Resource
Units

ON INTERGROUP RELATIONS

ANTI-DEFAMATION LEAGUE OF B'NAI B'RITH

PREJUDICE AND DISCRIMINATION

This Resource Unit on Prejudice is designed as an over-all preplanning survey of the subject of Prejudice and Discrimination from which the teacher can select content-materials and teaching-learning activities that are appropriate for the particular maturity level of his pupils and the specific conditions in their community. Full information about publishers and prices of listed materials can be obtained from the Anti-Defamation League of B'nai B'rith, 515 Madison Avenue, New York 22, N. Y. or from the nearest of its regional offices.

Promotion and extension of good human relations in the democratic tradition, depends upon several factors. First among these is recognition of the fact that people have prejudices. Second is dissemination of information regarding the nature and causes of the attitudes and behavior which create prejudice and result in discrimination. Third is development of the know-how and the skills which are needed to combat the kinds of human actions which result from prejudice. Fourth is the creation of sufficiently positive attitudes and sufficiently strong emotions to motivate people toward social action aimed at the reduction of prejudice and the elimination of discrimination.

Undemocratic prejudices, negative attitudes and rejection of people who are different, begin for many children before they reach school age. However, much can and should be done in school, from kindergarten through grade 12, to give children the deep understanding of themselves and others which will make it possible for them to bridge the gap which now exists between the democratic principles upon which our society is built, and current social practices. Scattered throughout the curriculum, especially in the area of social studies, are many opportunities for teachers to contribute to the development of social sensitivity and a generous outgoing personality. However, haphazard and incidental teaching is not enough. From time to time through the school years, a unit on the subject of prejudice is essential.

The materials suggested for use in the various parts of this Resource Unit have not been graded. Many of the films and printed materials are useful on a wide range of maturity levels. For example, the film "Toymaker" can be used from grade 3 through the senior high school; the difference will be in the approach which is made and the depth of discussion which follows screening. It is important, therefore, for teachers to preview audio-visual aids and to scan printed materials when they do their preplanning for classroom work. Only through such personal acquaintance with the suggested materials can adequate selection be made for a specific classroom group.

Units on prejudice can best be initiated when some occurrence in the classroom, the school, the community or the nation gives rise to questions and stimulates interest. Such an occurrence, in itself, will dictate not only the approach to be used, but those aspects of the content which are to be included. The most effective motivation for real work and learning will come from pupil participation in planning the classroom work.

