Introduction

Is it human nature to categorize people according to groups to which they belong? Do cultural stereotypes, resulting from classification, assist individuals in understanding each other or do they create barriers to mutual understanding and intercultural communication? As you explore the ideas presented here, you will keep a journal of your thoughts to share with a fellow classmate or colleague.

Stereotypes are a tricky topic. When people are confronted with stereotypes, they are often offended. Educators, communities, families, and committed individuals and organizations have actively pursued ways to overcome cultural stereotypes to promote intercultural communication and mutual understanding, through dialogue.

For over 50 years, thousands of Russians and Americans have participated in exchange programs, allowing them to meet face-to-face, to exchange views, and to participate in an open dialogue. These programs have helped people of all walks of life to create bonds and develop mutual understanding and, consequently, counter stereotypes that create barriers between individuals and societies.

The Quest

How can we define cultural stereotypes? What are some commonly held stereotypes about Russians and about Americans? What can we do to foster intercultural communication and mutual understanding? How can teachers, students, and others promote tolerance, mutual understanding, and intercultural communication?

The Process and Resources

In this WebQuest you will be working together with a group of students in class. Each group will answer the Task or Quest(ion). Each group will create a journal that contains notes you take while viewing the various web pages. As a member of the group you will explore Web pages from people all over the world who care about Stomping Out Stereotypes. Because these are real Web pages we're tapping into, not things made just for schools, the reading level might challenge you. Feel free to use the online Webster dictionary or one in your classroom.

You'll begin with everyone in your group getting some background before dividing into roles where people on your team become experts on one part of the topic.

Phase 1 - Background: Something for Everyone

Journal Writing:

Use the Internet information linked below to prepare to write a journal. Take the Test for Hidden Bias and read about the rationale for this test. In your journal, you will take notes to answer the questions given to you, according to your role.

Definitions:

To find out what a stereotype is, compare the definitions of this term from three dictionaries, using the links below. Find another definition in your native language and compare it to the English ones. Which definition suits you best?

Test: Do you think you may have hidden biases? Take the 'Test for Hidden Bias' to get insight into this question. Compare your answer with a member of your group.

Preparatory Question:
Use the Web information linked below to answer the three questions below. Divide the questions below among members of your group so that each member (or pair) has a question.

Please indicate where you found the answers to these questions. You may integrate your personal beliefs into your answers, but you need to refer to information from the links to support your answers.

1. Are stereotypes related to racism and prejudice? If so, how?
2. On what basis are individuals stereotyped? Gender? Ethnicity? Age? Other?
3. What is the role of the media in promoting stereotypes
4. Why are stereotypes damaging?
5. What is political correctness?

Phase 2

Instructions:

1.Individuals or pairs from your larger WebQuest team will explore one of the roles below.
2.Read through the files linked to your group. As you read the information, make notes on the most important information. Copy the URL from the site so you can support your point later.
3. Be prepared to integrate this information later when you answer the questions related to your role.

