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A Class Divided Nuguette Jeune EDU-330 Bruce, Amanda 01/10/2020 Basics Took place in 1968 in a 3rd grade Iowa classroom. Conducted the day after MLK was assassinated. The teacher Separated students by eye color. Brown-eyed students were considered inferior as compared to blue-eyed students. An extra time was given to blue-eyed students during recess, access to new play equipment, and more time for lunch. Brown eyed students were made to sit in the back of the classroom, were given less recess time, were given smaller desks. In Jane Elliot’s A Class Divided exercise, she took her class that had pre-existing friendships, and, in their eyes, they were equal. She created a brilliant situation with something as simple as divided them by eye color to create superiority between them. This created a feeling some children may have never felt before. Until you feel discrimination yourself, you may be part of the problem. “The children took away that they can’t understand what it’s like to be somebody else until they’ve walked in their shoes” (Peters,1987). The two resources can bring people outside their assumed demographic, letting people feel what discrimination feels like for themselves. The workshops would build stronger relationships between teachers, parents, and students. Most importantly, creating a more significant cultural competence to teach our children and students 2 Hypothesis (information presented) By dividing the class by eye color children will embrace their role as a superior or inferior person as demonstrated by performance in class and on exams. Teachers can gain essential skills to teach many positive ways to remove any discrimination thoughts the children, parents, or peers may have. Mainly “The Class Divided” should be practiced many times to show how easy it can be to show discrimination to anyone at any time. Stopping this way of thinking will create a better opportunity for our children in the future. “If you are uneasy or uncomfortable around people of different backgrounds, your child will pick up on it.” (Peters,1987). The only way we can help teach our students equality is to change our way of thinking and perspectives. 3 Terminology Privilege occurs on cultural, institutional, interpersonal, and personal levels and gives advantages, favors, and benefits to members of dominant groups at the expense of target groups. Power allows one to have dominion over resources and/or resources. Oppression is expressed by both the organizational power and prejudice, which creates a system that discriminates against some groups and benefits other groups. Discrimination is based on prejudice because it denies some people their human rights or social participation. Racism is enmity, unfairness, or bias directed against somebody of a different race dependent on the belief that one's own race is superior. The belief that one's own race is superior. Inclusive classrooms aren’t only beneficial to children with disabilities; it’s advantageous to the typically developing children as well. A classroom with children from diverse backgrounds and functional levels, abilities, and interest holds much promise – ample opportunities for teachers and students to learn unique perspectives from one another, develop empathy and promote cross-cultural understanding. Having a workshop using this information will teach teachers, parents, and students more acceptance. Building a similar way of knowledge will create and a greater sense of cultural competence. 4 Resource 1 Diversity Toolkit: Cultural Competence for Educators. Teaching Strategies provided by National Education Association. This resource identifies the main issues in cultural competency and provides the five-basic cultural competency skill areas, which are important for teachers trying to enhance their cultural knowledge (National Education Association., 2019). The toolkit offers strategies for teaching diverse students in the classroom. 5 Resource 2 The article, “Assessing Your Cultural Competence.” A Checklist for Culturally Responsive Teachers, by Kathy Deady, allows teachers to assess their cultural competence by answering questions in the article. The article also explains why teachers should have answered “Yes” to each question provided (Deady, 2017). This resource is a great tool that teachers can utilize to measure their cultural competence and determine which areas they need improvement. 6 Resource 3 Peggy McIntosh: Beyond the Knapsack Peggy Mclntosh’s exercise is an excellent example of unearned advantage and oppression. Her article shows many white privilege examples and shows how people can follow the leader or be a part of the change. It may be easy for a group of people to stand behind their privilege if it gets them ahead in life. This is no way to teach our children that skin color divides our talents or abilities. Peggy’s article describes some advantages of a white person; we need to be a part of the change to have the “White Culture” in everybody's culture. “A white person in the United States has on his or her back an invisible weightless knapsack granting favored positions, status, acceptance, and more.” (Van Der Valk, 2014) Having a workshop using this information will teach teachers, parents, and students more acceptance. Building a similar way of knowledge will create and a greater sense of cultural competence. 7 Conclusion Through the experiment conducted by Jane Eliot, the results showed how long-term prejudice changed students' lives and eventually made them better adults. The experiment’s key takeaways were: People should be more mindful of their actions and how they affect others. Everyone, regardless of color or race, should be respected. Children should be taught discrimination is painful and damaging. Students should have a deeper understanding of civil rights. Using the tools and knowledge given presented by “The Class Divided” and “The Invisible Knapsack” have a compelling message to our future. Every teacher and parent would be lucky to attend a workshop that broadened and enhanced their outlook on life. We can be taught to see every demographic as a whole, the human race. Nobody has the right to judge any other person by their skin color, sexual orientation, cultural practices, or physical disabilities. We can create a strong community within our school and people we come into contact with. Using these tools, we can change our own perspectives and teach cultural acceptance. 8 References Deady, K. (2017). Assessing your cultural competence: A checklist for culturally responsive teachers. Retrieved from:https://medium.com/accelerated/assessing-your-cultural-competence-a-checklist-for-culturally-responsive-teachers- 186274db8bc2 National Education Association. (2019). Diversity toolkit: Cultural competence for educators. Peters, W. (1987). A class divided: Then and now. Yale University Press. Van Der Valk, A. (2014). Peggy McIntosh: Beyond the knapsack. Teaching Tolerance, 46, 25-28.

 Spelling mistake: Nuguette  Baguette 