<table><thead><tr><th>CONTENT</th><th>MATERIALS</th><th>TEACHER ACTIVITIES</th><th>PUPIL ACTIVITIES</th></tr></thead><tbody><tr><td><strong>Definition of terms</strong></td><td></td><td></td><td></td></tr><tr><td><strong>Building of concepts</strong></td><td>Word study is an excellent way to begin a unit since it clarifies meanings and insures greater word recognition and comprehension of reading materials. It also provides individual work to be interspersed with periods of planning. This, and the beginning of fact finding, will also engage the students in profitable work and give the teacher a chance to meet with sub-groups and committees as they are organized. However, many of the concepts listed must be developed gradually as they come up as part of content.</td><td></td></tr><tr><td>Prejudice</td><td></td><td></td><td></td></tr><tr><td>Discrimination</td><td></td><td></td><td></td></tr><tr><td>Stereotype</td><td></td><td></td><td></td></tr><tr><td>Out-group</td><td></td><td></td><td></td></tr><tr><td>In-group</td><td>dictionaries</td><td>provide dictionaries, newspapers, magazines, pamphlets, text and reference books</td><td>participate in planning the unit</td></tr><tr><td>Immigration</td><td>pamphlets</td><td></td><td>secure and plan unit-record book</td></tr><tr><td>Quota system</td><td>books</td><td>arrange for pupil-teacher planning of unit</td><td>begin vocabulary section</td></tr><tr><td>Acceptance</td><td>newspapers</td><td>assist pupils in planning unit-record books and inspect them as pupils make records in them</td><td>use dictionaries to find spelling and meaning of words</td></tr><tr><td>Rejection</td><td>magazines</td><td>meet with sub-groups and committees as they are formed, to assist them with planning and discussion</td><td>write sentences and paragraphs using words learned</td></tr><tr><td>Exclusion</td><td></td><td></td><td>take spelling tests</td></tr><tr><td>Tolerance</td><td></td><td></td><td>accept sub-group and committee responsibilities and meet with others to formulate plans</td></tr><tr><td>Nationality</td><td></td><td></td><td>read books, newspapers and other printed materials in school and at home, record factual material in unit-record book</td></tr><tr><td>Race</td><td></td><td></td><td>clip news items, articles and pictures relevant to the unit and give them to filing committee</td></tr><tr><td>Religion</td><td></td><td></td><td></td></tr><tr><td>Ethnic origin</td><td></td><td></td><td></td></tr><tr><td>Aggression</td><td></td><td></td><td></td></tr><tr><td>Frustration</td><td></td><td></td><td></td></tr><tr><td>Scapegoating</td><td></td><td></td><td></td></tr><tr><td>Caste</td><td></td><td></td><td></td></tr><tr><td>Class</td><td></td><td></td><td></td></tr><tr><td>Civil Rights</td><td></td><td></td><td></td></tr><tr><td>Civil Liberties</td><td></td><td></td><td></td></tr><tr><td>Attitude</td><td></td><td></td><td></td></tr><tr><td>Behavior</td><td></td><td></td><td></td></tr><tr><td>Belief</td><td></td><td></td><td></td></tr><tr><td>Minority</td><td></td><td></td><td></td></tr><tr><td>Majority</td><td></td><td></td><td></td></tr><tr><td><strong>Causes of prejudice are multiple and include:</strong></td><td>Pamphlets:</td><td>assist pupils in planning for research</td><td>search for facts from printed materials and people</td></tr><tr><td>Human differences</td><td>Vegetables and People</td><td></td><td>record facts and experiences in unit-record books</td></tr><tr><td>racial groups</td><td>Sense and Nonsense About Race</td><td>secure lists of available audio-visual aids and preview those selected for use</td><td>collect, classify, organize, display pictures, pamphlets</td></tr><tr><td>religions</td><td>What Is Race?</td><td>secure and make available printed materials, pictures, charts, graphs</td><td>see and discuss films</td></tr><tr><td>age groups</td><td>Little Stories on Big Subjects</td><td>participate in committee meetings to assist pupils in planning activities, pooling information, and planning committee reports</td><td>make original drawings, murals, charts, maps</td></tr><tr><td>social classes</td><td>Films:</td><td>secure and make available art materials</td><td>write original stories, poems, scripts for plays</td></tr><tr><td>nationalities</td><td>Toymaker</td><td></td><td>plan and participate in dramatic activities</td></tr><tr><td>political ideologies</td><td>To Live Together</td><td></td><td>participate in role playing</td></tr><tr><td></td><td>Picture In Your Mind</td><td></td><td></td></tr><tr><td>Guilt feelings</td><td>High Wall</td><td></td><td></td></tr><tr><td>Fears</td><td>Rumor</td><td></td><td></td></tr><tr><td>economic</td><td></td><td></td><td></td></tr><tr><td>social</td><td></td><td></td><td></td></tr><tr><td>personal</td><td></td><td></td><td></td></tr><tr><td>Insecurity</td><td></td><td></td><td></td></tr><tr><td>economic</td><td></td><td></td><td></td></tr><tr><td>social</td><td></td><td></td><td></td></tr><tr><td>personal</td><td></td><td></td><td></td></tr><tr><td>Ignorance</td><td>Filmstrips:</td><td>conduct class discussions</td><td></td></tr><tr><td></td><td>Rumor Clinic</td><td>inspect unit-record books</td><td></td></tr><tr><td></td><td>None So Blind</td><td>make anecdotal records to document pupil attitudes and behavior</td><td></td></tr><tr><td>Frustration</td><td></td><td></td><td></td></tr><tr><td>Community Patterns of Living</td><td></td><td></td><td></td></tr><tr><td>Authoritarianism</td><td></td><td>use of projective materials, techniques, to assist pupils to determine their harmful prejudices</td><td></td></tr><tr><td>in home, school, state, etc.</td><td></td><td></td><td></td></tr></tbody></table>

