A Class Divided Discussion Guide is a valuable resource for educators seeking to foster empathy, critical thinking, and a deeper understanding of social justice issues in their students. Using resources available at CONDUCT.EDU.VN, this guide will offer comprehensive lesson plans and activities that leverage Jane Elliott’s powerful “Blue Eyes/Brown Eyes” exercise. The guide promotes diversity and inclusion, creating a transformative learning experience.
1. Understanding the “A Class Divided” Documentary
1.1. Overview of the Documentary
“A Class Divided” is a documentary that chronicles Jane Elliott’s “Blue Eyes/Brown Eyes” exercise, a social experiment designed to teach her third-grade students about discrimination. Following the assassination of Martin Luther King Jr. in 1968, Elliott wanted to help her students understand the concept of prejudice and its impact on individuals and society. She divided her class based on eye color, designating one group as superior and the other as inferior.
1.2. The Blue Eyes/Brown Eyes Exercise
On the first day, students with blue eyes were told they were smarter, cleaner, and better than those with brown eyes. They received privileges such as extra recess time, being first in line for lunch, and praise from Elliott. Brown-eyed students were labeled as lazy, stupid, and untrustworthy. Their performance suffered, and they experienced firsthand the effects of discrimination. The next day, the roles were reversed, and the brown-eyed students became the superior group. This role reversal provided a powerful lesson in empathy and understanding.
1.3. Impact on Students
The exercise had a profound impact on Elliott’s students. Those in the inferior group experienced feelings of helplessness, anger, and frustration. Their academic performance declined, and they internalized the negative labels assigned to them. Conversely, the superior group became arrogant and domineering. The exercise demonstrated how easily prejudice can affect behavior and self-perception. Many students later reflected on the lasting impact of the exercise, noting that it helped them develop a lifelong commitment to fighting discrimination.
2. Pre-Viewing Preparation
2.1. Setting the Stage for Discussion
Before showing “A Class Divided,” it’s crucial to prepare your students for the sensitive and challenging content they are about to see. Create a safe and open classroom environment where students feel comfortable sharing their thoughts and feelings. Explain that the documentary explores themes of discrimination, prejudice, and privilege, and that these topics can be emotionally charged.
2.2. Introductory Activities
Begin with introductory activities that explore students’ understanding of prejudice and discrimination. Ask them to define these terms and provide examples of how they manifest in society. Discuss the importance of empathy and understanding different perspectives. Consider using personal anecdotes or current events to illustrate these concepts.
2.3. Essential Questions to Consider Before Viewing
Pose essential questions that encourage students to think critically about the themes of the documentary. These questions can guide their viewing and provide a framework for post-viewing discussions.
- What is prejudice, and how does it affect individuals and society?
- What are some examples of discrimination that you have witnessed or experienced?
- How does power and privilege influence our perceptions and behaviors?
- Why is it important to understand different perspectives and experiences?
3. Viewing the Documentary
3.1. Active Viewing Strategies
Encourage students to engage actively with the documentary while they are watching. Provide them with a viewing guide that includes key questions and prompts for reflection. Ask them to take notes on scenes or moments that resonate with them and to consider how the exercise affects the students in the film.
3.2. Note-Taking and Reflection Prompts
Use specific note-taking and reflection prompts to help students focus on the most important aspects of the documentary.
- Identify instances of prejudice and discrimination in the film.
- Describe the emotions and behaviors of the students in the superior and inferior groups.
- Analyze how Jane Elliott’s actions contribute to the dynamic of the exercise.
- Reflect on how the exercise relates to your own experiences and understanding of prejudice.
3.3. Key Scenes and Moments to Highlight
Highlight key scenes and moments in the documentary that are particularly relevant to the themes of prejudice and discrimination. These scenes can serve as starting points for discussion and analysis.
- The initial division of the class based on eye color.
- The assignment of positive and negative traits to each group.
- The changes in behavior and performance of the students in the inferior group.
- The role reversal and its impact on the students.
- The reflections of the students years later on the lasting impact of the exercise.
4. Post-Viewing Lesson Plans
4.1. First Reactions: Immediate Responses and Reflections
Immediately following the viewing, give students an opportunity to share their initial reactions and reflections. This can be done through a journal free-write or a class discussion. Encourage them to express their thoughts and feelings about the documentary and to consider the questions posed before viewing.
- What did you learn from the documentary?
