Concept Set 14: Prejudice
Simplified Definition: unfair feelings of like or dislike which are harmful to others.
Dictionary Definition Examples:
prejudice \Prej"u*dice\, v. t. 1. To cause to have prejudice; to prepossess with opinions formed without due knowledge or examination; to bias the mind of, by hasty and incorrect notions; to give an unreasonable bent to, as to one side or the other of a cause; as, to prejudice a critic or a juryman.
Suffer not any beloved study to prejudice your mind so far as to despise all other learning. --I. Watts
2. To obstruct or injure by prejudices, or by previous bias of the mind; hence, generally, to hurt; to damage; to injure; to impair; as, to prejudice a good cause.
Seek how may prejudice the foe. --Shak
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Source: Webster's Revised Unabridged Dictionary, © 1996, 1998 MICRA, Inc. |
prejudice n 1: a partiality that prevents objective consideration of an issue or situation [syn: bias] 2: an opinion that is preconceived and (usually) unfavorable v 1: disadvantage by prejudice; in law 2: influence (somebody's) opinion in advance [syn: prepossess]
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Source: WordNet ® 1.6, © 1997 Princeton University |
Samples for teaching
Example of prejudice
Non-example of prejudice
Borderline example of prejudice
Lesson Plan
Grade: 7 Theme: Prejudice
Subject: Language Arts – White Jade Tiger (novel study)
Target Students:
General Characteristics:
Grade 7--14 girls,16 boys (30 students in total)
Specific Characteristics identified:
3 students have learning disabilities, 1 student has behavior problems and has been diagnosed with Attention Deficit Disorder, and 1 student has learning disabilities and behavior problems. For these students, assignments can be adapted or modified to their ability and extra assistance is necessary.
Goals of lesson:
Information gathering – students will use different sources to gather information which will develop and support their understanding of the concept.
Critical thinking – students will use critical thinking skills to create relationships between various pieces of information gathered and develop and model their understanding of the concept.
Personal and social values – through exploration of the concept and various readings and discussion, students will develop an affective understanding of the concept and progress towards the vision of the educated citizen.
Vision of Educated Citizen:
An educated citizen is one who is aware of the mistreatment of individuals or groups in the social structure. Someone who individually strives to better them self by making intelligent and thoughtful decisions and acts in consideration of others. As well as, someone who actively influences their social environment (and therefore society) by modeling positive behavior, and encouraging or assisting other to do the same.
IRP Learning Outcomes:
Identify viewpoints and opinions in literary and informational communications.
IRP Learning Outcomes Restated Lesson-specific:
To gain an understanding of prejudice by examining and interpreting various written works concerning the concept and produce written responses which reflect understanding.
Tools for Success:
Background knowledge: concept of prejudice
Critical thinking vocabulary: prejudice, bias, misconceptions, racism
Criteria for evaluation: clear and detailed communication of ideas and understanding; accurate interpretation of concept.
Habits of mind: gather and process information; synthesize ideas; evaluate information; communicate thoughts.
Thinking strategies: discussing ideas with a partner and class group; evaluating evidence; exploration of perspective and rationale.
Group competencies: share and communicate ideas and work; be polite and respectful, support classmates through positive behavior and encouragement; expand understandings by building on each other’s ideas.
Teacher Preparation: prepare examples, non-examples and borderline examples using concept set; make dictionaries available for reference; prepare material for web, diagram and map.
Introduction:
Opening comments referring to novel study of White Jade Tiger: The novel has important historical significance. It deals with the immigration of Chinese people to Victoria and surrounding areas. These immigrants were recruited as labors for the construction of the CPR. The railroad was a very important part of our countries development, especially here on the west coast. As such, Chinese immigrants contributed to an important part of Canadian history. Unfortunately, Chinese immigrants were not always valued in our society. These immigrants were often subject to prejudice and mistreatment.
What is prejudice? The root of the word is "pre judge". Brainstorm meaning of prejudice.
Recently, the local government has taken action to recognize the role of Chinese immigrants in our society.
Explain objective of lesson and expectations.
Body of Lesson:
Read front page news article:
"Back to D’Arcy: Victoria Mayor unveils a place marking a legacy of leprosy ". Victoria Times Colonist, Saturday, October 28, 2000, A1 and A2.
Pause reading between sections A1 and A2 for questioning.
Vocabulary: infamous legacy, small pox, quarantine, leprosy, expropriate.
Map: locate D’Arcy Island relative to Victoria. Why do you think this particular location was choosen?
Does this treatment sound fair? Could the people in Victoria have taken care of the sick Chinese men? Why do you think they did not? Why would they nearly abandon the sick on D’Arcy Island?
Read section A2. What are some generalizations we can make about the D’Arcy Island colony?
Give students background information on content of article.
Examine passages of White Jade Tiger and evaluate in terms of prejudice. Instructor will read passage, students will respond to questions to evaluate passages as example, non-examples and borderline examples. Class discussion will establish justification for label.
46-48 example.
51-52 borderline example
88-90 example
113 non-example
Activity: with a partner, create a front-page newspaper article relating to the topic of prejudice and based on the D’Arcy Island Colony. Write in 1880’s. Published by the Victoria Colonist (Hint: the Colonist was owned by an upper class, white male. What perspective would he support?)
Closing:
Student’s pairs given opportunity to share responses. Allow for comments or discussion.
Summarize lesson and concept. Add/change previous brainstorm activity.
Journal: using information gathered in lesson and ideas produced in news articles and displayed in brainstorm, write a detailed definition of prejudice.
Assessment:
Newspaper article: pairs will be evaluated on the following criteria: ideas are written clearly and describe using sufficient detail; article follows report style format (headline, 5 W’s and H, picture optional; writing reflects perspective of prejudice; written work is thoughtful and creative.
Journal: definition of prejudice will be evaluated on the following criteria: ideas are written clearly and describe using sufficient detail; accurate meaning.
Adjustments and/or Extensions:
Examine the existence prejudice in other areas of society. Compare and evaluate.
Creative writing or role drama to focus on affective development.
Search for actual news articles (microfiche) concerning D’Arcy Island colony or other examples of prejudice in old Victoria. Search recent newspapers for examples of prejudice. Examine/ compare and contrast similarities or changes in attitudes towards immigrants.