<table><thead><tr><th>CONTENT</th><th>MATERIALS</th><th>TEACHER ACTIVITIES</th><th>PUPIL ACTIVITIES</th></tr></thead><tbody><tr><td><strong>Measures used by individuals and human relations agencies to change patterns</strong><br> Movies<br> Mass media<br> graphics<br> comics<br> car cards<br> bill boards<br> Articles, editorials, letters in newspapers and magazines<br> Writing, publishing, distributing pamphlets and books<br> Mass meetings addressed by speakers, panels<br> Formation of mixed groups to work on problems of common concern<br> Interfaith activities in communities and churches<br> Agencies at work such as<br> ADL<br> AJC<br> NCCJ<br> Catholic Interracial Council<br> Urban League<br> NAACP<br> University Human Relations Centers</td><td><ol><li>newspapers</li><li>magazines</li><li>reprints</li></ol><p><strong>Pamphlets:</strong></p><ul><li>Program Service Bulletin on Desegregation</li><li>Overcoming Prejudice</li><li>The Resolution of Inter-group Tensions</li></ul><p><strong>Films:</strong></p><ul><li>Can We Immunize Against Prejudice?</li><li>Which Way for Human Rights</li></ul><p><strong>Filmstrips:</strong></p><ul><li>We Live in Peace</li></ul><p><strong>Plays:</strong></p><ul><li>Mission Accomplished</li><li>Hanukkah Plays and Pageants</li><li>NCCJ Brotherhood scripts</li></ul></td><td><ol><li>assist committees to plan, accomplish their responsibilities and report to the class</li><li>provide magazines, books, pamphlets, pictures, art supplies and other materials needed by the pupils</li><li>secure, preview and show films and filmstrips</li><li>secure plays and assist in selecting casts and training participants</li><li>document pupil statements and actions, in order to determine changes in attitudes and decrease in prejudice</li></ol></td><td><ol><li>write letters to agencies to secure samples of materials</li><li>send committee to agencies' headquarters</li><li>collect and organize for display</li><li>posters</li><li>car cards</li><li>charts</li><li>maps</li><li>make original posters, comics</li><li>attend a public meeting and report back to class</li><li>collect relevant editorials, news items, cartoons and organize bulletin board displays</li><li>plan and participate in mass meeting of students in auditorium</li><li>take part in dramatic productions</li><li>secure speakers</li><li>interview agency directors and civic officials</li><li>write letters of invitation and thanks</li><li>write editorials and letters and send best ones to local newspapers and publish them in school newspaper</li></ol></td></tr><tr><td><strong>Measures which society takes to change patterns of prejudice and discrimination</strong><br> <em>Anti-Discrimination Commissions, committees, bureaus — municipal and state</em><br> <em>Legislation</em><br> Enforcement of Bill of Rights<br> FEPC — fair employment practices laws and commissions<br> Public facilities laws<br> Supreme Court decisions against segregation<br> <em>Opinion-Making Radio and TV programs</em> such as<br> Chicago Univ. Round Table Forum of the Air<br> <em>Activities</em><br> in colleges and universities to eliminate discrimination in admissions<br> of fraternities and sororities to eliminate discriminatory membership rules</td><td><p><strong>Documents:</strong></p><ul><li>Declaration of Independence</li><li>Constitution of United States</li><li>Bill of Rights</li><li>Supreme Court decision on segregation</li><li>Copies of existing and proposed laws</li><li>The Atlantic Charter</li></ul><p><strong>Pamphlets:</strong></p><ul><li>FEPC and the Cost of Discrimination</li></ul><p><strong>Films:</strong></p><ul><li>Challenge</li><li>Heritage</li></ul></td><td><ol><li>assist class to organize committees</li><li>assist committees to develop plans for interviews and speakers</li><li>plan for hearing reports on radio and TV shows seen and heard at home</li><li>secure necessary laws, books, pamphlets, documents, magazines</li><li>conduct class discussions on facts, documents experiences, films</li><li>secure, preview and show films</li></ol></td><td><ol><li>organize committees to keep class informed about coming radio and TV programs</li><li>read to gather facts</li><li>interview employers and workers</li><li>see and discuss films</li><li>listen to radio and TV programs and discuss them</li><li>get some opinion polls that have been published—Gallup, Roper, Purdue Univ.—(Fortune magazine) and study the findings</li><li>send for copies of laws and analyze their provisions. Find out if they are being enforced</li><li>read and discuss documents</li><li>see and discuss films</li><li>prepare questions for speaker, present speaker, and conduct question period</li><li>write letters of invitation and thanks to speaker</li></ol></td></tr></tbody></table>

