can feel uncomfortable. That\u2019s normal. When we examine how unfair ideas spread, we sometimes have to name them.\u201d<\/li>\r\n \t<li>\u201cOur goal is not to repeat harmful ideas; it\u2019s to understand how they work so we can challenge them.\u201d<\/li>\r\n \t<li>\u201cDiscomfort doesn\u2019t mean something is wrong. Sometimes it means we\u2019re learning.\u201d<\/li>\r\n<\/ul>\r\n<h3>Graffiti Walk \u2013 Where Do Stereotypes Come From?<\/h3>\r\nPost chart paper with the following headings around the room:\r\n<ul>\r\n \t<li>First Messages<\/li>\r\n \t<li>Media and Representation (TV, movies, social media)<\/li>\r\n \t<li>School and Peers<\/li>\r\n \t<li>History and Society<\/li>\r\n \t<li>Language<\/li>\r\n<\/ul>\r\nInstructions: Students rotate in small groups, adding ideas using neutral language. Answer the question prompts to help guide ideas After rotation, debrief the activity.\r\n\r\n1. Ask: What patterns do you notice? Do many stereotypes focus on intelligence? Behaviour? Personality? Do they tend to simplify people?\r\n\r\n2. Then ask: How many of these stereotypes describe entire groups as if everyone is the same?\r\n\r\n<strong>Layer 2: Influences<\/strong>\r\n\r\nHave 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.)\r\n\r\nDebrief the second layer. Ask:\r\n<ul>\r\n \t<li>What did you write?<\/li>\r\n \t<li>Are stereotypes usually positive, negative, or both?<\/li>\r\n \t<li>What makes something a stereotype instead of just a fact?<\/li>\r\n<\/ul>\r\nThen clarify:\r\n<ul>\r\n \t<li>Oversimplification<\/li>\r\n \t<li>Applying traits to an entire group<\/li>\r\n \t<li>Often learned, not naturally formed<\/li>\r\n<\/ul>\r\n<h3>Mini-Lesson \u2013 From Ideas to Actions<\/h3>\r\nCreate a simple flow chart on the board: Stereotype \u2192 Prejudice \u2192 Discrimination\r\n\r\nTeacher Explanation (age-neutral):\r\n<ul>\r\n \t<li>A stereotype is an idea.<\/li>\r\n \t<li>Prejudice is how that idea shapes feelings or judgments.<\/li>\r\n \t<li>Discrimination is when those ideas turn into actions.<\/li>\r\n<\/ul>\r\nGuided Example (non-sensitive): \u201cIf people believe a stereotype about a group, how might that change how they treat them?\u201d <em>\u00a0<\/em>\r\n\r\nGrade 10\u201312: briefly discuss power and who benefits when stereotypes exist.\r\n<h3>Scenario Discussion \u2013 Everyday Examples<\/h3>\r\nPull out your stereotype scenario cards and hand them out to pairs or small groups.\r\n\r\nIn pairs or small groups, students discuss:\r\n<ul>\r\n \t<li>What stereotype might be at play?<\/li>\r\n \t<li>How could this affect the person?<\/li>\r\n \t<li>What could happen if this thinking continues?<\/li>\r\n<\/ul>\r\nWhole-Class Share: Highlight how <strong>small ideas can create big impacts over time.<\/strong>\r\n<h2>Conclusion<\/h2>\r\n<h3>Third Layer of the Ideogram: Consequences<\/h3>\r\nThis layer looks at the consequences of stereotyping.\r\n\r\nPrompts to complete this layer:\r\n<ul>\r\n \t<li>Why do stereotypes continue even when they aren\u2019t true?<\/li>\r\n \t<li>How do stereotypes affect belonging?<\/li>\r\n \t<li>What happens when stereotypes go unchallenged?<\/li>\r\n<\/ul>\r\nBridging idea for Lesson 2:\r\n\r\nIf stereotypes simplify people into one trait, what might happen if those ideas are repeated widely or by people in power?\r\n<ul>\r\n \t<li>Grade 10\u201312 extension: Discussion about power, systems, and implicit bias.<\/li>\r\n<\/ul>\r\n<h2>Additional Resources<\/h2>\r\nGraffiti Walk Question Prompts <a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/5.1.2-Graffiti-Walk-Questions.pdf\">Graffiti Walk Questions<\/a>\r\n\r\nIdeograph templates <a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/5.1.5-Ideogram-Teacher-Guide.pdf\">Ideogram - Teacher Guide<\/a> \/ <a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/5.1.1-Editable-Ideogram-Blank.pdf\">Editable Ideogram Blank<\/a> \/ <a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/5.1.3-Ideogram-Sterotypes-Larger-Paper-size.pdf\">Ideogram - Stereotypes - Larger Paper size<\/a> \/ <a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/5.1.4-Ideogram-Sterotypes.pdf\">Ideogram - Stereotypes<\/a>\r\n\r\nStereotype Scenario Cards <a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/5.1.6-Stereotype-Scenario-Cards.pdf\">Stereotype Scenario Cards<\/a>","rendered":"<p>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.