EastEnders E20

Stereotypes Part 1

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EastEnders E20 - Stereotypes Part 1

EastEnders E20 thematic content for teachers - Stereotypes Part 1

Use specially cut thematic clips from the third series of EastEnders E20 to enable students to use the situations of fictional characters Ava, Donnie and Faith to learn about: Aspirations, Bullying, Sex and Relationships and Stereotypes.

Students will explore their own and others' prejudices and use the experiences, language and behaviour of Ava, Faith and Donnie together with other residents of Albert Square to identify a range of situations in which stereotyping occurs. They will look in detail at gender stereotypes.

Please also see EastEnders E20 - Stereotypes Part 2 for more stereotypes content.

Lesson objectives

By the end of the lesson, ALL students will learn: the meanings of stereotype, prejudice and discrimination and that stereotyping is wrong.

By the end of the lesson, MOST students should learn: the meanings of stereotype, prejudice and discrimination, why stereotyping is wrong and have explored their own attitudes in relation to it.

By the end of the lesson, SOME students could learn: the meanings of stereotype, prejudice and discrimination and how they affect a range of people. They will have explored their own attitudes and behaviour and considered ways of challenging prejudice.

Activities for the lesson

Equipment required:

Internet / projector, Whiteboard, Printed handouts cut into sets of cards where appropriate

Identifying stereotypical assumptions

Whole class

This session enables students to explore their own assumptions about people and introduces the concept of stereotypes.

WHOLE CLASS

Whole class

Begin by reviewing and reinforcing class ground rules. If necessary develop ground rules. Handout 1 - Ground rules can help with this if it has not already been used for another theme.

PAIRS

Pairs

In pairs, students discuss and match person profile cards with information cards from Handout 2 - Stereotypes card match. Alternatively you could use as a handout and ask them to draw connecting lines between the matching person profile and information.

They compare their results with solutions on Handout 3 - Stereotypes cards - solutions and discuss why they may have matched different information with the profiles of some of the people.

WHOLE CLASS

Whole class

Teacher facilitates class discussion about the assumptions that may have been made e.g. 'old people can't have interesting jobs', 'middle aged mums couldn't command space shuttles', 'basketball players must be tall and able bodied' etc.

Explain that the series of activities/lessons is intended to explore stereotypes, prejudice and discrimination and think of ways of combating them.

Definitions - exploring the meaning of stereotype, prejudice and discrimination

Whole class

These activities help students to define terms such as stereotype, prejudice and discrimination and uses extracts from E20 to illustrate the definitions.

WHOLE CLASS

Whole class

Using Handout 4 - Definitions explain the meaning of the words stereotype, prejudice and discrimination. As a class list the things that cause prejudice - i.e. cause us to pre-judge - e.g. age, gender, ability, social background, where we live, what we look like, what we wear, how we speak etc.

Discuss ways in which this might give rise to discrimination.

Provide each student with a copy of the definitions of stereotype, prejudice and discrimination (Handout 4 - Definitions). Ask them - individually - to record on the definitions sheet two or more examples that illustrate each definition.

SMALL GROUPS

Groups

Watch the video and ask students to identify as many different stereotypical situations, images or speeches as they can. Include the extent to which the teens themselves make stereotypical judgements and show prejudice.

They discuss in small groups and record the examples.

These can include the way Faith dresses to try to seduce Fatboy; Ava saying Faith 'talks as if she's had a stroke' and Faith reacting to Ava 'talking posh'; the attitudes of the males in the pub; the young people's reaction to the invitation to join the older people at the community centre and Faith's remarks about assumptions about her ability to sing.

WHOLE CLASS

Whole class

Draw from groups the range of stereotypes that are portrayed in the video scenes and add others that students may have encountered through the media or in the community.

Highlight images of young women ready for the next activity.

Exploring gender stereotypes

Whole class

Students explore their own and others' attitudes to gender.

WHOLE CLASS

Groups

Either:

Ensure that there is time for students to explore why they stood/placed their cross where they did on the continuum. Encourage those with similar views and those with opposing views to talk.

Follow with a whole class discussion with opportunities to challenge stereotypical views.

SMALL GROUPS

Groups

Re-show the video and ask students to consider the extent to which Donnie, Ava and Faith behave similarly or differently to the statements about boys and girls, men and women.

They discuss the pub scene and the conversation between Anthony and Donnie - and Phil's comments about 'the ladies'. What is acceptable or unacceptable about the comments?

WHOLE CLASS

Whole class

As a class discuss how gender stereotypes can affect people's behaviour - their own (living up to a stereotype) other people's (making assumptions about someone and pre-judging them).

Ask students to reflect individually on their own behaviour and the extent to which they confirm or challenge stereotypical images and behaviours.

Icon key

Icon Key

Key skills and learning skills

  • Communication
  • Application of number
  • ICT
  • Problem solving
  • Working with others
  • Improving own performance
  • Critical thinking
  • Creative thinking
  • Exploring meaning
  • Reflection
  • Research skills
  • Presentation skills

AFL strategies

  • Sharing learning objectives
  • Use of questioning
  • Effective feedback
  • Modelling
  • Pupil self assessment
  • Peer assessment
  • Ongoing assessment
  • Adjusting teaching/reviewing
  • Plenary

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