Materials from Discrimination, Human Rights and You Teacher's Manual:

Table of Contents

Materials from Discrimination, Human Rights and You Teacher’s Manual:

Sample Lesson

This is an excerpt from Chapter Two: Discrimination

Objectives:

1. Students will become familiar with the concepts of discrimination, prejudice and stereotyping.

2. Students will be able to recognize that prejudice and stereotyping lead to discrimination.

Background (for teachers; excerpt only)

Everyone in Canada has the right to be free from discrimination. In other words, everyone has the right to be treated equally. A precise legal definition of discrimination is difficult because the definition is constantly evolving; it changes over time as societal values change. What is considered to be discrimination today was probably not considered to be discrimination in 1947. (Russel Zinn and Patricia Brethour, The Law of Human Rights in Canada (St. Aurora: Canada Law Books Inc., 1996) at 1-2). For example, in the early part of this century women were not allowed to vote—it was not until 1918 that women were permitted to vote in federal elections. In Alberta, women were not allowed to hold civic, judicial or governmental positions until 1930.

Discrimination, Prejudice and Stereotyping

In order to better understand the meaning of discrimination it is important to distinguish between discrimination, prejudice, and stereotyping. Basically, discrimination means that someone is being treated unfairly because of a certain characteristic. The characteristic can be race, religion, nationality; it can even be a physical disability. Discrimination is based on prejudice: an attitude or belief which is formed or held without really considering the facts (Alberta Human Rights Commission, Human Rights: Respecting our Differences Students' Manual at 6). Prejudice means judging in advance.

Stereotyping involves making global assumptions without knowing all the facts. A stereotype assumes that all members of a group share some general quality. (i.e., they are smart, they are stupid, they are hard working, they are bad drivers, etc.) Stereotyping of people or groups can be derogatory and can lead to prejudice and discrimination. The following scenario illustrates how stereotypes can lead to discrimination.

People are often hurt by prejudicial attitudes and discriminatory behaviour. People may lose out on jobs or apartments because of discriminatory attitudes. The law cannot control stereotyping or prejudice attitudes; however, it can address discrimination. Prejudice is not a behaviour; discrimination is. For example, a person may be prejudiced against people with brown hair. If this person keeps the feeling to himself or herself then it is prejudice, but if this person starts to beat up all people with brown hair it becomes discrimination. Prejudice is a state of mind; discrimination is a definite action which results from prejudice.

Examples of discrimination, prejudice and stereotyping:

1. "I don't like Martians". Joe has never met a Martian. He is prejudiced against Martians.

2. Jeff will not eat shrimp. He has never tasted a shrimp. Jeff is prejudiced against shrimp. However, this does not mean that Jeff's prejudice against shrimp is a negative one; this prejudiced attitude is not likely to harm anyone. Prejudice attitudes are not always negative.

3. Jenny fell and hurt her leg. She was approached by a female doctor but refused help. She does not trust female doctors, even though she has never been treated by one. Jenny is prejudiced against female doctors.

4. Jill wanted to play on the boys soccer team. She is a skilled player and can easily outrun most of the boys on the team. The coach won't even let her try out. The coach is discriminating against Jill.

5. Holly owns an apartment building in town. She makes it a policy to rent only to married people. She is discriminating against single and common law people.

6. All Asians are excellent mathematicians. This is an example of a stereotype. Although this appears to be a positive stereotype it can still be harmful. First, it is not true; not all Asians are good at math. If you were an Asian and were not good in math you might feel like there was something wrong with you.

Activities—Junior High (Excerpt only)

1. Understanding the terms

a. Discuss the background material with the students to help them understand and define the meaning of stereotyping, prejudice and discrimination.

b. Discuss the following questions with the students:

c. Distribute Handout 5 (see below) and ask students to read the instructions. The list will not be discussed with the rest of the class but with another classmate.

d. Ask students to draw on their own experiences and describe situations where they felt that they were being discriminated against. Give the students some examples:

Ask students if they have ever done something (or not done something) because they thought it was right or wrong for them—as a male or a female—to do.

e. After the students have come up with some examples, ask them to suggest positive ways to solve the problems. Ask the students to compare their situations to racial discrimination or sexual discrimination.

f. List at least three activities that young people are not lawfully permitted to do that adults are permitted to do. Give reasons that the government would use to support each limitation. (Christin Marcotte and Carolyn Marcotte, A Question of Justice: To Be Equal Or Not To Be (Toronto: McGraw-Hill Ryerson, 1994) at 20).