<\/p>\n<p>Lesson aim: Build shared language and prepare students to understand how stereotypes can lead to real harm.<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Objectives<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>Students will be able to:<\/p>\n<ul>\n<li>understand what stereotypes are.<\/li>\n<li>explore how stereotypes form and spread.<\/li>\n<li>recognize how stereotypes influence behaviour and decision-making.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<h2>Guiding Questions<\/h2>\n<ul>\n<li>Where do stereotypes come from, and how do they influence the way we see others?<\/li>\n<\/ul>\n<h2>Materials<\/h2>\n<ul>\n<li>chart paper or whiteboard<\/li>\n<li>sticky notes or markers<\/li>\n<li>Graffiti Walk question prompts<\/li>\n<li>Ideogram template<\/li>\n<li>Stereotype Scenario Cards<\/li>\n<\/ul>\n<h2>Preparation<\/h2>\n<h3>Key Vocabulary<\/h3>\n<ul>\n<li>Stereotype\u2014an oversimplified or unfair belief about a group of people<\/li>\n<li>Prejudice\u2014a judgment or opinion formed without full knowledge<\/li>\n<li>Discrimination\u2014actions or treatment based on prejudice<\/li>\n<li>implicit bias<\/li>\n<li>systemic discrimination<\/li>\n<\/ul>\n<h2>Lesson Activities<\/h2>\n<h3>Introduction<\/h3>\n<p>Choose one of the following two prompts and write it on the board:<\/p>\n<ul>\n<li>What is the first word or image that comes to mind when you hear the word \u201cstereotype\u201d?<\/li>\n<li>When you hear the word \u201cstereotype,\u201d what ideas come to mind?<\/li>\n<\/ul>\n<p>Instructions:<\/p>\n<ul>\n<li>Students write silently (no sharing yet).<\/li>\n<li>Emphasize: This is about ideas we\u2019ve heard, not what we believe.<\/li>\n<\/ul>\n<p>Introduce the Ideogram and have them complete Layer 1. For instructions on what the ideogram is, please view the teacher\u2019s guide.<\/p>\n<p><strong>Layer 1: What I Know<\/strong><\/p>\n<p>Students may:<\/p>\n<ul>\n<li>write key definitions<\/li>\n<li>add emotional words<\/li>\n<li>first thoughts<\/li>\n<li>draw simple symbols that represent labelling or assumptions<\/li>\n<\/ul>\n<p><strong>Transition:<\/strong><br \/>\nYou might say:<\/p>\n<ul>\n<li>\u201cToday we\u2019re talking about stereotypes. This topic can feel uncomfortable. That\u2019s normal. When we examine how unfair ideas spread, we sometimes have to name them.\u201d<\/li>\n<li>\u201cOur goal is not to repeat harmful ideas; it\u2019s to understand how they work so we can challenge them.\u201d<\/li>\n<li>\u201cDiscomfort doesn\u2019t mean something is wrong. Sometimes it means we\u2019re learning.\u201d<\/li>\n<\/ul>\n<h3>Graffiti Walk \u2013 Where Do Stereotypes Come From?<\/h3>\n<p>Post chart paper with the following headings around the room:<\/p>\n<ul>\n<li>First Messages<\/li>\n<li>Media and Representation (TV, movies, social media)<\/li>\n<li>School and Peers<\/li>\n<li>History and Society<\/li>\n<li>Language<\/li>\n<\/ul>\n<p>Instructions: Students rotate in small groups, adding ideas using neutral language. Answer the question prompts to help guide ideas After rotation, debrief the activity.<\/p>\n<p>1. Ask: What patterns do you notice? Do many stereotypes focus on intelligence? Behaviour? Personality? Do they tend to simplify people?<\/p>\n<p>2. Then ask: How many of these stereotypes describe entire groups as if everyone is the same?<\/p>\n<p><strong>Layer 2: Influences<\/strong><\/p>\n<p>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.)<\/p>\n<p>Debrief the second layer. Ask:<\/p>\n<ul>\n<li>What did you write?<\/li>\n<li>Are stereotypes usually positive, negative, or both?