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Lesson Plan 2-Destroying prejudices

Destroying prejudices!



Activity / lesson title

Destroying prejudices!


Relevant link


Target group

Age of the students: 13-15 years old The students will work in small groups (3-5 students) in a heterogeneous composition (gender, minorities, not-motivated, migrants…) Duration

60 minutes


Learning Environment

Indoor A big room is needed, to allow groups to be in separated places working without bothering each other Expected learning outcomes

After the implementation of this activity students will be able

  • To recognise internal prejudices and daily positions about hate speech;

  • Define and make questions to themselves to know more;

  • To do some research on the internet looking for statistical data

  • To design an infographic

Subjects and topics covered

Contemporary History, Statistics (Maths), Art&Design Hate speech, art creation Method description

Research project


Tools / Materials / Resources

Tablets, web access, projector www.canva.com for infographic templates Detailed description of the step-by-step description of the activity / sequences of the units

1. Divide the class into small groups, according to different types of hate speech (for instance: body shaming, misoginy, against imigrants, against minorities, etc.). 2. In a big circle, sitting on the floor, every student thinks about and tells an own experience when he/she has thought or expressed an offensive comment or behaviour (hate speech) without being aware of its importance. Besides, he/she has to give him/herself a solution/advice to avoid it in the future. Other students can contribute to it with their opinion. 3. Coming back to the small groups, the students summarize the previous comments useful for their categories, and write down a list of questions and information they want to know about the hate speech in their city, country… 4. Students engage in research on the internet, trying to answer those questions with numerical and statistical information that helps them to be more specific, and to do chronological and geographical comparisons. 5. Then, the groups work to create an infographic design, by gathering questions and pieces of information. They can use their tablets and the online resource canva.com. 6. Once students finish their infographics, they have to present and to explain them to the rest of the groups.

Sources

n.a.


Feedback & assessment

Continuous assessment on brainstorming, written expression, and active listening. Observation techniques: diary/journal Close ended questionnaires


Evaluation (for purposes of grading)

n.a.


Intellectual property rights (IPR) / Origin of the activity

www.canva.com © 2021 All Rights Reserved, Canva® CC BY NC 4.0 Attribution: This activity is prepared by CEPS PROJECTES SOCIALS in the frames of the RAINBOW project. The activity can be copied, redistributed, remixed, transformed, and built upon for educational purposes. Non-comercial spread.





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