• Merriam-Webster Online - Search terms in this authoritative American dictionary.
• Cambridge Dictionary of American English - Dictionary for ESL/EFL learners
• Dictionary.com - Uesful dictionary reference.
• Test for Hidden Bias - Created by psychologists at Harvard and the University of Washington, our collection of Hidden Bias Tests (called Implicit Association Tests, or IATs, in the academic world) measure unconscious bias. Take a test and see what may be lingering in your psyche. Each test takes about five minutes, and your privacy is protected -- no identifying information is collected or distributed.
• Test Rationale - A tutorial to learn more about the science behind the tests, stereotypes and prejudice, and the societal effects of bias. To be taken after taking a Hidden Bias Test. Contains further useful links to dig deeper into the topic.
• 101 Tools for Tolerance - A collection of links on how to promote tolerance including Ideas for Yourself, Ideas for Your Home, Ideas for Your School, Ideas for Your Workplace, and Ideas for Your Community. Some of the ideas are things to do. Some are things to think about. Some are things to remember.
• The Meaning and Significance of Stereotypes in Popular Culture - An article outlining the characteristics and uses of stereotypes in popular culture. This article is part of an English syllabus at the university level, but no definite references to it are provided.
• Project Harmony Open Forums : Stereotypes Russians/Americans - This site has a number of postings by Russians who have visited the United States to participate in exchange programs (mostly high school students). Here you can read some musings about cultural stereotypes & what can we do to achieve better mutual understanding by working through misconceptions and barriers they create. The issue of how new technologies can be used to improve U.S.-Russian intercultural communication is addressed, in reference to work by Professor Olga Leontovich from Volgograd. BE SURE to scroll down the page to see individual replies and comments to this discussion list. Hit the PREVIOUS button to read more comments from exchange program alumni from around the Russian Federation.
• Politically Incorrect Costumes - A site poking a finger at political correctness, addressing the appropriateness of Halloween costumes (including Werewolf, Caveman, Cop, and Cowboy) in order not to offend any group. You may feel your costume is creative, but in these politically correct times, you need to take the feelings of others into account. These formerly popular costumes have now been deemed politically incorrect. Loaded with Americana references.
• Media Stereotyping - Several links to demonstrate how the media perpetuates stereotypes, based on sex, sexual orientation, gender, and ethnicity.
• Pictorial Sterotypes in the Media - In this site, it is argued that teachers are continually faced with the task of creating lectures with words and pictures that will make the information live for our students. This presentation, including a slide show, seeks to demonstrate the techniques used to discuss the issue of pictorial stereotyping by the media, show how to discuss sensitive topics with students, and demonstrate how words, pictures and music can stimulate students both intellectually and emotionally.
• Journal Writing Tips for Students - A number of tips for students on keeping a journal.
• Journal Writing - A number of links that describe what a journal is, how to keep one, and how to work with one. Has additional links for creative writing and writing in general.

Phase 2 - Looking Deeper from Different Perspectives

INSTRUCTIONS:

1. Individuals or pairs from your larger WebQuest team will explore one of the roles below.

2. Read through the files linked to your group. If you print out the files, underline the passages that you feel are the most important. If you look at the files on the computer, copy sections you feel are important by dragging the mouse across the passage and copying / pasting it into a word processor or other writing software.

3. Note: Remember to write down or copy/paste the URL of the file you take the passage from so you can quickly go back to it if you need to to prove your point.

4. Be prepared to focus what you've learned into one main opinion that answers the Big Quest(ion) or Task based on what you have learned from the links for your role.

Researcher who specializes in Russian and American relations

Use the Internet information linked below to answer these questions specifically related to Researcher who specializes in Russian and American relations:

1. What stereotypes existed between America and the Soviet Union?

2. What cultural traits have been attributed to Russians?

3. What do stereotypes about Russians and Americans have in common with German stereotypes about Americans?

In addition to the links below, please explore the Project Harmony Forum site above in the 'Background: Something for Everyone' section of this Web Quest. There you will find a list of cultural stereotypes about Russians and Americans, compiled by Professor. Olga Leontovich in Volgograd, Russia (from her research on the topic). In your journal, write your reaction to these stereotypes.

• Stereotypes and Prejudices - This site is part of 'The Holocaust: A Guide for Teachers' and gives definitions and examples of stereotypes, prejudice, and racism, with tips on positive responses to stereotypes. The text serves as a background for instructional objectives.
• Understanding Stereotypes - A complete lesson plan for grades 9-12 (ages 15-18)to examine how assumptions can lead to stereotypes and unfair judgments about individuals and groups and to understand how stereotypes and biases affect our lives. Includes detailed lesson plan, resources, vocabulary, and suggestions on how to adapt for different levels.
• United States and Soviet Union: Power of Stereotypes (July 2003) - Interview with Fedor Burlatskiy, President of the Political Science Council of the Russian Academy of Sciences; renowned scholar and publicist; author of numerous books; former adviser to Nikita Khrushchev and Mikhail Gorbachev, on stereotypes of the United States and the Soviet Union.
• The Meaning and Significance of Stereotypes in Popular Culture - An article outlining the characteristics and uses of stereotypes in popular culture. This article is part of an English syllabus at the university level, but no definite references to it are provided.
• History Repeating Itself: Russian Popular Perception of 'Russian-ness' - Paper by Annika Hvithamar, University of Copenhagen, Institute for the History of Religion, presented at the CESNUR 14th International Conference in Riga, August 29-31 2000. Preliminary version. The author sets out to define what it means to be Russian, drawing from popular culture, the church, and history. Focus on religion.
• Russians about Russians:A sample of views on cultural traits - A paper by Hans O. Melberg, as part of his series of papers and observations on economics, politics, Russian history and social science in general. The author is a Ph.D student recipient (2000, the University of Oslo, Economics). He has previously studied 'Philosophy, Politics and Economics' at Oxford University (1991-94). His home page is http://www.geocities.com/hmelberg/.
• The Cultural Approach to Russian Politics: How Reliable? - Paper by Hans Melberg, a former Ph.D. student at the University of Oslo (Economics). A Norwegian's view on how Russian culture has changed, with references to a constructive and destructive view.
• The Homo Sapiens Americanus and the Homo Sapiens Germanus - A Web Project that presents the personal views of three German exchange students who spent some time in America as exchange students. Stereotypes are defined here as normally reflecting differences between one's own and a different culture. In this project, the students sought to document American stereotypes of Germans and German stereotypes about Americans, recognizing that normally stereotypes are quite superficial, yet 'always some truth behind them'. So we want to comment from our point of view (as Germans who have lived here for a while) how much we can believe in them. The authors point out that, unfortunately, 'stereotypes are almost always negative because one finds the cultural differences often strange or even disgusting'.
• A German Exchange Student's Personal Views about Stereotypes - More meanderings on what America means to this group of Germans who spent some time there, as a result of their experience.

