Grade 7: Who are the Ancient Egyptians, Who are the Egyptians, and Who Am I? (part 2)
This lesson can be integrated into a Social Studies unit on Ancient Egypt and fulfils several Language Arts and Social Responsibility prescribed learning outcomes. Students will demonstrate their ability to analyze the representation of Ancient Egyptians with present day Egyptians and compare the representation of their own cultural/ethnic heritage in the mass media. In particular using the Multicultural Canada archival link, students will be asked to examine past representation with present representation. This lesson is important because it examines how group membership identity can be influenced and shaped by media. Students will become aware of cultural stereotyping and the effects it has on themselves, their families, and friends. This lesson will take 2 -3 class sessions to complete.
Objectives
It is expected that…
Students will be able to use their critical thinking skills
Students will be able to compile information from a range of sources
Students will identify viewpoints, opinions, stereotypes, and propaganda in literary, informational, and mass media communications
Materials
Multicultural Canada archival links
Computer with internet access
Activities
Teacher poses question: From examining the representation of Ancient Egyptians and present day Egyptians, does cultural stereotyping just effect Egyptians? How are Chinese, Japanese, Muslims, Indians, and Aboriginal Peoples represented in media?
** It is important that students be aware that when participating in this activity that students are clear on the definition of cultural stereotyping**
Class discussion with teacher as facilitator
Using the archival link, have students examine how stereotypes lead to discriminatory acts encountered by immigrants when they came to Canada.
Students will pick one individual from the archival links and answer the questions on Blackline Master 4
Teacher poses question: Examining the archives, think about the stereotypes of your cultural/ethnic group that you have seen in television, film, books, witnessed first hand, as well as second hand.
Student journal reflection: How do cultural stereotypes affect your everyday life?
** It’s important that the teacher be able to open up and discuss a personal experience they have personally encountered or had a friend, family member encounter in order to allow space for students to express themselves freely. **
Students debunk the stereotypes by drawing two large body shapes on a large blank piece of paper. One body shape will be entitled I AM and the other I AM NOT. In the I AM NOT body shape, students are to list the cultural stereotypes they have seen on media, encountered themselves, or heard on the archival links that do not define who they are. In I AM body shape, students will define who they are, peeling away the stereotypes that affect them.
Share their body shapes with the whole class.
Assessment
Blackline Master 4
Class Discussion
I AM/I AM NOT body shapes
Extension
Have students do some research into their own past. When did their family first immigrant? From where? How was the transition? What stereotypes did they encounter? How were they treated once in Canada?
