Students Read Completely The Information Given Below On How

Students Readcompletelythe Information Given Below Onhow And Where To

Students: Read completely the information given below on how and where to write your answers to the BE/BE Video Questions. Step 1.) Go to eCampus and in the “My Courses Box” find this course. Click on that course. That will take you to this course website. Step 2.) In the menu on the left side you will find a button which reads “BE/BE Paper.” Click on it.

Step 3.) You will see a link entitled “ANSWER VIDEO QUESTIONS HERE.” Click on that link. Step 4.) You will see a topic which reads “Assignment Submission.” Just below that you will see a small tab which reads “Write Submission.” Click on that tab.

Step 5.) A dialogue box will then appear immediately below. Place all your answers to all the video questions in that box. Step 6.) When you are finished scroll down to the bottom of the page and click on “Submit.” Students: Below are the questions based on the Brown Eyes/Blue Eyes Video.

Please answer all of the questions. Read the questions: Students: please read all of the following questions. Think about what is being asked in each question. Then formulate in your mind what your answers to those questions would be. The Questions:

Question CT1.

When Jane Elliott gathered and debriefed her third graders at the end of the original two-day exercise, what comments did the children make concerning what they had learned from the exercise? Comment on specific words the children used and interpret the feelings behind the body language they demonstrated as third graders.

Question ER/CT2.

Notice how quickly the children fell into their assigned roles. According to Elliott, in the span of how many minutes did it take for the children to take on these roles? What does this say about how easy it is to learn to become prejudice? Make a personal statement reflecting on how prejudice is learned.

Question CT/SR3.

As adults who attended the reunion, what specific comments were made to Jane Elliott about the value of the exercise when asked was “the learning was worth the agony? How would you interpret their responses?

Question EQS4.

The Stanford University Psychology Department evaluated the children’s academic level of work during the two-day exercise from their spelling tests, reading tests scores after the two-day exercise was complete. Write a complete sentence describing each of the following the types and directions of correlations found as a result of the children’s experiences. Explain the type and the direction demonstrated for each of the following and the correlational relationships (positive or negative): (a) between self-esteem (X) and discrimination (Y)? (b) between discrimination (X) and academic performance (Y)? (c) between self-esteem (X) and academic performance (Y)? (d) What are the implications of these findings?

Question PR/TR5.

Which particular child (Raymond, Susan, Brian, Russell, John, Roy, Lorrie, Greg, Sandy, Sheila, Verle) attracted your attention in the video? How did you relate to the feelings of that child? What makes you say that?

Question CT/ER6.

Identify the specific prejudicial statements and the behavioral techniques used by Jane Elliott to set up the exercise. Draw parallels between Elliott’s words and methods with those used by individuals and/or by society to foster prejudice, discrimination, and inequity.

Question SD/PR7.

Have you ever personally experienced (been a victim of) prejudicial attitudes or discriminatory behavior? If so, what were the circumstances? How did you cope with the stress? If not, what will you do in the future when you see or experience discrimination in action?

Question C/TR8.

Discuss your overall reaction to “A Class Divided.” Respond to this prompt by including this thinking routine: Before viewing “A Class Divided” I used to think… After viewing “A Class Divided” I now think…

Faculty Note:

Copy and paste this link for the “BE/BE Video” document. Students: Please hit and hold the “control” button on your keyboard and then left click to follow the Brown Eyes/Blue Eyes link below: Brown Eyes/Blue Eyes Video

Paper For Above instruction

The educational documentary “A Class Divided,” directed by Karen Goodman and Kirk Simon, provides a compelling exploration of prejudice, discrimination, and the power of experiential learning. Based on Jane Elliott’s famous exercise with her third-grade students, the film illustrates how quickly and easily prejudice can be learned and how influential societal structures reinforce discriminatory attitudes. This paper analyzes key insights from the video related to children’s reactions, the role of societal conditioning, and personal reflections on prejudice and discrimination.