- What scenes or moments do you think you will still remember a month from now and why?
- Did any part of the film surprise you?
- Do you think someone of a different race, ethnicity, or religion would also find it surprising?
4.2. Exploring Privilege: Understanding Unearned Advantages
4.2.1. Defining Privilege
Privilege refers to the unearned advantages and benefits that are conferred upon individuals based on their membership in certain social groups. These advantages are often invisible to those who possess them, making it difficult to recognize their impact. Understanding privilege is essential for promoting social justice and creating a more equitable society.
4.2.2. Peggy McIntosh’s “Unpacking the Invisible Knapsack”
Assign students to read Peggy McIntosh’s classic article “Unpacking the Invisible Knapsack,” available at http://www.departments.bucknell.edu/res_colleges/socjust/Readings/McIntosh.html. In this article, McIntosh identifies a list of privileges that she, as a white woman, experiences on a daily basis. Have students use the checklist as a self-reflection tool, asking “Can you count on this?” A “yes” answer scores 1 point. For a “no,” subtract 1 point. Score nothing for “does not apply to me.” The higher the score, the greater the degree of privilege one has in the context of living in the United States today.
4.2.3. Discussion Questions on Privilege
Facilitate a discussion about McIntosh’s article and the concept of privilege.
- Were you surprised by your score on the checklist, or did it confirm what you already knew?
- Why is privilege normally invisible, and what does it feel like to make it visible?
- If you have an integrated class, was the exercise different for white students than for students of color?
- For black students than for Asian, Indian, Latino/a students, or other students of color?
- How does McIntosh’s argument that the word “privilege” is misleading?
- How are they connected? How are they different?
4.3. Meritocracy: Examining the Myth of Equal Opportunity
4.3.1. Defining Meritocracy
Meritocracy is the belief that success and achievement are based solely on individual merit, such as talent, hard work, and intelligence. In a meritocratic society, everyone has an equal opportunity to succeed, and social mobility is determined by individual effort.
4.3.2. Challenging the Notion of Meritocracy
Challenge the notion of meritocracy by asking students to evaluate it in light of the testing results they see in the film, where third-graders perform better on a phonics task when they are in the group labeled superior than when those same students are in the group designated as inferior. Have them compare and contrast the quote below with the mythical rags-to-riches heroes of Horatio Alger’s novels, whose perseverance, hard work, and integrity were always rewarded with financial success.
“An understanding of racism as a system of advantage presents a serious challenge to the notion of the United States as a just society where rewards are based solely on one’s merits.” Beverly Daniel Tatum, Harvard Educational Review (Spring 1992, p. 6)
4.3.3. Historical Examples of Systemic Discrimination
Review historical instances in which groups of Americans have been prevented from achieving Horatio Alger-style success (e.g., forcible removal of Indians onto reservations, slavery, internment of Japanese-Americans during World War II, red-lining neighborhoods to keep out Jews or people of color, etc.). Ask students to think of examples in their own school or community.
4.4. Language: Uncovering Hidden Biases in Everyday Speech
4.4.1. Cultural Racism in Language
Share with students the following quote:
“Cultural racism is racism that is so much a part of the mainstream culture that it looks ‘normal.’ It outlives any single individual and pervades the thinking, speech, and actions of whole groups of people. In the English language, for example, many of our positive definitions and connotations of the word white and negative connotations of the word black reinforce notions of white superiority and black inferiority.” Source: Burgest, 1973, cited in Frances Kendall, Diversity in the Classroom, 1996)
4.4.2. Brainstorming Activity
Divide students into small groups and assign them to test the author’s assertion by brainstorming a list of words and phrases that includes the words “black,” “dark,” “white,” and “light,” and then sorting the list into “positive,” “negative,” or “neutral” columns. Examples might include things like “blacklisted,” “black market,” or “white lie.”
4.4.3. Discussion on the Power of Language
Ask students to discuss the power of language and the choice of words and whether or not they think that continuing to use things on their “negative” list is racist.
4.5. Taking Action: Empowering Students to Combat Racism
4.5.1. Ten Things Every American Can Do
The final chapter of “One America in the 21st Century,” the 1998 report of President Bill Clinton’s Initiative on Race, chaired by John Hope Franklin, lists 10 things that every American should do to promote racial reconciliation. Review the list with your students. Add anything they think is missing.
