Social Sciences Lesson Plan

Lesson & Connecti Curriculum Learning Strategies (what students are doing) Assessment (as, Differentiated Resources and
Topic on to Expectations for, or) learning Instruction, Materials
Strand A Accommodations
(Researc & Modifications
h and
Inquiry)
Lesson: A1. D2.2 Housekeeping (5 mins) – Attendance, Share learning goals Assessment will For students with Materials:
Stereotypes, A3. D2.3 and agenda with students on the board so that it is visible based on LD’s - Scaffold -Computer
Discrimination A4. observation and material and -Projector
and Social Minds-on (10 – 12 mins) participation present it in -Speakers
Behaviour Begin the class by playing a game of The People during activities chunks so that it -Pen/pencil
Competition as well as the is not - Silent Beats
In small groups (3-4 students), have students write down as worksheets and overwhelming. Worksheet
many of names as they can in each of the following discussion as a While showing -Markers
categories: Intellectuals, Artists, Leaders, Entrepreneurs and whole class. the video, make -Paper
Sociologists. Students will be given 30 seconds to come up sure to turn on the - Chits (Stereotype
with as many names as possible. subtitles (this activity)
(Make sure to first ask students if they understand what the helps students - Homework worksheet
terms mean). with different
Once each category has been completed, have students tally learning needs Resources:
up the numbers for each category and identify how many follow along and jonmchu (2006, October
males, females and people of colour were on their list. visually see the 16). Silent beats [Video
Ask each group to share their findings with the class and ask words). file]. Retrieved from
students to observe any trends in the results. Have students Also, for students www.youtube.com/watch
?v=76BboyrEl48
discuss what they noticed and observed. (Ex. I observed that with LD’s, give
majority of the groups had a lot of males and very few them a choice to
females) etc. either work
individually or in
Action (20 mins) partners to answer
Watch this video with the class: the questions.
www.youtube.com/watch?v=76BboyrEl48 Provide extra time
if needed.
After watching the clip, hand out a worksheet to the students
and have them complete the worksheet individually which
asks the following questions:
1) What were your original perceptions of the
characters in the video?
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 2) What is a stereotype and a bias? How does it work
in the video?
3) Did your perceptions of the characters change after
seeing the end of the video? Why or why not?
4) How do you think we form our perceptions and
stereotypes?
5) Who and what shapes our views and opinions about
groups or people in society?

Assessment for Learning – Teacher goes around the class

to observe student work and verify student responses as a
means of assessing learning (this works to ensure that
students have understood the concepts being discussed in
class and permits students to make real life connections).
Teacher also observes student participation during whole
class discussion and verifies concepts if something appears
to be unclear.

Table Talk (10 mins)

1) Have you ever been in a situation where you heard

someone talking bad about people from one of your
identity groups (ex: LGBTQ, Portuguese-
speaking…or even about you when they thought
you weren’t around)? What did you do?
2) Have you ever been in a situation where you have
been stereotyped/ treated badly because of the way
people perceived you? Describe the experience.
How did it make you feel? What did you do?

Assessment as Learning: Students work together in groups

to share their experiences and scaffold information in order
to co-construct knowledge by developing on previous
learning and connecting new learning as well as information

Come back together as a class to share answers to the

questions and have a discussion.

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Show students a brief PowerPoint on Identity and
Discrimination

Representation of Individuals Activity – Extension of Video

(10 mins)
After students have completed the worksheet, pass around a
hat with a title and have students turn to an elbow partner
and discuss/create stereotypical views of
- Teenagers
- Indigenous peoples
- People with disabilities
- Gender
that are depicted in magazines, articles and the media. Ask
students to draw or create a mind map with any words or
phrases that come to mind. Ask student volunteers to come
in front of the class and present their mind map. Ask
students how it feels being labelled a certain way and
discuss how these stereotypes affects peoples’ attitudes and
behavior towards different groups of people in society?

Consolidation (10 mins)

Class discussion: Explain to students the ways in which
perceptions/biases and stereotypes can influence behavior of
people in society and can lead to discrimination in implicit
ways. Highlight the importance and awareness of these
biases in order to help students move beyond surface level
thinking and to understand the “full picture” before making
judgements about people or particular groups in society.

Homework – Have students analyze the song lyrics to

“Sound of Da Police” and explain it discussing the concepts
learned today.

Assessment of Learning – Students complete this written

assignment by critically analyzing the song and paying close
attention to the lyrics. Students will expand on the topics
discussed today in class and write a minimum of 200 words.

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Prompt Questions: What are the messages being portrayed
in the song? How are the Police described in the song? What
are some of the stereotypes discussed in the song? What are
some emerging themes? Whose voices are heard? What
prior histories are opened up through the lyrics of the song?
(Think about these questions as well as the video “Silent
Beats” while analyzing the song and make connections to
issues present in society).

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