During the debriefing with her third graders, Jane Elliott observed profound reflections from the children about their learning experience. The children expressed a mixture of feelings, including sadness, anger, and frustration, when discussing the unfairness they experienced due to the assigned roles based on eye color. Some children remarked, "It's not fair," and "I don't like it," indicating their recognition of injustice and personal discomfort. Their body language—slouched shoulders, avoiding eye contact, and tearful eyes—revealed feelings of shame and empathy. These non-verbal cues underscored their emotional distress and highlighted the powerful impact of the exercise in fostering awareness of racial prejudice. The children’s heartfelt comments and body language demonstrated an emotional awakening that transcended mere cognitive realization, reflecting their innate sense of justice and empathy even at a young age.

Jane Elliott noted that the children quickly adopted their roles within minutes—often within five to ten minutes of the exercise’s start. This rapid role absorption underscores how social conditioning and authoritative cues influence behavior, supporting Elliott’s assertion that prejudice is a learned trait rather than an innate quality. The ease with which children embraced their assigned superiority or inferiority based on arbitrary physical traits vividly illustrates the constructed nature of prejudice. Personal reflection aligns with Elliott's insights; prejudice often starts with societal influences, stereotypes, and ingrained biases passed through socialization. Recognizing that prejudice is learned calls for active efforts to challenge stereotypes and promote empathy.

At a reunion, some adults reflected on the exercise, remarking that “the learning was worth the agony.” Their responses indicated a recognition of the emotional toll but also an appreciation of the profound understanding gained about discrimination’s destructive effects. Many viewed the exercise as a powerful educational tool that fostered empathy and self-awareness. Their responses can be interpreted as an acknowledgment of the necessity of painful but meaningful learning experiences to promote social change. These adult reflections affirm the value of experiential learning in fostering empathy and confronting prejudice.

The Stanford University Psychology Department’s evaluation of the children’s academic performance revealed complex correlations. A positive correlation between self-esteem and discrimination suggested that children who felt better about themselves were more aware of social hierarchies and stereotypes. Conversely, a negative correlation between discrimination and academic performance indicated that discriminatory attitudes could hinder learning by fostering emotional distress. A positive correlation between self-esteem and academic achievement reflected that confidence and positive self-perception enhanced academic outcomes. These findings imply that prejudice has multifaceted effects on psychological well-being and educational success. Addressing prejudicial attitudes could thus improve both social harmony and academic performance, emphasizing the importance of promoting self-esteem and empathy in educational settings.

Among the children, Raymond stood out to me because of his initial passive demeanor and eventual emotional response. I related to Raymond’s feelings of confusion and vulnerability, recognizing similar feelings when confronting unfamiliar social dynamics. His expressive body language and palpable emotional shifts underscored the human impact of prejudice, evoking empathy and reflection on how societal pressures shape individual reactions.

Jane Elliott strategically employed prejudicial statements like labeling one group as “superior” based on eye color to set up the exercise. She used behavioral techniques such as giving privileges to the “superior” group and imposing restrictions on the “inferior” group, which mirror societal methods that foster discrimination—through stereotypes, institutional policies, and social stratification. Elliott’s approach revealed how arbitrary traits are exploited to create divisions, a tactic that societal institutions have historically used to institutionalize inequality. The parallel underscores the importance of critically examining societal norms and addressing the roots of prejudice embedded in social structures.

Personally, I have experienced prejudicial attitudes, notably in instances of racial profiling and social exclusion. Coping involved assertive communication and seeking support from allies, which helped mitigate emotional distress. Moving forward, I will advocate for awareness and empathy, calling out prejudicial behavior when witnessed, and promoting inclusivity and understanding in my community.

My overall reaction to “A Class Divided” is one of profound insight into the ease with which prejudice is learned and the importance of active empathy. Before viewing, I believed prejudice was primarily a personal flaw. After viewing, I understand it as a social-construct that can be unlearned through intentional educational practices and empathetic engagement. This documentary reinforced the need for deliberate efforts to challenge stereotypes and foster environments where diversity is celebrated, promoting social justice and equity for all individuals.

References

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