Mexico

IV: HERE AND NOW

Part 4: Stereotypes

Introduction:
Stereotypes are ubiquitous in students' lives. In many cases, people are not aware of the stereotypes they perpetuate. It is beneficial for students to become aware of the stereotypes they use and experience, in the hope that they will use them less often.

Procedure:

1. Begin with a discussion of stereotypes and prejudices. Try to get students to identify less obvious stereotypes as well as the more commonly mentioned ones (race, ethnicity, religion, etc.). If possible, students should analyze where they think stereotypes come from, why people continue to believe them to be true, and whether all stereotypes are negative. Can a seemingly positive prejudice be perceived as negative by the person being judged?
2. The discussion of stereotypes can lead into a discussion of stereotypes of Mexico, such as the lesson plan Stereotypes and Realities: Mexico and Mejicano/as.
   Teachers are strongly encouraged to read both of these lessons before beginning, as both are full of useful ideas and examples. Both are further described below.
3. Students may feel that they do not hold prejudices or stereotype others. This is theoretically possible for a few exceptional individuals, but not likely. Encourage students to keep a log of examples of stereotyping or prejudice they witness over a period of at least 24 hours. This will include what they hear others say or see others do, but should also include what they themselves say and do. It may be wise to tell them at the outset that no one will be forced to admit to anything, so that they will be more inclined to be honest.
4. In class, discuss what students witnessed, what surprised them, and how they may act differently in the future, if at all.

Many of the sites listed as resources, below, provide helpful tips and suggestions for leading discussions and overcoming obstacles to discussing these issues.

Extensions:
These discussions can be tied in with literature or history studied in class.

Students might look for stereotypes in advertising or popular media, such as television (such as news, sitcoms or other programs), or even in the lyrics to the music they enjoy.

Small children could illustrate how they feel when they are stereotyped, or how they imagine others might feel.

Resources:
Stereotypes and Realities: Mexico and Mejicano/as is an excellent set of lessons written by Abigail A. Lindesmith of the Minneapolis Public Schools (Grades 7-12). "The main purpose of this unit is to deconstruct stereotypes about Mexico and Mejicano/a people through history, literature, and social realities." It is a freely downloadable PDF file, full of definitions, activities, questions AND answers, references, and much more.

The above lesson can be used with a timeline of Mexican history and a chronological listing of Mexican historical figures.

Teaching Tolerance. Leading discussions of stereotyping and prejudice is difficult, because students are often unable or unwilling to see these in their own lives. "And Maybe I Can Change That Too" describes a situation in which a teacher was able to help students to a more complete understanding of just such an issue, without resorting to lecturing them. A must read.

The Daily Lesson Plan Archive at Teaching Tolerance has a wealth of lessons for students from K-12. There are too many good lessons to list them here.

Some of the questions in the survey created for the Border Crossings lesson might be useful models for discussions on stereotyping.

The Peace Corps, Teaching About Culture provides several lesson plans (for grades 3-12) dealing with issues such as stereotyping and prejudice.

National Stereotypes. Another steroetypes lesson, usable with younger children.

This unit on 20th Century Mexico includes a culminating lesson dealing with stereotypes.

6th-8th Grade Lesson Plan on Diversity

Lesson plans for use with the PBS film The City (La Ciudad) include suggestions for teaching about immigration, stereotypes, and more. "These The City (La Ciudad) Lesson Plans will provide an opportunity for students and teachers to discuss immigration issues in an enriching and sensitive way...Filmed over the course of several years using nonprofessional actors -- actual immigrants from places including Mexico, Ecuador, Peru, Chile, Honduras, Nicaragua and Costa Rica -- "The City" offers an unprecedented look at the daily lives of the millions of recent immigrants who are virtually ignored in American society." Of particular interest are the many, many links on the resources page.

Education World Lesson Planning: Teaching and Tolerance. About two dozen "lessons on stereotyping, appreciating differences, recognizing how words can hurt (or heal), and more."