The documentary titled, “ A Class Divided” introduces us to the experiment made in an elementary school in Iowa by the schoolteacher named Jane Elliot. The documentary begins with Mrs. Elliot reuniting with the students who she did this experiment with the first time. The students are much older now, and they willingly want to watch the experiment that they were part of when they were elementary kids. The experiment was done days after the death of Martin Luther King Jr. Mrs. Elliot has always thought about doing the eye color experiment, but she was never sure of when to do it. She asked her third grade student if it would be interesting to see what would happen if they were judged by their eye color.
Elliott did not stop there with her experiment. She did the experiment in her new classes in the next year. She recorded her 1970 students as the experiment went on. Sixteen years later, they had a class reunion. During this class reunion, the previous students watched themselves on the video and discussed the way the experiment performed by Ms. Elliot shaped them.
In the beginning of the movie, the students knew nothing about each other, but because of stereotypes, the characters assumed they knew all about each other. It was easy for the non-popular students to assume that the popular kids had a perfect life but, as the movie progresses, they learn that the group a person belongs to does not determine the type of problems they face. The problems they discuss deals with peer pressure, family issues, bullying along with other problems. While discussing their problems, they begin to understand each other and themselves. The five students unconsciously answer the essay prompt through these
Her first day of school was not the best, but on her second day of school she meets Janis Ian and Damian Leigh who start to guide Cady into high school by telling her about different groups (cliques/discourse communities) in the school, including the Plastics, which is made up of Karen Smith, Gretchen Wieners, and Regina George. The Plastics soon take interest in Cady ask her to sit with them at lunch. Thanks to that we learn all about the discourse community of The Plastics. According to John Swales, there are six characteristics of a discourse community which I will discuss and use The Plastics as an example. The first characteristic of a discourse community according to Swales is that they have a broadly agreed set
In both books the main characters meet someone who changes their lives for the better. In both Anthem and Fahrenheit 451 it is considered a sin to be too curious or too knowledgeable. In Anthem Equality 7-2521 is punished by his teachers for being too smart and for being curious about the things that he learns in his classes. He is even punished for being quicker at learning than the other students and for asking questions in class. Equality 7-2521 wishes he was not the way he was and wants to be more like some of his classmates who are not as smart and curious as he is.
The evidence also shows that Ponyboy is an outsider because he gets put into A classes with other socs because he's supposed to be smart. Ponyboy is an outsider because he’s not like others in his class and others in his class think it’s funny how they put him in A
The blue eyed people did significantly better than the brown eyed people. The change in the way the kids taught each other was evident. The blue eyed kids treated the brown eyed kids like they were less than them. The next day Elliot switched the roles. She made the brown eyed kids superior and the blue eyed kids inferior.
The fact that she fell for a black man would make people feel insecure. In Maycomb, having sexual interactions with colored folks back in the day was not accepted in society. From Tom’s point of view Mayella hugged him around the waist and kissed him on the side of his face. People could also see her differently. Now that she fell for a black man the white society might not accept her into their group.
We immediately learned to welcome the 21 other ‘secrets to life’ in the classroom, and both appreciate and empathize with other 's ideas and stories. About three weeks into the semester our English class was to partake in an empathy interview. In this interview, each student selected and sat across from a classmate in which they may not be ‘close’ with, and asked them questions regarding who they are. The selection of questions varied throughout the classroom, but regardless needed to further the classmates understanding of one another. After concluding the interview, I found that the most captivating element throughout was the ability to compare my story and ‘secret to life’ with my partners.
I was already extremely eager and curious about what the next portion of the ethnic studies course was. As I finished writing in my notebook, I gazed up at the whiteboard at the exact moment that my teacher wrote the last letter on the board, “t”, in “The Chicano Movement.” Afterwards, class promptly commenced when we began watching a PBS documentary called “The Chicano Movement” as an introduction to the Chicano Movimiento. Throughout the documentary, my twelve-year old self finally saw my racial identity being represented in a history class for the first time in my school career. The documentary depicted the harsh endeavors of achieving social justice for the Chicanx community of the Brown Berets and other Chicanxs active in the movement. For example, the documentary showcased the students who protested during the East Los Angeles Walkouts, who advocated for better conditions for Chicanx students in the Los Angeles school community.