To think about how we stereotype groups and the implications of this.

•	To consider group characteristics.
•	To explore the stereotypes we have of groups.
•	To consider the role of the media in stereotyping and possible effects.

•	Core Activity Sheet 2.1: Media Representation of an Old Lady
•	Old magazines, newspapers, film posters (you could also save free video-shop magazines)

1. Ask the students to draw a picture of a teacher, a housewife or a bank manager. Tell them this is a timed exercise and refuse to answer questions as to why until everyone has completed. They can include background detail and / or speech bubbles if they wish.

2. Compare the drawings within the group, drawing attention to the similarities and exaggerated / stereotyped features. Ask students what they based their ideas on, introducing the idea of media representations as a likely source. Explain that we often attribute common physical and behavioural characteristics to certain groups and that this labelling is called stereotyping.

3. Ask students to consider the common characteristics of the groups they belong to (use their examples from last lesson).

4. Students discuss Core Activity Sheet 2.1 , which shows a stereotyped media representation of 'The Old Lady'. They create their own labelled drawing for a football fan.

•	In what aspects of the media do we see these stereotypes most frequently? For example, in advertising, comedy, tabloid press, film marketing.
•	What are the possible effects of these stereotypes on society?
•	Why do people stereotype others?

Write 'a day in the life of a football fan' (or in the life of one of the stereotypes drawn/discussed by students). This is a fun exercise, intended to elaborate on the stereotype, so exaggeration and humour are welcomed.

Play Picture Consequences, using stereotypes. Each person draws the head of a well-known stereotype and folds it over so only the neck is showing. They pass it on to the right. On the paper they now received from their left they continue with their own stereotype, drawing down to the waist. Fold over and pass on. The game continues through legs and then feet, when the paper is passed on again and unrolled. The 'unroller' must say what stereotypes each section of the drawing belong to - score a point for each one guessed correctly.

Collect stereotyped images from magazines, papers, posters, etc. and make a collage, displaying the images under appropriate headings.

	1(b) Diversity and mutual understanding
	1(h) The significance of the media in society
	2(a) Think about social and cultural issues
	2(c) Contribute to group and exploratory class discussions
	3(a) Use their imagination to consider other people's experiences