4.5.2. Identifying Local Initiatives
Use the Internet, phone book, and/or community or campus diversity specialists to help students identify which actions are already being taken in their school or community and to facilitate students’ volunteering for organizations of interest to them. If time allows, you might want to invite guest speakers from relevant groups to describe what their group does.
4.5.3. Committing to Action
Ask each student to check off those things they think they could do and to commit to try at least one item in the list. At the end of the semester or after another appropriate period of time, ask students to report on what they did, how it felt, whether or not they think they were successful (and why), and whether they think the impact will be lasting (either on themselves or on others).
5. Internet and Other Resources
5.1. Recommended Websites and Articles
Provide students with a list of recommended websites and articles that offer additional information on prejudice, discrimination, and social justice.
- The Southern Poverty Law Center (www.splcenter.org)
- The Anti-Defamation League (www.adl.org)
- Teaching Tolerance (www.tolerance.org)
- “Unpacking the Invisible Knapsack” by Peggy McIntosh (http://www.departments.bucknell.edu/res_colleges/socjust/Readings/McIntosh.html)
5.2. Books and Films for Further Study
Suggest books and films that explore related themes and provide deeper insights into the complexities of prejudice and discrimination.
- The Hate U Give by Angie Thomas
- Just Mercy by Bryan Stevenson
- Eyes on the Prize (documentary series)
- 13th (documentary)
5.3. Community Organizations and Activist Groups
Connect students with community organizations and activist groups that are working to promote social justice and combat discrimination. Encourage them to volunteer their time and get involved in local initiatives.
6. Student Assignment Sheet
6.1. Definitions and Discussion Prompts
Provide students with a list of definitions and discussion prompts to guide their reflection and analysis of the documentary.
Definitions:
- Prejudice: A preconceived judgment or opinion, often based on limited information.
- Discrimination: Unfair treatment of individuals or groups based on characteristics such as race, ethnicity, gender, or religion.
- Privilege: Unearned advantages and benefits conferred upon individuals based on their membership in certain social groups.
- Stereotype: A widely held but fixed and oversimplified image or idea of a particular type of person or thing.
Discussion Prompts:
- How did the “Blue Eyes/Brown Eyes” exercise make you feel?
- What did you learn about the impact of discrimination from the documentary?
- How can we combat prejudice and discrimination in our own lives and communities?
- What steps can we take to promote social justice and equality?
6.2. Essay Topics and Research Questions
Assign essay topics and research questions that encourage students to explore the themes of the documentary in greater depth.
- Analyze the effectiveness of the “Blue Eyes/Brown Eyes” exercise as a tool for teaching about discrimination.
- Research the history of discrimination against a particular group in the United States and discuss its lasting impact.
- Explore the role of media in perpetuating stereotypes and prejudice.
- Examine the relationship between privilege and social inequality.
6.3. Group Projects and Presentations
Encourage students to work together on group projects and presentations that address the themes of the documentary. This can include creating presentations, writing plays, or designing campaigns to promote social justice.
7. Addressing Challenges and Concerns
7.1. Dealing with Sensitive Topics
When discussing sensitive topics such as prejudice and discrimination, it is important to create a safe and supportive classroom environment. Establish ground rules for respectful communication and encourage students to listen to each other’s perspectives. Be prepared to address difficult questions and to provide accurate information.
7.2. Managing Emotional Responses
The documentary may evoke strong emotional responses from students. Be prepared to manage these emotions and to provide support for students who are struggling. Encourage them to express their feelings in a healthy way and to seek help if needed.
7.3. Promoting Respectful Dialogue
Promote respectful dialogue by encouraging students to listen to each other’s perspectives and to avoid making assumptions or generalizations. Remind them that it is okay to disagree, but that they should always treat each other with respect.
8. Adapting the Lesson for Different Age Groups
8.1. Elementary School
For elementary school students, focus on the basic concepts of fairness, empathy, and respect. Use age-appropriate language and activities to help them understand the importance of treating everyone with kindness and compassion.
8.2. Middle School
For middle school students, explore the themes of prejudice and discrimination in greater depth. Discuss the historical and social context of these issues and encourage them to think critically about their own beliefs and attitudes.
8.3. High School and College
For high school and college students, engage in more complex discussions about privilege, power, and social justice. Encourage them to research these topics and to develop their own perspectives.
9. Evaluating Student Learning
9.1. Assessing Understanding of Key Concepts
Assess students’ understanding of key concepts such as prejudice, discrimination, and privilege through quizzes, essays, and class discussions.
