Pro/Anti-social Behavior: Prejudice, Aggression, and Altruism

(1) Reducing Prejudice using the Jigsaw Classroom Model

Modality: Face-to-face and online
Goal(s): Help student understand how the reduction of prejudice can occur using Eliot Aronson’s Jigsaw Method. Help students see a practical application of social psychology.
Description: Visit the following website:http://www.jigsaw.org/ and then discuss how and why prejudice can be reduced using the jigsaw method. This can also be used in the attitude module.

(2) Quantifying Prejudice

Modality:
Goal(s): Help students understand broad numerical data about slavery and US presidents who were involved with slavery.
Description: Visit the following website:http://www.understandingprejudice.org/slavery/ and complete the activity. Then discuss reactions to the number of slaves who were owned by US presidents.

(3) Stereotyping & Prejudice Research Laboratory

Modality: Face-to-face with in-class or online discussion.
Goal(s): Help students understand real-life prejudice. Help students see how research focusing on prejudice is conducted.
Description: Navigate to the Stereotyping & Prejudice Research Laboratory http://home.uchicago.edu/~jcorrell/TPOD.html

Navigate around the website and discuss some of the demonstration which are available.

(4) Prejudice can Change

Modalities: hybrid, online
Goal(s): Help Students understand personal prejudices and changes in prejudice.
Description: Read the following article linked here (http://www.sheribmayorga.com/files/Why_I_Joined_The_Klan.pdf )

Discuss or write about the content of the article.

(5) Fried Tomatoes and Expressing Anger and Aggression

Modalities: hybrid, online
Goals: Investigate prejudice, attitude formation & change
Description:
"Fried Green Tomatoes provides a wonderfully entertaining and educational clip for introducing anger, in particular...catharsis...The clip begins at 77:12 minutes into the film and runs approximately 3:05 minutes. Evelyn Couch, a dowdy, passive housewife, navigates her car into the parking lot of a busy mall. She waits patiently as another customer leaves his parking spot. Before Evelyn can capture the vacated spot, two cocky teenage girls drive their Volkswagen in ahead of her. Their action as well as their snide comments set Evelyn off as she repeatedly slams her car into the back of the Volkswagen. For Evelyn there seems to be immediate catharsis. The action also transforms her into an aggressive feminist, as becomes immediately evident in her subsequent conversation with friend Ninny Threadgoode, a spry octogenarian who lives in a nursing home. Show the clip without introduction and invite students to respond to the following questions in small group or full class discussion.

1. What makes us angry? Why would many, perhaps most, people experience anger in response to the teenager’s actions? (Anger is especially common when another person’s misconduct seems willful, unjustified, and avoidable).

2. Is the anger that is portrayed in the clip "a short madness" (Horace) that "carries the mind away" (Virgil), "many times more hurtful than the injury that caused it" (Thomas Fuller), or is it "noble anger" (Shakespeare) which "makes any coward brave" (Cato) and "brings back... strength"(Virgil)? Explain.

3. Is the woman’s "venting of her anger" typical of the anger response? How might other people respond to the same situation? Share a personal experience in which you vented your anger.

4. How does the venting of anger affect the woman? How did your venting of anger affect you? Popular books and articles on aggression sometimes advise that hostile outbursts are better for you to than keeping anger pent up. Do you agree? Why or why not?

5. What’s the best way to handle anger?"

6. What difference are there between anger and aggression?

(6) Remember the Titans: A Example of Prejeduce Related Issues

Modalities: Face-to-face
Goal: Identify concepts related to prejudice. Allow student to examine their own attitudes.
Description: Define the following terms (they are in your book if they are not already in your personal notes). As you watch the movie, look for examples of the terms listed below. Create a list of examples underneath the heading of each term. You should also explain how the example represents the term. You may add additional sheets of paper, just be sure to label the examples with the appropriate heading.

Prejudice:
Stereotype:
Discrimination:
Scapegoating:
In-Group Bias:
Out-Group Bias:
Alienation:
Overcoming prejudice:

After the movie is finished, answer the following questions. Be sure to answer in complete sentences and defend your opinions. Please be sure that your answers are appropriate for a school audience.

1. Do you think the prejudice and the discrimination depicted in the movie, still exists today? Why?

2. What do you think has the most impact/influence on our attitudes towards people who are different from us? Why?

3. Why do you think attitudes/prejudices are so difficult to change?

4. What did you learn from watching this movie?

(7) White Privilege Survey

Modality: Face-to-face, online
Goal(s): To Demonstrate how members of the out-group may feel (especially if the students have never been out-group)
Description:
Navigate to the White Privileged Survey (http://www.mdcbowen.org/p2/rm/mcintosh.html ) and choose the 10 – 20 items to discuss and have students provide answers to. After students have answered the questions discuss their responses from a prejudice context.

(1) Source: Grant Corser

(2) Source: Grant Corser

(3) Source: Karen Kwan

(4) Source: Kristin Whitlock

(5) Source: Kristin Whitlock

Source: Bolt, Martin (2001) Instructor’s Resources by Martin Bolt to accompany Myers: Psychology, Sixth Edition. New York: Worth Publishers, Chapter 13, p. 17.

(6) Source: Kristin Whitlock

(7) Source: Nick Marsing

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