Stereotype Threat Definition
Steele (2010) reports that stereotype threat affects many types of identity groups across multiple performance areas:
The effect has been observed in women, African Americans, white males, Latino Americans, third-grade American school girls, Asian-American students, European males aspiring to be clinical psychologists (under the threat of negative stereotypes about men’s ability to understand feelings), French college students, German grade school girls, U.S. soldiers on army bases in Italy, women business school students, white and black athletes, older Americans, and so on. It has been shown to affect many performances: math, verbal, analytic, and IQ test performance, golf putting, reaction time performance, language usage aggressiveness in negotiations, memory performance, the height of athletic jumping, and so on (pp. 97–98).
Define stereotype threat. Use the Steele (2010) text and summarize one group’s experience with stereotype threat. (For example, African-Americans, whites, Asians, women, older persons, or lower socioeconomic class.)

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Steele (2010) reports that stereotype threat affect appeared first on homework handlers.

First you have to finish assignment 1. On Basis of Assignment 1 , Assignment 2 would be completed. 
Match your answer with grading rubric. 
Assignment 1  
Wax Museum/Student Expectation Outline
Content-based classroom events can be a fun way to engage students and involve families in their children’s education. Planning for such an event in your classroom is a big task and takes time and preparation. Preparing for assignments and events requires attention to detail, realistic and specific expectations, and practice.
Part 1: Outline
Select a grade level 5-8 and outline a lesson that integrates social studies and the arts, and turns the classroom into a wax museum as an instructional activity. The outline given to the students should provide the rationale for the assignment, explain the requirements to successfully complete the assignment, and describe how to present the wax museum to peers and families.
Include the following in the outline for the wax museum activity:
1. A state social studies standard and an arts standard.
2. Learning objectives
3. Description of how and where the wax museum will be presented, including how it successfully integrates two visual arts components (art, music, dance, drama).
4. Expectations for the student that explain the requirements, i.e., select a historical figure that has had an influence locally or globally.
5. How students will present selected figure visually and physically.
6. Guidelines for students on using technology to find and use information resources as preparation for the wax museum presentation.
7. The technological tools you would use to share this event with the school, families, and the community.
Part 2: Reflection
In 250-500 words, summarize and reflect on how the wax museum outline could be successfully integrated into a future classroom. How does this assignment expand verbal communication techniques, including inquiry, collaboration, and student interaction?
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Assignment 2
Creating formative and summative assessments for your assignments is an essential part of guiding instruction for learning. Not only are assessments ensuring that learning is taking place, they are checking for mastery of skills taught.
In Topic 4, you created a wax museum project for your students. In order to modify, strengthen, and adjust instruction as students are creating the wax museum project, research and decide how you will formatively assess students. Additionally, create a summative assessment for the students.
Part 1: Assessment Plan
For this assignment, you will create an assessment plan describing how you will conduct formative assessments while students are creating the project, along with a summative assessment.
Your assessment plan should include:
· The social studies content standards, the arts standards, and the lesson objectives from the original lesson that the assessment plan will align to and measure.
· Four specific examples of formative assessments you will implement.
· Description of a summative assessment.
· Rubric for the summative assessment.
· Your plan to provide effective, descriptive feedback in a timely manner to students following the assessments.
· Specific ways you will accommodate for students with disabilities and language barriers.
Part 2: Reflection
Write a 250-500 word reflection describing your assessment plan. In the summary address:
· How the ethical use of various assessments and data guides you to identify students’ strengths and needs to promote growth.
· How your assessments will support continuous progress in teaching and learning and demonstrate gains in skills and knowledge.
· How your assessments, both formative and summative, can be differentiated to meet the needs of various students.
Submit your assessment plan with your reflection as one deliverable.  
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

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