Looking At Prejudice From Differing Viewpoints

Overview

This lesson is designed as an introductory lesson on diversity and viewing prejudice. Its purpose is to point out that people frequently have predetermined attitudes about people and issues. Geared toward middle and high school students, this lesson is a great way of introducing a unit on studying world religions and viewing the films, Muhammad and Muslims.

Curriculum Standards

• Write to acquire knowledge, clarify thinking, synthesize and evaluate information, to promote lifelong communication
• Interpret the impact of media on daily life
• Demonstrate effective interpersonal skills in group discussions
• Demonstrate an understanding of and respect for diversity
• Identify the different points of view, biases, judgments, and expectations
• Evaluate oral presentations non-professionals

Objectives

The Students will:

• Recognize that different people view things based on their own perspective
• Learn that a certain amount of prejudice probably exists in all people
• Determine the viewpoint of the speaker or writer

Time Required

It is anticipated to take no more than one period or 30 minutes on block, perhaps less.

Materials

• Enough copies of each letter for members of each group to have a copy of the same letter
• Overhead materials, if not using a blackboard

Procedures

1. Divide the class into small groups or no more than three or four in a group



2. Give out three versions of the attached letter. All of the letters are identical with the exception of three words changed in two of the versions. You have a version of each letter criticizing Christians, Jews, and Muslims



3. Small groups are to read their letter (each person in a particular group will have the same letter). They are to determine the intent of the writer in this article by recording both the sweeping generalizations and key words and phrases (loaded words) that seem to bolster and strengthen his criticism of and prejudice toward each group named in the letter



4. Each of the student groups then reports in full class discussion regarding their findings. **Teachers might like to attempt to maintain the secrecy regarding the letters until all groups have reported. In light of this, groups should be encouraged to report primarily on arguments, words, and phrases without regard to their specific religious group, if possible. TEACHER NOTE: Version Three is the original document that was in the Cambodia Daily in early December 2002



5. Group reports should be noted on the board or overhead as given and obvious similarities should begin to appear very rapidly



6. After all groups have reported, teacher should uncover the true version of the letter, leading to a class discussion regarding the sameness of the arguments and the difference of the groups, pointing out that the viewpoint of each writer makes a major difference in our own feelings. As the discussion winds down, it may be possible for the teacher to get students to examine their own feelings as they read or heard these letters and realize that their attitudes regarding the letter varied greatly according to whom the letter criticized

Alternate Activity

If small groups are a problem for the teacher, or if the teacher does not want to spend as much time on this activity, this could be done as a full class activity using just the Islamic version of the letter. Teacher would then lead a class discussion in the language, attitude and viewpoint of the writer. Teacher would then reveal the three changed words and illicit reaction from the class when they realize that the Christian faith was being criticized in the letter. This alternative activity could probably be done in less time if there is need to keep the lesson to a small introductory one.

Assessment

• The class discussion is an assessment

Extension Activities

• Have students explore "their prejudices" through journal entries
• Have students watch CNN or other news media and listen for bias in the reporting on the war on terrorism. Students would report in class the next day
• Students could also clip and bring to class newspaper articles that show strong bias

This letter appeared in the 12/6 edition of the Cambodia Daily and is reproduced exactly as published with the exception of three words.

"I am very concerned by the "teaching" being done in Cambodia by Fundamentalist Islamic groups such as the one featured in your recent article."

"Many Cambodians are not aware of the true nature and purpose of these fundamentalist Islamic groups."

"These are not major groups within Islam. They do not represent the mainstream. Their main purpose is to gain as many converts as possible to their beliefs."

"Their religion is based on allegedly divinely revealed doctrines and rigid interpretation of religious texts, which they adopt without question. They are highly critical of Buddhism and other non-Muslim beliefs and they actively discourage members from studying other religions."

"For these people to say they don't seek to convert others is absurd. The schools they run teach content based strictly on religious belief and students are urged to spread the word. Citing the Q'uran, they use it even as a pretext to subvert laws, claiming they are acting according to a "higher" law. "

"Historically, Muslims have pointed to the Q'uran to justify slavery and various wars, to prevent women from voting and to justify other activities. Fundamentalist Muslims have also tried to prevent various kinds of medical research and to control the use of modern birth control measures."

"The whole process of education in these schools, especially the substitution of the educator's "values" for those of Cambodian culture and religion, should be closely examined by anyone sending their children there. Teaching strict and irrational foreign religious doctrines is an insidious form of colonialism and an affront to Cambodia."

This letter appeared in the 12/6 edition of the Cambodia Daily and is reproduced exactly as published with the exception of three words.

"I am very concerned by the "teaching" being done in Cambodia by Fundamentalist Jewish groups such as the one featured in your recent article."

"Many Cambodians are not aware of the true nature and purpose of these fundamentalist Jewish groups."

"These are not major groups within Judaism. They do not represent the mainstream. Their main purpose is to gain as many converts as possible to their beliefs."

"Their religion is based on allegedly divinely revealed doctrines and rigid interpretation of religious texts, which they adopt without question. They are highly critical of Buddhism and other non-Jewish beliefs and they actively discourage members from studying other religions."

"For these people to say they don't seek to convert others is absurd. The schools they run teach content based strictly on religious belief and students are urged to spread the word. Citing the Torah, they use it even as a pretext to subvert laws, claiming they are acting according to a "higher" law. "

"Historically, Jews have pointed to the Torah to justify slavery and various wars, to prevent women from voting and to justify other activities. Fundamentalist Jews have also tried to prevent various kinds of medical research and to control the use of modern birth control measures."

"The whole process of education in these schools, especially the substitution of the educator's "values" for those of Cambodian culture and religion, should be closely examined by anyone sending their children there. Teaching strict and irrational foreign religious doctrines is an insidious form of colonialism and an affront to Cambodia."

This letter appeared in the 12/6 edition of the Cambodia Daily and is reproduced exactly as published.

"I am very concerned by the "teaching" being done in Cambodia by Fundamentalist Christian groups such as the one featured in your recent article."

"Many Cambodians are not aware of the true nature and purpose of these fundamentalist Christian groups."

"These are not major groups within Christianity. They do not represent the mainstream. Their main purpose is to gain as many converts as possible to their beliefs."

"Their religion is based on allegedly divinely revealed doctrines and rigid interpretation of religious texts, which they adopt without question. They are highly critical of Buddhism and other non-Christian beliefs and they actively discourage members from studying other religions."

"For these people to say they don't seek to convert others is absurd. The schools they run teach content based strictly on religious belief and students are urged to spread the word. Citing the Bible, they use it even as a pretext to subvert laws, claiming they are acting according to a "higher" law. "

"Historically, Christians have pointed to the Bible to justify slavery and various wars, to prevent women from voting and to justify other activities. Fundamentalist Christians have also tried to prevent various kinds of medical research and to control the use of modern birth control measures."

"The whole process of education in these schools, especially the substitution of the educator's "values" for those of Cambodian culture and religion, should be closely examined by anyone sending their children there. Teaching strict and irrational foreign religious doctrines is an insidious form of colonialism and an affront to Cambodia."