9.2. Evaluating Critical Thinking Skills
Evaluate students’ critical thinking skills by assessing their ability to analyze information, identify bias, and develop their own perspectives.
9.3. Measuring Personal Growth and Reflection
Measure students’ personal growth and reflection by asking them to write journals or reflections on their learning experiences. Encourage them to share their insights and to discuss how the documentary has affected their understanding of prejudice and discrimination.
10. Enhancing the Curriculum with Technology
10.1. Online Resources and Interactive Tools
Utilize online resources and interactive tools to enhance the curriculum and engage students in new ways. This can include virtual field trips, online simulations, and interactive discussions.
10.2. Multimedia Presentations and Video Projects
Encourage students to create multimedia presentations and video projects that explore the themes of the documentary. This can help them develop their creativity and communication skills.
10.3. Social Media and Online Discussions
Use social media and online discussions to extend the learning experience beyond the classroom. Encourage students to share their thoughts and ideas with others and to engage in respectful dialogue.
11. Connecting with the Community
11.1. Inviting Guest Speakers
Invite guest speakers from local organizations and activist groups to share their experiences and insights with students. This can provide them with a deeper understanding of the challenges and opportunities related to social justice.
11.2. Organizing Community Service Projects
Organize community service projects that allow students to put their learning into action. This can include volunteering at local shelters, tutoring underprivileged students, or participating in social justice campaigns.
11.3. Partnering with Local Organizations
Partner with local organizations to provide students with opportunities to learn about and engage with social justice issues. This can include internships, mentorships, and collaborative projects.
12. Fostering Long-Term Impact
12.1. Encouraging Continued Reflection and Action
Encourage students to continue reflecting on their learning experiences and to take action to promote social justice in their own lives and communities.
12.2. Creating a Culture of Inclusion and Respect
Create a culture of inclusion and respect in the classroom and school community. This can help to foster a sense of belonging and to promote positive relationships among students.
12.3. Empowering Students to Be Agents of Change
Empower students to be agents of change by providing them with the knowledge, skills, and resources they need to make a difference in the world. This can help them to become leaders and advocates for social justice.
13. Additional Activities and Extensions
13.1. Role-Playing Exercises
Conduct role-playing exercises where students take on the roles of different individuals and groups and explore the challenges and opportunities they face.
13.2. Debates and Discussions
Organize debates and discussions on controversial topics related to prejudice and discrimination. This can help students develop their critical thinking and communication skills.
13.3. Creative Writing and Art Projects
Encourage students to express their thoughts and feelings through creative writing and art projects. This can provide them with a safe and expressive outlet for their emotions.
14. Addressing Common Misconceptions
14.1. Debunking Myths about Prejudice and Discrimination
Debunk common myths about prejudice and discrimination by providing students with accurate information and evidence-based research.
14.2. Clarifying Misunderstandings about Privilege
Clarify misunderstandings about privilege by explaining that it does not mean that individuals have not worked hard or faced challenges, but rather that they have benefited from unearned advantages.
14.3. Promoting Accurate and Informed Perspectives
Promote accurate and informed perspectives by encouraging students to seek out diverse sources of information and to engage in respectful dialogue.
15. Legal and Ethical Considerations
15.1. Understanding Anti-Discrimination Laws
Ensure that students understand anti-discrimination laws and their rights and responsibilities under the law.
15.2. Promoting Ethical Conduct and Respectful Behavior
Promote ethical conduct and respectful behavior by establishing clear expectations and consequences for violations.
15.3. Addressing Issues of Bias and Fairness
Address issues of bias and fairness by implementing policies and practices that promote equity and inclusion.
16. Resources for Educators
16.1. Professional Development Opportunities
Provide educators with professional development opportunities to enhance their knowledge and skills related to social justice education.
16.2. Curriculum Guides and Lesson Plans
Offer curriculum guides and lesson plans that provide educators with ready-to-use resources for teaching about prejudice, discrimination, and privilege.
16.3. Support Networks and Mentorship Programs
Create support networks and mentorship programs that provide educators with opportunities to connect with and learn from their peers.
17. Conclusion: The Ongoing Journey Towards Empathy
17.1. Reinforcing the Importance of Empathy
Reinforce the importance of empathy in creating a more just and equitable society.
