Iceman: My fighting lifeBy Chuck Liddell with Chad Millman
Penguin Books, 2008
Monday, March 22, 2010
Please post your book and an uploaded photo of the book cover or photo of the athlete, coach, owner, etc., that you are doing your project on. If it is not set it stone, put a book you are interested in. I want you to use this as a place to gather ideas. If you had a difficult time locating your book, make a note of it so your classmates will avoid a wild goose chase if they change their choice. I've provided you an example of what I'd like you to do below.
Rosemary Walner, Sheryl Swoopes (Boston: A&P Press, 2001).
or
Walner, Rosemary (2001), Sheryl Swoopes. Boston: A&P Press.
There are five copies of this on Amazon and one copy at the Iowa Public Library.
Wednesday, March 3, 2010
One of your classmates was able to upload this great South Park video that was quite applicable to our discrimination, prejudice, and stereotypes lectures. Thanks Reiko!
Tuesday, March 2, 2010
Discrimination in Children: When blue-eyes and brown-eyes were differentiated from one another the children started to act differently. There was an immediate difference in their attitudes, thoughts, and beliefs about one another. Whoever was “superior” for that one day truly believed their teachers word and felt that they were. There was name calling; “brown-eyes” or “you’re stupid” and even fights at recess. In addition, there were differences in math scores from one day to the next. When “superior”, the kids always scored better. It was as if the inferior group’s mindset was so distraught that they could not focus or function as well, something is their head was telling them they were “dumb” or not capable. The inferior students suffered structural discrimination as they did not get seconds at lunch, extra recess time, nor were they able to use the drinking fountain. In addition, they were at an age where they respected authority.
Discrimination in Adults: The discrimination in adults was mainly about a person’s traits. They assumed that blue-eyed people were disrespectful, could not learn as fast, and needed instructions explained several times. They were being prejudice and making a “rush to judgment.” The prison staff was much older and therefore at a much later stage of development. As a result, they were not as respectful to Jane as an authority figure, especially those who were on the bottom and shared the blue eye characteristic with her. The adults had a harder time handling the situation because they were older. The children were able to learn the lesson at a young age and then implement what they learned throughout life.
With the prison staff, Elliot chose to set her experiment up with blue-eyes on the bottom. This was beneficial because there were more minorities, or people with colored skin, in the brown-eyed group, resembling prisoners. However, this time they were superior and supposed to represent the correctional officers. The blue-eyed group was to represent persons in prison. Therefore, roles were switched to emphasize what discrimination is and what it feels like. It was the correctional officers chance to feel what it is like being in their prisoners shoes. If blue-eyed persons would have been on top, the situation at the prison would have still been the same. A majority of whites would be in charge and people with colored skin discriminated against. Therefore, this was their chance to see that no matter the color of your skin, or eyes, everyone should be treated fairly. No one is superior based on these characteristics.
The correctional officers were considered part of the disempowered group. However, in this case, they were able to understand the extent of their disempowerment as the blue eyes went from “superior” to “inferior”. Since they had once possessed power, it was easy for them to tell when they did not. This was displayed when the blue-eyed people spoke back to Jane and she criticized their every word. They soon realized whatever they said did not make a difference. They had no power and had to consent to the status quo, or whatever Jane was telling them. One particular lady spoke up amongst the blue eyes people to try and resist the status quo, but she could not win. The other blue eye individuals did not speak out to help gain power and stand up for themselves. Jane was using the ideology of racism, except that she chose eye color instead of skin color. Jane maintained power by continuing to criticize and provide examples of how blue-eyes were inferior. For example, she used the verbal and written test.
My most memorable part of A Class Divided involved the students. As third graders, they acted in ways that I never expected and they understood what was happening. One student even said, “I felt like a King, like I was better than them.” I could not believe the feelings they expressed having, I didn’t think third graders would be able to fully comprehend what she was trying to teach them. Also, I certainly did not expect there to be such a difference in their math scores.
Discrimination in Adults: The discrimination in adults was mainly about a person’s traits. They assumed that blue-eyed people were disrespectful, could not learn as fast, and needed instructions explained several times. They were being prejudice and making a “rush to judgment.” The prison staff was much older and therefore at a much later stage of development. As a result, they were not as respectful to Jane as an authority figure, especially those who were on the bottom and shared the blue eye characteristic with her. The adults had a harder time handling the situation because they were older. The children were able to learn the lesson at a young age and then implement what they learned throughout life.
With the prison staff, Elliot chose to set her experiment up with blue-eyes on the bottom. This was beneficial because there were more minorities, or people with colored skin, in the brown-eyed group, resembling prisoners. However, this time they were superior and supposed to represent the correctional officers. The blue-eyed group was to represent persons in prison. Therefore, roles were switched to emphasize what discrimination is and what it feels like. It was the correctional officers chance to feel what it is like being in their prisoners shoes. If blue-eyed persons would have been on top, the situation at the prison would have still been the same. A majority of whites would be in charge and people with colored skin discriminated against. Therefore, this was their chance to see that no matter the color of your skin, or eyes, everyone should be treated fairly. No one is superior based on these characteristics.
The correctional officers were considered part of the disempowered group. However, in this case, they were able to understand the extent of their disempowerment as the blue eyes went from “superior” to “inferior”. Since they had once possessed power, it was easy for them to tell when they did not. This was displayed when the blue-eyed people spoke back to Jane and she criticized their every word. They soon realized whatever they said did not make a difference. They had no power and had to consent to the status quo, or whatever Jane was telling them. One particular lady spoke up amongst the blue eyes people to try and resist the status quo, but she could not win. The other blue eye individuals did not speak out to help gain power and stand up for themselves. Jane was using the ideology of racism, except that she chose eye color instead of skin color. Jane maintained power by continuing to criticize and provide examples of how blue-eyes were inferior. For example, she used the verbal and written test.
My most memorable part of A Class Divided involved the students. As third graders, they acted in ways that I never expected and they understood what was happening. One student even said, “I felt like a King, like I was better than them.” I could not believe the feelings they expressed having, I didn’t think third graders would be able to fully comprehend what she was trying to teach them. Also, I certainly did not expect there to be such a difference in their math scores.
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