Cliques & Strereotypes Preview the video (Requires RealPlayer)
	"What group are you in?" Middle school students talk about who's in, who's left out -- and how it feels. Running time: About two minutes

Lesson 7: Avoiding Put-downs and Name-calling

Rationale
When we attach labels to other people, we reveal more about ourselves than the individuals we are trying to define. Young adolescents often use put-downs to conform to the behavior of what they consider to be the "popular" group without considering the painful impact of their insults. This lesson is designed to help students consider the consequences of the stereotypical labels they use to describe other people. It also provides an opportunity for students to consider noncombative responses, such as peer mediation, to put-downs and name-calling.

Materials
Paper and pencil for each student

Procedure
• Ask students to think about names they have been called and write them at the top of a sheet of paper. Don't force the issue by asking the students to think only of negative examples. Allow them to choose the type of responses they wish to share. Most students will assume that name-calling is negative. Don't censor them. Students should feel secure about using the words they heard. Reassure them that their responses will remain anonymous.
• Ask the students to write, at the bottom of the same sheet of paper, how they felt about the name-calling incident. Again, reassure them that their responses will remain anonymous.
• Collect the papers and ask the students to listen quietly as you read each name or label. Most of the names will be negative, perhaps cruel or shocking. The impact of this activity lies in the cumulative effect of the list.  
• Read the list of emotions or feelings in similar fashion, but this time record the words on the board as you go. Put a checkmark by repeated words and phrases.
• Discuss the impact of name-calling and put-downs. Are the results primarily constructive or destructive? Ask students to share how they felt about the person doing the name-calling?
• Use the following questions to check their understanding: Is there anyone who has never called someone a name based on a stereotypical perception? Anyone who has never been the victim of name-calling? Why is name-calling so common? What are some appropriate ways to respond when you are called a name without using more hateful and hurtful words? (Possible answers might include ignoring the person, suggesting politely that the person should get to know you better before making assumptions, or asking an adult for help.) What are non-confrontational ways to respond if you overhear someone else being called a name?

Extension Activities
• Name-calling and put-downs are only one way of communicating negative bias toward individuals or groups. Explore ways that people communicate bias with body language and other actions.
• Invite students to design a lesson for elementary school students about name-calling and put-downs.
• Name-calling is common among young adolescents. Often they are unaware of the origins of labels and will reconsider their use of such words when they learn about their oppressive roots. Encourage students to trace the history of hatred behind selected labels.