<table><thead><tr><th>CONTENT</th><th>MATERIALS</th><th>TEACHER ACTIVITIES</th><th>PUPIL ACTIVITIES</th></tr></thead><tbody><tr><td><strong>Actions caused by prejudice</strong><br><em>Discrimination</em><br>Incidence: housing, employment, schools and colleges, social clubs and activities, summer resorts, restriction of immigration<br>Results: economic costs; harm done to person who is prejudiced; harm done to the person and the group against which prejudice is directed; loss of prestige on international scene<br><em>Scapegoating</em><br>causes kinds — verbal, physical<br><em>Organization of hate groups</em>— leaders activities</td><td><strong>Pamphlets:</strong><br>Rabbit Brothers<br>ABC's of Scapegoating<br>In These Ten Cities<br><strong>Books:</strong><br>A Measure of Freedom<br>Troublemakers<br><strong>Films:</strong><br>Boundary Lines<br>High Wall<br>Americans All<br>Wanted — A Place to Live</td><td>secure materials<br>assist pupil committees to plan trips and interviews<br>assist pupil committees to formulate questions for speakers and interviews<br>arrange for reports of committees, discussion of trips<br>assist pupils in writing letters<br>plan for role playing and dramatics<br>secure, preview, show and conduct discussions on films</td><td>plan and take trips to housing developments, slum areas<br>analyze samples of hate literature<br>collect and analyze resort hotel ads<br>interview parents, classmates, religious leaders, employers, teachers<br>write and send letters of invitation and thanks<br>role play a scapegoating incident; a fight<br>dramatize the moving in of a new family under two different sets of circumstances</td></tr></tbody></table>

## Culminating activities

Social action project designed to secure use of a public facility for all the pupils in the school.

Assembly programs planned in December to recognize other religious holidays such as Hanukkah in addition to Christmas.

Presentation to the school in an assembly program of report of findings and of material accumulated and produced during the unit.

## Teacher references

### Content

* They Learn What They Live, Trager, Helen G. and Yarrow, Marian R., N. Y.: Harper & Bros., 1952.

* Race Awareness in Young Children, Goodman, Mary Ellen. Cambridge, Mass.: Addison-Wesley Press, 1952.

* The Nature of Prejudice, Allport, Gordon W. Cambridge, Mass.: Addison-Wesley Press, 1954.

* Human Relations in Teaching, Lane and Beauchamp. N. Y.: Prentice-Hall, 1955.

* Studies in the Reduction of Prejudice, Rose, Arnold. American Council on Race Relations, 1948.

### Methods

* The Junior High School — Today and Tomorrow, Noar, Gertrude. N. Y.: Prentice-Hall, 1953.

* Freedom To Live and Learn, Noar, Gertrude. Phila.: Franklin Publishing Co., 1948.

## ANTI-DEFAMATION LEAGUE OF B'NAI B'RITH

515 MADISON AVENUE, NEW YORK 22, N. Y.

### RESOURCE UNITS
ON INTERGROUP
RELATIONS

published by the Anti-Defamation League of B'nai B'rith, 515 Madison Avenue, New York 22, N. Y.

**Officers:** Henry Edward Schultz, chairman; Jacob Alson, treasurer; Benjamin R. Epstein, secretary and national director; chairman, National Program Committee—Henry Epstein; chairman, National Education and Research Committee—Harold Lachman; National Program Director—Oscar Cohen.

Education Department—Gertrude Noar, Director; Saal D. Lesser, Assistant.

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