Experiencing Bias Before class begins, post around the classroom the 10 pieces of paper generated about assumptions and stereotypes in school and society.
For homework, review the Take Home Activity Sheet: An Ethnoscience Evaluation of Fantastic Beasts Fantastic Beasts and Where to Find Them could be a source for an activity to illustrate the principles of ethnoscience and ethnoclassification.
Students should record the name of the show, movie, or product advertised; the group stereotyped; the stereotype portrayed; and any thoughts or feelings the student experienced while watching the program. Divide the class into five groups and supply each student in the class with a marker.
Conclude the lesson with a discussion on the exercise, asking students the following: To create these images, provide magazines, construction paper, paint, markers, glue, and scissors.
Thus, every course involving HP must begin with a sorting to start off with a bit of fun and pay tribute to the books. In an anthropology course, a Hogwarts-style sorting is an excellent opportunity to discuss real-world social assumptions regarding identity, the essentialization of individuals that occurs in everyday life, as well as the ways that we attach or separate ourselves to particular identities for a variety of reasons.
Further, this could be an opportunity to open discussion regarding the current frontlines of anthropological research.
Further, Rubeus Hagrid, the groundskeeper of Hogwarts and liaison to the Forbidden Forest, represents the wild man stereotype.
Be aware that the students may have listed good and bad adjectives, many stereotypes for different groups, or the same stereotypes for different groups. When they are finished, ask students to take a moment and look at the adjectives that the class has generated under each group heading.
Remind students that they should only add new descriptions to the list. Harry Potter is part of the world of many current and upcoming undergraduate students. This course will be almost fully discussion-based and require a good deal of reading to refresh on the series if necessary and to become familiar with anthropological topics.
The forthcoming Fantastic Beasts and Where to Find Them film series will no doubt enhance this likelihood. How do you think you should have been treated in that situation? Emphasize to students that they should not put their names on their papers.
It would also be interesting to take a Foucauldian look at the Voldemort-infiltrated Ministry during the later books to engage students in discussions of surveillance and the discourses of hegemonic and totalitarian governance. Do assumptions tell us anything definite about a categorized individual?
In addition to the Department of Mysteries activity above, there are many other ways to build active learning and HP into introductory level courses see below under Bonus Material. Use the following questions to lead a discussion about what they recorded: Our Own Hogwarts Sorting and Identities Every Potter fan secretly waits for their Hogwarts letter to arrive and for their opportunity to don the sorting hat.
The Department of Mysteries and the Questions We Continue to Pursue Wizards in the Department of Mysteries conduct research and investigate various important and mysterious components of the magical universe. Give students three minutes to complete the exercise.
Do assumptions apply to everyone in a group? Encourage students to look for patterns in the images they watch. I am a Harry Potter fan! Below, I describe several examples of discussion topics.
This influence on judgement is called a "bias. Retrieved February 20, Write these major categories onto five separate pieces of flip chart paper and post these around the room. What do you notice about the stereotypes listed? Expelliarmus, Accio, and Linguistics Rowling carefully chose the incantations for the spells she created to animate her brand of magic.
Have them add any unlisted stereotype adjectives.
Rotate every three minutes until every group has worked on every sheet.Cultural Factors That Influence Learning for ELL Students. then that educators have a clear understanding of the role cultural factors play in the learning process so that they may utilize that knowledge to create a culturally responsive learning on the degree to which “traditional” gender roles are assigned in a culture.
of gender and the societal constraints that continue to reproduce gender as a binary concept. The aim of this presentation will be to investigate and further the academic discussion regarding the social conventions and.
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Home > Teachers > Free Lesson Plans > Understanding Stereotypes. Lesson Plan Library. Use the following questions to lead a discussion about what they recorded: which are learning outcomes unlikely to be measurable by traditional assessment methods.
Teachers should look for students' willingness to participate, openness to. Those perspectives have importance to define how FGM is judged and dealt under a human rights premise. Culture and FGM There are more social factors that influence this practice, of course, primarily the family, but the media has a big impact on our perceptions of gender roles in society.
Male characters such as Gilderoy Lockhart can also serve as examples of non-heteronormative individuals and bridges to a discussion of sex versus gender and the social context of gender.
Further, the implications of J.K. Rowling’s “outing” of Dumbledore as a gay character can spark discussions of sexuality in general as well as the social .Download