17.2. Encouraging Lifelong Learning and Growth
Encourage lifelong learning and growth by providing students with the knowledge, skills, and resources they need to continue their journey towards empathy.
17.3. Inspiring Future Generations to Fight for Social Justice
Inspire future generations to fight for social justice by empowering them to be agents of change and advocates for equality.
By using this comprehensive a class divided discussion guide, educators can effectively facilitate meaningful conversations, promote critical thinking, and inspire students to become empathetic and engaged citizens. Visit CONDUCT.EDU.VN, located at 100 Ethics Plaza, Guideline City, CA 90210, United States, or contact us via Whatsapp at +1 (707) 555-1234, for more resources and support.
18. FAQ: Frequently Asked Questions About Rules of Conduct
18.1. What is a rule of conduct?
A rule of conduct is a principle or guideline that governs behavior within a specific context, such as a workplace, school, or community. These rules aim to promote ethical behavior, maintain order, and ensure fairness among individuals. They help establish a standard of behavior that everyone is expected to follow.
18.2. Why are rules of conduct important?
Rules of conduct are crucial because they set clear expectations for behavior, promote a safe and respectful environment, and prevent misconduct. They help maintain a sense of order and fairness, ensuring that everyone is treated equitably. Additionally, they protect the rights and well-being of individuals within the community or organization.
18.3. How are rules of conduct developed?
Rules of conduct are typically developed through a collaborative process involving stakeholders such as management, employees, and legal experts. The process often includes identifying key ethical principles, reviewing existing policies, and gathering feedback from relevant parties. The goal is to create a set of rules that are clear, comprehensive, and reflective of the organization’s values and culture.
18.4. What are some common examples of rules of conduct in the workplace?
Common examples of rules of conduct in the workplace include policies against discrimination and harassment, guidelines for maintaining confidentiality, rules for using company resources, and standards for professional behavior. These rules are designed to create a respectful, productive, and ethical work environment.
18.5. What happens if someone violates a rule of conduct?
Violations of rules of conduct can result in disciplinary action, ranging from warnings and counseling to suspension or termination of employment. The specific consequences depend on the severity of the violation, the organization’s policies, and applicable laws. In some cases, violations may also lead to legal action or reputational damage.
18.6. How can organizations ensure that employees understand and follow the rules of conduct?
Organizations can ensure compliance by providing comprehensive training programs, regularly communicating the rules of conduct, and establishing clear reporting mechanisms for violations. It’s also important to foster a culture of ethics and accountability, where employees feel empowered to speak up and address misconduct.
18.7. Can rules of conduct be changed or updated?
Yes, rules of conduct should be regularly reviewed and updated to reflect changes in laws, industry standards, and organizational values. The review process should involve input from stakeholders and consider any emerging ethical issues. Updated rules should be clearly communicated to all employees.
18.8. Are rules of conduct different for different industries?
Yes, rules of conduct can vary significantly across industries, depending on the specific ethical and legal challenges they face. For example, the financial industry may have stricter rules regarding conflicts of interest and insider trading, while the healthcare industry may have more stringent regulations regarding patient confidentiality and informed consent.
18.9. How do rules of conduct relate to ethics and compliance?
Rules of conduct are a key component of an organization’s ethics and compliance program. They provide a framework for ethical decision-making and help ensure compliance with laws and regulations. A strong ethics and compliance program can help organizations mitigate risks, protect their reputation, and foster a culture of integrity.
18.10. Where can I find more information about rules of conduct?
You can find more information about rules of conduct at CONDUCT.EDU.VN, which offers resources, guidelines, and best practices for establishing and maintaining effective ethics and compliance programs. Additionally, you can consult with legal experts, industry associations, and professional organizations for specific guidance related to your industry or organization.
Ready to delve deeper into the world of ethical conduct and social justice?
Visit CONDUCT.EDU.VN today for a wealth of resources, insightful articles, and practical guidelines to help you navigate the complexities of ethical behavior in various settings.
Our comprehensive platform provides in-depth information, step-by-step guidance, and real-world examples to empower you to make informed decisions and foster a culture of integrity. Don’t let uncertainty hold you back—explore conduct.edu.vn and unlock the knowledge you need to excel.
Contact us at 100 Ethics Plaza, Guideline City, CA 90210, United States, or via Whatsapp at +1 (707) 555-1234. Let us help you build a more ethical and responsible world, starting with yourself.
