Omission and Stereotyping of Minorities in Text Books

 

By Larry Angeline East Middle angelinl@binghamtonschools.org

 

Introduction         Task  Process       Evaluation  Conclusion

 

Introduction:

Do you think minority groups are fairly represented in textbooks? Are their portrayals positive or negative? Do you see any racial or ethnic stereotyping?  There are many resources on the internet that point to the problem as still existing. See If you can find them.

 

 

Task:

In this WebQuest you will investigate the problems of omission & stereotyping of minority groups in textbooks, trade books, and Basal readers using the PPA process. You will create both a poster and a 3 minute presentation that reflects this evidence, and the policies that exist to address it. Your groups presentation should also include a solution or improvement to current policies.

1)    You will be working in groups of either two or three students.

2)    You will need to complete research, artwork and the writing of a poster

3)    Give an oral presentation to the class

 

The Poster:

ü Must be on poster paper.

ü Must include minimal text.

ü Must have illustrations.

ü Must be colorful.

The Presentation:

ü Must be at least three minutes in length.

ü Every group member should have a part in the presentation

 

 

Process:

You are responsible for investigating the omission & stereotyping of minority groups in textbooks, trade books, and basal readers. To conduct this investigation, you will use resources to identify omission & sterotyping. Your group will complete the Four Steps of the Public Policy Analyst Model (PPA) to decide on the best public policy solution that will help eliminate omission and stereotyping of minority groups in textbooks and basal readers.

    A worksheet for each of the steps of the PPA is listed below on the following links. Each worksheet has a step in the process of finding a solution to the problem. Click on each link and complete the attached worksheet. Your group will use these worksheets as a guide and resource material for completing the poster, pamphlet and presentation. Make sure that you use all four steps of the PPA in your presentations.

·        Define the Social Problem Worksheet

·        Gathering Evidence of the Problem Worksheet

·        Determining the Causes Worksheet

·        Evaluate the Policy

 

Search Engines: 

 

                    www.google.com

                    www.yahooligans.com 

 

Specific Web Resources

 

The teaching behind Columbus Day in history books.

 

The Changing Image of Ethnic Groups in Textbooks

 

Lies my teacher told me.

 

10 what ways we are warped.

 

Multicultral representations in basal readers.

 

 

Evaluation:

Poster Rubric

CATEGORY

4

3

2

1

Use of Class Time

Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Graphics - Relevance

All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.

All graphics relate to the topic. Most borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Attractiveness

The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Title

Title can be read from 6 ft. away and is quite creative.

Title can be read from 6 ft. away and describes content well.

Title can be read from 4 ft. away and describes the content well.

The title is too small and/or does not describe the content of the poster well.

Grammar

There are no grammatical mistakes on the poster.

There are 1-2 grammatical mistakes on the poster.

There are 3-4 grammatical mistakes on the poster.

There are more than 4 grammatical mistakes on the poster.

 

Presentation Rubric

CATEGORY

4

3

2

1

Preparedness

Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Volume

Volume is loud enough to be heard by all audience members throughout the presentation.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Volume is loud enough to be heard by all audience members at least 80% of the time.

Volume often too soft to be heard by all audience members.

Speaks Clearly

Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Listens to Other Presentations

Listens intently. Does not make distracting noises or movements.

Listens intently but has one distracting noise or movement.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements

 

 

Conclusion:

          Congratulations! You have been a policy maker by identifying a problem, gathering the evidence, identify the causes, evaluating an existing policy, develop solutions and finally selecting the best solution. Your pamphlet & presentation will teach others about omission and stereotyping in textbooks!

 

 

New York State Learning Standards

 

English Language Arts

Standard 1:  Information and Understanding:  Students will listen, speak, read, and write for information and understanding.   Students will:

·             collect data, facts, and ideas

·             discover relationships, concepts, and generalizations

·             use knowledge generated from written, and electronically produced texts 

 

Standard 2:  Literary Response and Expression:  Students will listen, speak, read, and write for literary response and expression.  Students will:

·        relate texts to their own lives

·        develop an understanding of the diverse social, historical, and cultural dimensions of the texts

 

Standard 3:  Critical Analysis and Evaluation:  Students will listen, speak, read, and write for critical analysis and evaluation. Students will:

·        analyze experiences, ideas, information, and issues presented by others using a variety of established criteria.

·        use written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

 

Standard 4:  Social Interaction:  Students will listen, speak, read, and write for social interaction. Students will: 

·        use oral and written language that follows the accepted conventions of the English language for effective social communication

·        use the social communications of others to enrich their understanding of people and their views.

 

Social Studies

Standard 5.  Civics, Citizenship and Government:  Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

 

Mathematics, Science, Technology

Standard 2  Information Systems:.  Students will access, generate, process, and transfer information using appropriate technologies.

 

Standard 5. Technology:  Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.