Educator (Secondary teacher or University professor)

Choose four or more of the links below to answer these questions specifically related to Educator (Secondary teacher or University professor):

1. What kinds of E-mail and Web-based projects are available on the Internet to promote cultural understanding and intercultural communication?

2. How would you adapt these activities to fit the English language classroom in Russia and the Russian language classroom in the United States?

3.What have Russian teachers who have been on exchange programs in the United States learned about the host country and its people?

In addition to the links below, please explore the Project Harmony Forum site above in the 'Background: Something for Everyone' section of this Web Quest. There you will find a list of cultural stereotypes about Russians and Americans, compiled by Professor. Olga Leontovich in Volgograd, Russia (from her research on the topic). In your journal, write your reaction to this information.

• Stereotypes - An overview of stereotypes: issues, the trouble with stereotypes, and overcoming them. Focuses on racial stereotypes and how to promote understanding among diverse groups.
• Writing for Change: Raising Awareness of Difference, Power, and Discrimintation - A guide that shows how American English frequently both reflects and reinforces systems of oppression in U.S. society. Tips for teachers on activities that will help raise awareness on how to avoid language that perpetuates stereotypes.
• Diversity Learning: A gateway to lesson plans and learning activities - Over 20 links to lesson plans on teaching tolerance and confronting stereotypes, subdivided according to level of student (grades Kindergarten through final year in secondary school).
• Lesson Plan for Young Learners Focusing on National Sterotypes - A lesson plan for intermediate to advanced ESL students, to help them come to terms with stereotypes, and recognize that stereotypes do contain some truth, but also cannot be applied across the board, is central to this lesson. The lesson also helps them improve their descriptive adjective vocabulary while they discuss perceived differences between nations through stereotypes.
• Looking at Ourselves and Others - A 20-minute lesson plan that is designed for students tp learn appropriate ways to address stereotyping. This site has links to numerous other lesson plans on the topic, including Developing Global Perspectives and Challenging Assumptions.
• Cultural Kickboxing in the ESL Classroom: Encouraging Active Participation - This article from ITESLJ addresses how cultural expectations can affect the learning process. Provides some examples of how Asian students’ expectations often conflict with American curricula that encourage a student-centered environment in the ESL classroom. This article explores Korean and Japanese students’ classroom expectations of the teaching and learning process in the United States and suggestions are given to help ESL teachers encourage a classroom in which multiple cultures can work cohesively together toward their common goal of learning English.
• Exercises to Build Multicultural Awareness for Campers - A few activities designed to help campers recognize stereotypes and to prompt understanding and communication between culturally diverse campers.
• Email for ESL/LINC Students - This web site describes how to set up and manage e-mail exchanges with students in an ESL/EFL setting. LINC means 'Link with Other Classes Worldwide', providing a global focus to this idea of connecting students from around the world via technology. This was a presentation given at the TESL Ontario Conference on November 20, 1998. Topics covered include: Free e-mail accounts, Guidance for students, Finding keypals, One-on-one e-mail projects, Class and Tandem projects, and Student lists A number of useful resources for teachers to explore and try out.
• Intercultural Email Classroom Connections (IECC) - Looking for an intercultural classroom exchange for your students (or yourself) via email? IECC is dedicated to helping teachers connect with other teachers to arrange intercultural email connections between their students. A new service, IECC-INTERGEN, helps teachers and their classrooms create intergenerational partnerships with volunteers who are over 50 years of age. Created in 1992 by three professors from St. Olaf College in Minnesota, IECC was one of the first services on the Web to facilitate international pen-pal exchanges between teachers and classrooms around the globe. There are separate sections for participants of various ages and a very useful 'Resource' page with more links to intercultural email links.
• International Education Exchange and Resource Network (iEARN) - iEARN is a non-profit global network that enables young people to use the Internet and other new technologies to engage in collaborative educational projects that both enhance learning and make a difference in the world. iEARN has been active in many countries, including Russia, for several years. Teachers should explore this site if they wish to start projects related to intercultural communication and understanding, civic education, and other topics.
• Friends & Partners: Linking U.S.-Russia Across the Internet - A jointly developed web site by friends in the US and Russia to promote better understanding between the people of our countries. The site contains various databases, information and communications resources listed. You can search our site, participate in various discussions in the 'Community Corner' and meet some new friends in the F&P chat room.
• Friendship Through Education --Online Connections - The Friendship Through Education Consortium is committed to creating opportunities that facilitate online and offline interactions between the youth of the world, inside and outside of classrooms, in order to build a culture of peace in which the dignity and rights of all human beings are respected. This effort was launched with a commitment for expanded links between U.S. schools and those in Islamic countries, including Egypt, Indonesia, Qatar, Pakistan, Turkey, Bahrain and Afghan refugee camps. It provides information on how students can link students through letters, email, art, collaborative projects and exchanges to foster mutual respect and greater understanding of cultural differences. Participating organizations include UN CyberSchoolbus, ePALS.com, Global Schoolnet, iEARN, NetAid Worldwise Schools, People to People, Schools Online, Sister Cities, and the US Fund for UNICEF (this site has links to all of these other sites). This Consortium seeks to be inclusive in order to provide as complete information as possible on quality interaction among students worldwide. For information on how additional organizations can be involved in the Consortium, contact us.