<\/li>\n<li>What makes something a stereotype instead of just a fact?<\/li>\n<\/ul>\n<p>Then clarify:<\/p>\n<ul>\n<li>Oversimplification<\/li>\n<li>Applying traits to an entire group<\/li>\n<li>Often learned, not naturally formed<\/li>\n<\/ul>\n<h3>Mini-Lesson \u2013 From Ideas to Actions<\/h3>\n<p>Create a simple flow chart on the board: Stereotype \u2192 Prejudice \u2192 Discrimination<\/p>\n<p>Teacher Explanation (age-neutral):<\/p>\n<ul>\n<li>A stereotype is an idea.<\/li>\n<li>Prejudice is how that idea shapes feelings or judgments.<\/li>\n<li>Discrimination is when those ideas turn into actions.<\/li>\n<\/ul>\n<p>Guided Example (non-sensitive): \u201cIf people believe a stereotype about a group, how might that change how they treat them?\u201d <em>\u00a0<\/em><\/p>\n<p>Grade 10\u201312: briefly discuss power and who benefits when stereotypes exist.<\/p>\n<h3>Scenario Discussion \u2013 Everyday Examples<\/h3>\n<p>Pull out your stereotype scenario cards and hand them out to pairs or small groups.<\/p>\n<p>In pairs or small groups, students discuss:<\/p>\n<ul>\n<li>What stereotype might be at play?<\/li>\n<li>How could this affect the person?<\/li>\n<li>What could happen if this thinking continues?<\/li>\n<\/ul>\n<p>Whole-Class Share: Highlight how <strong>small ideas can create big impacts over time.<\/strong><\/p>\n<h2>Conclusion<\/h2>\n<h3>Third Layer of the Ideogram: Consequences<\/h3>\n<p>This layer looks at the consequences of stereotyping.<\/p>\n<p>Prompts to complete this layer:<\/p>\n<ul>\n<li>Why do stereotypes continue even when they aren\u2019t true?<\/li>\n<li>How do stereotypes affect belonging?<\/li>\n<li>What happens when stereotypes go unchallenged?<\/li>\n<\/ul>\n<p>Bridging idea for Lesson 2:<\/p>\n<p>If stereotypes simplify people into one trait, what might happen if those ideas are repeated widely or by people in power?<\/p>\n<ul>\n<li>Grade 10\u201312 extension: Discussion about power, systems, and implicit bias.<\/li>\n<\/ul>\n<h2>Additional Resources<\/h2>\n<p>Graffiti Walk Question Prompts <a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/5.1.2-Graffiti-Walk-Questions.pdf\">Graffiti Walk Questions<\/a><\/p>\n<p>Ideograph templates <a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/5.1.5-Ideogram-Teacher-Guide.pdf\">Ideogram &#8211; Teacher Guide<\/a> \/ <a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/5.1.1-Editable-Ideogram-Blank.pdf\">Editable Ideogram Blank<\/a> \/ <a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/5.1.3-Ideogram-Sterotypes-Larger-Paper-size.pdf\">Ideogram &#8211; Stereotypes &#8211; Larger Paper size<\/a> \/ <a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/5.1.4-Ideogram-Sterotypes.pdf\">Ideogram &#8211; Stereotypes<\/a><\/p>\n<p>Stereotype Scenario Cards <a href=\"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-content\/uploads\/sites\/2605\/2026\/03\/5.1.6-Stereotype-Scenario-Cards.pdf\">Stereotype Scenario Cards<\/a><\/p>\n","protected":false},"author":1929,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[50],"contributor":[],"license":[],"class_list":["post-168","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":112,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/168","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/users\/1929"}],"version-history":[{"count":6,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/168\/revisions"}],"predecessor-version":[{"id":379,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/168\/revisions\/379"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/parts\/112"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapters\/168\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/media?parent=168"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/pressbooks\/v2\/chapter-type?post=168"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/contributor?post=168"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/artsbasedholocaustremembrance\/wp-json\/wp\/v2\/license?post=168"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}