Explain the difference between stereotypes, prejudice, discrimination, and racismIdentify different types of discriminationView racial tension through a sociological lens
![Jinnoowine [i.e. "genuine"] Johnson Ticket. "Carrying The War Into Africa"](https://img.oercommons.org/160x134/oercommons/media/upload/materials/screenshots/materials-course-76013.png)
An illustrated election ticket for the presidential campaign of 1836. Oddly, the ticket lists Ohio's Democratic electors for Van Buren while making a vicious and obscene slur on the wife of his running-mate Richard M. Johnson. It seems to reflect the widespread internal dissatisfaction with the party's choice of Johnson as vice-presidential candidate. The image is of a black woman, supposedly Johnson's mulatto mistress Julia Chinn. She sits on a small knoll holding a bag, and says, "Let ebery good dimicrat vote for my husband, and den he shall hab his sheer ub de surplum rebbenu wat is in my bag." Evidently "surplum rebbenu" refers (at least on one level) to the Distribution Act, popularly known as the Surplus Bill, providing for the distribution of surplus federal revenue among the states. The bill was signed by Andrew Jackson in June 1836, to aid Van Buren's campaign. (See "Caucus on the Surplus Bill," no. 1836-9 ). Beneath her are the words "She plucks Dick [i.e. Johnson]--and Dick plucks you--and Van [Buren] plucks Dick." Below the title are two quotes, possibly campaign cries, "Go it, ye Cripples!" and "The people will it!!!" Three other Democratic tickets, apparently from the same press, are also included here (see nos. 1836-16, -17, and -19).|Title appears as it is written on the item.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1836-18.
Professor Peter McDonald talks to Great Writers Inspire about the Post/Colonial aspects of Joseph Conrad's writing. In this first part, Peter takes Chinua Achebe's 1975 critique of Conrad as a starting point. Achebe deemed Conrad a 'bloody racist', and McDonald considers how Conrad's relationship to language and narrative complicates this. This audio recording is part the Interviews on Great Writers series presented by Oxford University Podcasts.
Professor Peter McDonald talks to Great Writers Inspire about the Post/Colonial aspects of Joseph Conrad's writing. In this second part, Peter closely analyses the narrative functions in Heart and Darkness and Lord Jim in order to consider what can be gained in reading these texts within the framework of post/colonial criticism. This audio recording is part the Interviews on Great Writers series presented by Oxford University Podcasts.
An Excel booklist created by Multnomah County Library to support the Ethnic Studies Integrated 2021 Social Science Standards. The file is organized with tabs for Japanese American Internment, Holocaust, Indigenous Peoples, Genocides, Prejudice, Refugees, Misinformation, and Cultural Diversity.
Derek Chauvin has been charged in the murder of George Floyd and the prosecution and defense are using two very different tactics to highlight their cases. This lesson plan has students analyze the facts of the Derek Chauvin trial as well as any potential stereotypes used in the case and the racial undertones thereof.
Although most students would agree that To Kill a Mockingbird explores the brutal injustice of the Jim Crow South in a small town, they do not always realize that the novel has little explicit acknowledgement of the African-American response. While the injustice is clearly perpetrated against African Americans, readers observe the suffering only through the eyes of the white characters. Chapter 12 provides a brief moment where students can see the reaction of one African-American character, Lula. Spending time looking at and understanding Lula’s anger toward Scout and Jem is critical to teaching this novel.
Lesson plan and activities on Federico García Lorca's poem "Prendimiento de Antoñito el Camborio en el camino de Sevilla"
This section provides an overview of resources to support with engaging with Truth and Reconciliation, using respectful terminology, and expanding your understanding of stereotypes & racism.
This is part of the Maamwi Hub's Discover Section, where you can find information and resources on Indigenous Peoples’ history, cultures, and perspectives, with a focus on the territory currently referred to as Ontario. Explore the entire Maamwi Hub by visiting the Provider Set linked below.
This kit covers stereotyping of Arab people, the Arab/Israeli conflict, the war in Iraq and militant Muslim movements. Students will learn core information and vocabulary about the historical and contemporary Middle East issues that challenge stereotypical, simplistic and uninformed thinking, and political and ethical issues involving the role of media in constructing knowledge, evaluating historical truths, and objectivity and subjectivity in journalism.
This course will focus on issues that arise in contemporary public debate concerning matters of social justice. Topics will likely include: euthanasia, gay marriage, racism and racial profiling, free speech, hunger and global inequality. Students will be exposed to multiple points of view on the topics and will be given guidance in analyzing the moral frameworks informing opposing positions. The goal will be to provide the basis for respectful and informed discussion of matters of common moral concern.
In this activity, timed to coincide with National Coming Out Day on October 11, students learn about what it means to "pass" (as white, as straight, as Christian...) and consider what the pressure to "pass" costs individuals and society. The activity is structured as a circle, but can be adapted for use in a conventional classroom.
Students learn about and discuss the history of apartheid in South Africa, the long struggle against it, and Nelson Mandela's legacy as a leader in that struggle.
An interactive timeline telling the historical stories, activism, and accomplishments of underserved and underrepresented communities at Oregon State University
This is the third day in a longer unit. Students will use two informational texts two analyze the theme of racism, especially in the context of interracial marriage and apply those concepts to Act I, Scene i of Othello. This lesson was created by Kristi Bose and is designed for Grade 9 English Language Arts students. Each student will analyze the theme of racism in Othello as a starting point for a discussion about racism in today’s society. This Remote Learning Plan addresses the following NDE Standard: NE LA 10.1.5d, NE LA 10.1.6d, 10.1.6i, 10.1.6.n, and NE LA 10.1.6o.
This collection uses primary sources to explore the postwar growth of the American suburbs. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
The students do a PowerPoint over controversial police shootings of African Americans. The names of the victims come from a list at the end of the novel, The Hate U Give. Names of victims killed after the novel was published have been added.
By the end of this section, you will be able to:Define and distinguish among prejudice, stereotypes, and discriminationProvide examples of prejudice, stereotypes, and discriminationExplain why prejudice and discrimination exist
By the end of this section, you will be able to:Define and distinguish among prejudice, stereotypes, and discriminationProvide examples of prejudice, stereotypes, and discriminationExplain why prejudice and discrimination exist
By the end of this section, you will be able to:Define and distinguish among prejudice, stereotypes, and discriminationProvide examples of prejudice, stereotypes, and discriminationExplain why prejudice and discrimination exist