Exchange Program Participant who traveled to the United States (Russia

1. What are some commonly held stereotypes that Americans have about Russians?

2. What did Americans learn about Russians and Russia thanks to your visit?

3.What did you learn about Americans during your visit?

4. How do Russians perceive themselves?

In addition to the links below, please explore the Project Harmony Forum site above in the 'Background: Something for Everyone' section of this Web Quest. There you will find a list of cultural stereotypes about Russians and Americans, compiled by Professor. Olga Leontovich in Volgograd, Russia (from her research on the topic). In your journal, give your reaction to this information.

• Russian, U.S. students break down stereotypes (article) - Article (2001) on 'Russian, U.S. students break down stereotypes and promote social entrepreneurship at 'Democratic Partners' leadership conference'. First hand impressions on what Russian and American students learned about each other through an exchange program.
• Who are those Russians? Russians talk about Russians - Quotes from Russian young people about Russians and Russian culture, from a university in Samara, Russia. This site is no longer on the web, but its contents can be found at this link, by doing a Google search 'Who are those Russians' and then choosing the 'cached' option to the right of the URL. Don't forget the '' in your search. Covers topics of hospitality, education, attitudes toward work, and more.
• Way to Russia.net : An Introduction to Russia - A description of 'national traits' of Russians that has been criticized by some readers as being inaccurate and promoting stereotypes. The intended audience is those interested in Russia and/or traveling there. Take a look and send your comments in the 'What Do You Think' box.
• Russian Exchange Students Observe Presidents Bush and Putin in Action During Crawford Summit - Description of the Future Leaders Exchange program (FLEX) and the profiles of 7 Russian students who traveled to the United States for an exchange program. This site illustrates the goal of the FLEX program: to enable the students to learn about American society and values so that they may assist in the transformation of their countries when they return home. The program provides a mutual exchange experience as visiting students also inform Americans about their cultures and perspectives. There are over 10,000 alumni of the FLEX program, many of whom are active in alumni associations.
• Russian exchange student adapting to U.S. culture - An Archangelsk (Russia) student reflects on her experiences as a one-year exchange student in Kansas.
• Graduation for Russian exchange student means saying goodbye to friends - Impressions of a high school exchange student from Stary Oskol, a small town outside of Moscow, to the Ahwatukee Foothills, just outside Phoenix, Arizona.

