The Bases of Prejudice, Reducing Prejudice, Discrimination & The 'Ism's'

Session 7 - The Bases of Prejudice & Reducing Prejudice


Run through the activities and observations from last session - 'D,D&R' and definitions of the Bases of Prejudice.

Watch the Australian Protectionist Party section of 'D,D&R' (20:20) - this time students are to highlight an example from the section whereby one / all of the bases of prejudice are evident. Run through thoughts and discuss...


Move onto Reducing Prejudice.


Students are to read through pages 180 -182 of the textbook and provide their own definitions and examples for the following terms:

• Inter-group Contact
• Sustained Contact
• Superordinate Goals
• Mutual Interdependence
• Equality

Run through definitions and examples...

Introduce the film / idea '12 Angry Men' and discuss the main ideas within the film (specifically Superordinate Goals, Mutual Interdependence & Equality:

http://en.wikipedia.org/wiki/Twelve_Angry_Men

The film is just outstanding - I have a copy for those interested...

Move onto completing 'Check Your Understanding 6.2' the activity from the Student Activity Handbook.

Session 8 - Cognitive Interventions & Discrimination

Students are to place the following in their workbooks under the heading Cognitive Interventions:


Some individuals may use cognitive interventions to guard against prejudice views and attitudes. Cognitive interventions are learned skills and behaviours that are intended to combat prejudice. Thoughts (cognition) about what skills can be adopted to minimise prejudice are kept in an individual's conscious with the intention of these skills becoming apart of everyday behaviour (interventions).


Read through pages 182 -184 of the textbook and discuss the main ideas.


Move onto Discrimination - students are to place the following in their workbooks:

An individual’s or groups prejudices (attitudes) may lead to discrimination (behaviour) or the unequal treatment of people who should have the same rights as others. Discrimination frequently prevents people from doing things they should have the opportunity to do, such as getting a job, attending a particular school or playing a type of sport.

Introduce 'A Class Divided - Blue Eyes / Brown Eyes Experiment' - students must fill out relevant handout while watching the documentary.


Here's an interesting internet site that looks at the idea of Implicit Association - take one of the test...


https://implicit.harvard.edu/implicit/australia/takeatest.html

Session 9 - Prejudice - Nature V Nurture


Open with discussion concerning last session - 'A Class Divided - Blue Eyes / Brown Eyes Experiment' and the Implicit Association Test...


Move onto the nature v nurture debate surrounding prejudice:
http://www.sciencedaily.com/releases/2005/05/050525105357.htm

Watch the first 15 or so minutes of the Insight program - 'I'm not a racist but...' discuss the main ideas.


As a follow up to Blue / Brown Eyes - watch 'The Anatomy of Prejudice' - students are to fill out viewing sheet while watching. Discuss the main ideas and concepts.

*** IMPORTANT INFORMATION ****

SAC NOTIFICATION

UNIT 2 - OUTCOME 1:  On completion of this unit students should be able to explain how attitudes are formed and changed and discuss the factors that effect the behaviour of individuals and groups.


TASK:  Media Response

DURATION OF TASK:   Friday 3rd August (Viewing Film / Taking Notes) to Wednesday (Applying Knowledge Questions) - 70 minutes (5 minutes reading time)


Please note: Attendance at examinations and/or submission of SAC work on due dates is compulsory. If you are unable to attend or submit your work on this date you MUST bring documentary evidence of illness (medical certificates in year twelve) or an ‘N’ grade will be given.