Stereotyping in the media
Teacher: Title of lesson: Stereotyping in the media
Class KS4 Date Time Room Ability Mixed Number in class
Class learning objectives to understand; (To be shared with class)
•  What a stereotype is
•  Where and when we are likely to see them
•  The negative impact that stereotypes can have upon society and individuals.
•  To aware of and be able to challenge the stereotypes we hold. / Learning activities: PRE LESSON HOMEWORK:
Episode / Learner activity / Teacher activity / Resources
Starter
(5mins) / Ask classroom for a definition of a stereotype/ offer an example (eg blondes are all stupid, clever people are boring) / Show slide 2 and ask class what they think today’s class is on. Come up with an agreed definition as a class and compare it to the PowerPoint definition. What are the key words in the definition? / KS4 Stereotyping in the Media powerpoint
Slide 2 – Selection of images to prompt class to guess what today’s lesson is on.
Slide 3 – Definition Key words placed in bold
Introduction feedback
(10mins)
(20 mins) / Where can we see stereotypes?
1)  The Press
2)  TV / Ask the class questions on ‘Broken Britain’ slide. Are these stereotypical?
Watch the two clips (Slide 5). Talk through the Press clips and discuss as a class the questions on (Slides 6 and 7). / Slide 4 – Newspaper front covers
TV clips (below & Slide 5) and front covers (Slide 6)
- Catherine Tate – ‘Am I bovered’
- Harry Enfield - Kevin turns into a Teenager’
Development
(20 mins) / Why do the media use stereotypes?
When are stereotypes harmful? How does this affect society?
Do you see these stereotypes in society? / Launch open discussion for 2-3 suggestions then set up slide.
Show image of Mo Farah and see who recognises him. Watch clip. / Slide 8 - Why
Set up Tony McEnery’s Youtube clip (Stop at 7 minutes) (Slide 10)
Plenary
(10mins) / How are Muslims portrayed in the clip/ newspaper cuttings?
What are the dangers of stereotyping?
When are stereotypes challenged? / Discuss the clip and demonstrate that these stereotypes of Muslims can have bad affects (e.g. hate crime).
Compare the dangers they came up with Slide 12.
Show challenges to stereotypes that we see (Slide 13). / Slide 11 –Examples of headlines from clip
(Slide 12) Dangers of stereotypes
(Slide 13) Examples of stereotypes which challenge norms.
Assessment
Identify the assessment mechanisms which will be used to assess whether learning outcomes have been met. Indicate whether assessment is summative or formative.
Teacher assessment / Self assessment / Peer/group assessment
Through questioning and feedback (formative) / ‘My 24 hours of social media’/ classroom participation.
Learning outcomes
Must be linked to learning activities
All
(a) / Can recognise a stereotype and the use of common stereotypes.
Most
(m) / Understand why stereotypes are used.
Some
(s) / Understand the impact, dangers and harm stereotypes can have on society and individuals.
Programme of Study:
Citizenship, SMSC, Media studies, PSHE(E) or to use in Tutorials. / Homework
Create a collage of images that either challenge stereotypes or reinforce them.
Pick a particular minority group and gather examples of its representation in the media. / Learning resources
http://mediaknowall.com/gcse/advertising/advertising.php?pageID=analysis / Curriculum links
The work on stereotypes has cross-curricular links with PSHE, Citizenship, History and Media.
Differentiation / Ask them what stereotypes society and the media may assume of the pupil? / Discuss how stereotypes can be grouped such as gender, race and ethnicity.
Further resources to use/ swap in the session. / Men and Women
This Canadian based website analyses how much the media influences how we identify with our gender. There are a variety of lesson plans and background reading.
http://mediasmarts.ca/gender-representation http://mediasmarts.ca/
Youtube clips: Male Stereotype clips
McCoys: Crisps Remote (The ‘Gentleman’s’ Crisp) Stereotype: The Women is passed the TV Remote (30 seconds)
http://www.youtube.com/watch?v=qtFgSxed-Oo / Men and Women continued:
McCoys – JUKEBOX Stereotype: Men who listen to soppy music aren’t real Men.
http://www.youtube.com/watch?v=tO2-VO8b-ns&feature=related
Gender Stereotyping of Women in the Media
A comprehensive selection of advertising and sitcom scenes documenting the representation fo the ‘domestic’ hosuewive. (3:07 minutes)
http://www.youtube.com/watch?v=8z6ks8Z0X20 / Youtube Channel on Stereotypes:
A compiled selection of 44 videos on stereotypes. Please note these have not be vetted.
http://www.youtube.com/playlist?list=PL1F6565D16208B465
A visual Character Gallery (Drama resource)
This BBC resource for GCSE Drama is also particularly useful holding a selection of around 25 character images and resources representing a number of stereotypes.
http://www.bbc.co.uk/schools/gcsebitesize/drama/galleries/characterrev1.shtml
Signposting:
This lesson may uncover sensitive examples of prejudice that pupils have experienced that may be examples of bullying, racism or a hate crime. Teachers may wish to inform the class of the Schools reporting system for such incidents. / Defining a hate crime:
Hate crimes are any crimes that are targeted at a person because of hostility or prejudice towards that person’s:
•disability
•race or ethnicity
•religion or belief
•sexual orientation
•transgender identity
This can be committed against a person or property.
A victim does not have to be a member of the group at which the hostility is targeted. In fact, anyone could be a victim of a hate crime. / Hate crime/ Reporting:
Online Crime Reporting: Metropolitan Police Service
https://online.met.police.uk/
The MPS non-emergency crime and hate crime / incident reporting service. In an emergency ALWAYS dial 999.
True Vision
http://www.report-it.org.uk/home
True Vision provides information about hate crime incidents and how to report it.
This website offers definitions, an online reporting system and signposting information for victims. / Understanding Racism
Childline have produced this simple and bitesize overview of racism with directions for support and a wide selection of multi-media links.
ChildLine can be contacted free and confidentially anytime on 0800 1111 to speak to a counsellor.
http://www.childline.org.uk/explore/racism/pages/racism.aspx
Continued work: / Assessment task features in Edexcel KS4 Religion Education
Section: Religion and Life
Curriculum: ‘Religion and Community Cohesion’ as a follow on task / Glossary of Media Terms:
GCSE AQA PDF Glossary
http://filestore.aqa.org.uk/subjects/AQA-4810-W-TRB-GKWS.PDF
GCSE Media Studies Key Terms
http://www.mediaknowall.com/gcse/keyconceptsgcse/keycon.php?pageID=keyterms