Exchange Program Participant who traveled to Russia (U.S. citizen)

Use the Internet information linked below to answer these questions specifically related to Exchange Program Participant who traveled to Russia (U.S. citizen):

1. What are some commonly held stereotypes that Russians have about Americans?

2. What did Russians learn about Americans and the United States thanks to your visit?

3. What did you learn about Russians during your visit?

4.How do Americans perceive themselves?

In addition to the links below, please explore the Project Harmony Forum site above in the 'Background: Something for Everyone' section of this Web Quest. There you will find a list of cultural stereotypes about Russians and Americans, compiled by Professor. Olga Leontovich in Volgograd, Russia (from her research on the topic). In your journal, write a reaction to this information.

• Russians Views about Russians - Written by students at a university in Samara, Russia, based on their exchange experiences with Americans.
• Who Are Those Americans? - Excerpts from a textbook giving a perspective on Americans and American (United States) culture, posted by students from a university in Samara, Russia. This site is no longer on the web, but its contents can be found at this link, by doing a Google search 'Who are those Americans' and then choosing the 'cached' option to the right of the URL. Don't forget the '' in your search. Covers topics of American values and ethnics.
• Russian People — The Best Way to Learn What Russia is Like! - Over a dozen interviews with Russians from various parts of the country, talking about Russians and life in Russia. You can ask a question here and wait for a response. The interviews address a number of questions (and answers are given by the interviewee).
• Russian-American Educational Exchange - A selection of Russian teachers and students from Yaroslav who are looking for partners for a virtual, Internet-based exchange.
• On Location: Rostov Russia (Exchange Program Reflections) - Some reflections by American graduate students (journalism majors) visiting Russia (Rostov) as exchange program participants-- from New York University & Ithaca College, together with faculty from Rostov State University. The program was funded by U.S. Department of State. Click on Recent Entries on the sidebar to the right and read some first-hand cultural reflections of these participant.

Phase 3 - Debating, Discussing, and Reaching Consensus

You have all learned about a different part of Stomp Out Stereotypes!. Now group members come back to the larger WebQuest team with expertise gained by searching from one perspective. You must all now answer the Task / Quest(ion) as a group. Each of you will bring a certain viewpoint to the answer: some of you will agree and others disagree. Use information, pictures, movies, facts, opinions, etc. from the Webpages you explored to convince your teammates that your viewpoint is important and should be part of your team's answer to the Task / Quest(ion). In the spirit of consensus, your WebQuest team should write out an answer that everyone on the team can live with. Be sure to consult your journals when completing this task.

Phase 4 - Real World Feedback

You and your teammates have learned a lot by dividing up into different roles. Now's the time to put your learning into a letter you'll send out for real world feedback. Reviewing your journals, with notes you have taken during your Web meandersing, together you will write a letter that contains opinions, information, and perspectives that you've gained. Here's the process:

1. Begin your letter with a statement of who you are and why you are writing your message to this particular person or organization.

2. Give background information that shows you understand the topic.

STATE THE TASK / QUEST(ION) AND YOUR GROUP'S ANSWER.

3. Each person in your group should write a paragraph that gives two good reasons supporting the group's opinion. Make sure to be specific in both the information (like where you got it from on the Web) and the reasoning (why the information proves your group's point).

4. Have each person on the team proofread the message. Use correct letter format and make sure you have correctly addressed the email message. Use the link below to make contact. Send your message and make sure your teacher gets a copy.

Your Contact is: Bridget F. Gersten

Conclusion

So is an elephant smooth, rough, soft, or hard? Well, when you're blindfolded and only *looking* at one part, it's easy to come up with an answer that may not be completely right. It's the same for understanding a topic as broad or complex as Stomping Out Stereotypes!: when you only know part of the picture, you only know part of the picture. Now you all know a lot more. Nice work. You should be proud of yourselves! How can you use what you've learned to see beyond the black and white of a topic and into the grayer areas? What other parts of Stomping Out Stereotypes could still be explored? Remember, learning never stops.