Simulated Discrimination in Prejudice and Privilege
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Simulated Discrimination in Prejudice and Privilege
A Class Divided: The 1970’s Class that Experienced Simulated Discrimination in Prejudice and Privilege
A Class Divided: Public School Kids Experience Simulated Lesson in Segregation and Privilege
Teacher’s Note
A Class Divided is an encore presentation of the classic documentary on third-grade teacher Jane Elliott’s “blue eyes/brown eyes” exercise, originally conducted in the days following the assassination of Rev. Martin Luther King Jr. in 1968. This guide is designed to help you use the film to engage students in reflection and dialogue about the historical role of racism in the United States, as well as the role of prejudice and stereotyping in students’ lives today.
Because the film deals with racism and prejudice, it may raise deep emotions for both you. Some students may be confronted with privilege for the first time while others may see an affirmation of a lifetime of discrimination. As you see in the film, frustration, anger, and pain are not uncommon responses to being confronted with bias and inequity.
Issue Definition and Topic Background
Racism
Some people argue that racism is primarily a belief or attitude and that anyone who unfairly judges another based on race is racist. Others argue that racism is about action and systemic discrimination, so only those with the power to act, and not those who are the targets of discrimination, can be racist. Which argument do you find convincing and why? Is there a difference between racism and prejudice? If so, what is the difference?
Consider the following definitions. What are the differences between them? How do they compare with the dictionary definition of “racism”? How might some people benefit and others be hurt from the use of one definition over another?
“Racism couples the false assumption that race determines psychological and cultural traits with the belief that one race is superior to another.” –A World of Difference project of the Anti-Defamation League of B’nai Brith
“Racism is any attitude, action, or institutional structure which subordinates a person or group because of skin color.” –U.S. Commission on Civil Rights, 1970
“We define racism as an institutionalized system of economic, political, social, and cultural relations that ensures that one racial group has and maintains power and privilege over all others in all aspects of life. Individual participation in racism occurs when the objective outcome of behavior reinforces these relations, regardless of the subjective intent.” –Carol Brunson Phillips and Louise Derman-Sparks in Teaching/Learning Anti-Racism: A Developmental Approach, (Teachers College Press, 1997)
Privilege
One of the goals of the civil rights movement was to ensure equal opportunity for every U.S. citizen, irrespective of race. When the civil rights movement began, the legal system did not grant the same rights to blacks and other minorities as it did to whites. Today, those laws have been changed, leading some to argue that the U.S. has achieved a level playing field for all. Is the field level? Is success based exclusively on merit and luck, or is race-based “privilege” still a factor? How was affirmative action policy crafted to address issues of privilege? Has it been successful?
Consider the following definitions. What are the differences between them? How do they compare with the dictionary definition of “privilege”?
- “unearned power conferred systemically” (Source: Peggy McIntosh, 1995)
- white privilege(hwait ‘privilidz), social relation, [ad. L. privilegi-um a bill or law in favor of or against an individual.] 1. a. A right, advantage, or immunity granted to or enjoyed by the class of white persons beyond the common advantage of all others; an exemption in many particular cases from certain burdens or liabilities. b. In extended sense: A special advantage or benefit of white persons; with ideological reference to divine dispensations, natural advantages, gifts of fortune, genetic endowments, social relations, etc. 2. A privileged position; the possession of an advantage white persons enjoy over non-whites and white individuals enjoy over non-white individuals. 3. a. The special right or immunity attaching to white persons as a social relation; prerogative. b. display of white privilege, a social expression of a white person or persons demanding to be treated as a member or members of the socially privileged class. (Source: The Monkeyfist Collective (Links to an external site.) )
Thinking About It
Essential questions will guide your thinking. Questions and statements are designed to you to process the information from the documentary. These are not the prompt. You do not need to directly answer these questions. Use them to organize your thoughts and focus your attention toward key details to use in referencing examples and evidence to support your critical response.
- How do our beliefs about our response towards expectations of our government’s political response to social practices influencing the ways in we see and choose to interact with each other?
- What happens when one aspect of our identities is used to sort us into groups?
- How has our response to difference and what we do with a variation influence politics and American government?
- How does the aspect in our self-identity cause collective political effects on society’s expectation of government’s role?
- How does our identity affect how we see not only ourselves, how how see others, and the choices that we ultimately make.
- What is the relationship between self-determining identification and political preferences towards government decisions and actions
Teacher’s Note
Change your thinking to learn a broadened understanding of political perspective. There are always two interpretations of a word’s single definition. Webster’s sets a common standard with word definitions that make understanding more general and less exclusive. Diversity is a uniqueness that requires awareness of personal exclusivity. Limited understanding comes from limited perspective. A word that is clearly defined, is the most accepted word. Self-imposed limitations that have failed us to know both sides of a words meaning.
A word’s definition needs to be seen for both what it IS and what it IS NOT. Apply the both sides of a definition specifically to the words “decisions and actions” mentioned in the previous section.
Decisions and actions need to be defined with relation to what IS NOT if we want to broaden our perspective self-identify politics that shape government response….AND most importantly shape their non-response.
Learning Materials
Watch the entire movie in order to respond to the prompt
Prompts
Select one of the following prompts to write your reflective writing paper on
- What does Elliott’s classroom experiment suggest about what can happen when one aspect of our identities is valued more than all of the others?
- While eye color may not be related to power in our society, what are aspects of identity that give some people more power and privileges than others? Who determines which differences matter? Why do individuals and groups either go along or not go along with these decisions?
- How do beliefs about differences in our society shape the way we see ourselves and others? How do they shape the way others see us? How do beliefs about differences in our society shape the way we respond when we encounter an individual or group that is different from us?
Supplemental Links and Resources
- Show Me Your Identity: Identity politics may divide us. But ultimately, we can’t unite without it (Links to an external site.)
- Philosophy Talk commentary and discussion of Identity Politics
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!