g. The original meaning of the word stereotype is "a plate cast from a printing surface". Type for printing books, posters, etc. used to be "composed" or set, by hand. A mold was made from the composed type, and the mold was then used to make a metal printing plate—a stereotype. Many identical plates could be made. Ask students if they can see the connection between the original meaning and the way we use this word today (Adapted from: Lynn Duvall, Respecting Our Differences: A Guide to Getting Along in a Changing World, (Minneapolis: Free Spirit Publishing 1994)).

h. Distribute Handout 6. Ask students to read the scenario and answer the questions.

i. Ask students to keep a journal for one week. Instruct students to record insulting, derogatory words heard during the week at the school, on the playground, or on school grounds. At the end of the week ask students to make a list of some of the words that they heard. Share it with the class. Ask students if the saying, "Sticks and stones will break my bones, but words will never hurt me" is really true. Invite students to share their feelings on this topic. Generate a class discussion on some of things students can do when they hear people making derogatory comments or insulting people.

2. Who's Who

Instruct students to check books, newspapers or the media (music videos are a good place to look) and consider the following:

Handout 5

Stereotypes categorize a racial, ethnic, or national group. Stereotyping can lead to prejudice and discrimination. Even stereotypes that appear to be positive can be harmful.

Below are some of examples of common stereotypes.

"All Scottish men wear kilts; red heads have fiery tempers; French people are snobby; Canadians live in igloos; all British people drink tea; all people from the United States are obnoxious."

List some additional stereotypical generalizations. Share your list with another member of the class.

Stereotypes

How do such stereotypes get started?

Why might such stereotypes be harmful?

What role can you as an individual play to put to rest such stereotyping?

Handout 6

Cathy was going into grade 11, and she decided that she was old enough to get a summer job. She made some money baby-sitting but she wanted a job that paid her every week. She talked to her parents and they agreed that she could look for a summer job.

Cathy then decided she should decide what kind of work she liked to do. She really liked being outside in the summer. The thought of being cooped up inside all summer did not appeal to her. She looked through the classified ads and found an ad for a summer landscaping job. It was perfect. They needed someone from Monday to Thursday, 9:00 - 4:00. The ad said that the person needed no prior experience and that they would be doing things like weeding, watering and cutting grass. Cathy was excited. She felt it was the perfect job for her.

She went straight down to the office, as the ad said to apply in person. She was greeted by the secretary who asked for her resume and asked her to sit down. The manager of the landscaping company came out and asked her some questions. He wanted to know about the classes she took, and which ones she liked best. He asked about her parents and where they lived.

Before Cathy left, she told the store manager about her interest in sports. "I'm a fast runner and bike rider,'' she said. "I also work in the garden with my dad. I cut the lawn and have had a lot of practice with a gas mower."

The manger thanked her and shook her hand. He informed her that he would be in touch.

Several days passed and Cathy did not hear anything. After a week, her mother suggested she go over to the office and find out.

Cathy hopped on to her bike and rode over to the office. She was not able to see the manager and the secretary informed her that the manager had not yet made his decision.

One week later, Cathy saw her friend Rick cutting a neighbor’s lawn. She asked him when he started cutting lawns. He told her he had just applied at the company yesterday and he got the job on the spot. It was the same company that Cathy had applied at.

Cathy thought about it. She had applied last week and Rick just applied yesterday and got the job.

Cathy went in to see the manager. He apologized for not calling her. He explained that he had always hired boys, as he felt they were better suited to the landscaping business.

Cathy was not so sure. The more she thought about it, the more upset she became. Rick was no bigger or stronger than she. In fact she could probably push a lawnmower better than he could. Her feelings were hurt and she was angry. The manager did not even give her a chance. He never tested her strength. He thought she could not do the job because she was a girl.

Cathy had faced discrimination. Someone had judged her on the basis of her sex, not her individual ability. She felt sure she was strong enough to do the job. She had a good attitude and was willing to work hard. Now, because of discrimination, she would not get the chance to prove it.

1. What kind of discrimination did Cathy face?

2. In this case, what actions (or non-actions) of the manager made up the discrimination?

3. Why did the manager decide not to hire Cathy?

4. What did he base his decision upon?

5. Has anything like this ever happened to you? Have you ever been prejudged on the basis of a certain characteristic? What did you do?