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The East Harlem Violin Program provides violin instruction to 165 students between the ages of five and twelve. "It's difficult to work at three different schools, to carry music for all three schools, repair numerous broken violins, and pick up parking tickets wherever I go." Roberta explains.

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Session 22- Popular Images of Teachers cont.

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Session 21- Popular Images of Teachers and the Construction of Teaching Identities

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Session 15 - Educational Policy Trends in BC (and Beyond)-Assessment

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Session 14 - Educational Policy Trends in BC – Privatization

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Session 13 - Policies and Discourses in Education

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Session 12- Different ways in which teachers approach Social Justice

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Session 10 - Different notions of Social Justice

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Session 9 - Indigenous Critiques of Canadian Multiculturalism

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Session 8-Residential Schools and the assimilation policy

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Session 5- Multiculturalism and Education

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Session 3- Teaching & Teacher training complexities

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Session 2- The Relationship between Education and Schooling

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Session 1- Introductions and why do we teach?

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The Story of Roberta's Opus 118 program.

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The Story of Roberta's Opus 118 program.

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The Opus 118 Story

In the spring of 1981, a young violin teacher named Roberta Guaspari Tzavaras, newly arrived in East Harlem, held the first concert of the violin program she had just started at Central Park East School (CPE). The concert wasn't very big, and it wasn't very fancy. The program was hand-lettered by Roberta, decorated with a picture she had drawn herself. As word spread of the dynamic violin teacher at CPE, her program spread to CPE's two affiliate schools, CPE II and River East. It grew from about 40 students to 130 and more. Every year there was an end-of-the-year concert that brought parents and grandparents to their feet, clapping, cheering, and crying. And every year there was a hand-written program with a picture drawn by Roberta.

Then, in 1991, disaster hit. There were budget cuts for New York City public schools, and the violin program was axed. But Roberta wasn't giving up. Working with parents, other teachers and volunteers, she founded Opus 118 Harlem School of Music. Violinist Arnold Steinhardt, impressed by Roberta's music classes, engaged colleagues Itzhak Perlman and Isaac Stern to organize Fiddlefest, a benefit concert at Carnegie Hall to keep the violin program alive. Arnold's wife, Dorothea von Haeften, began working tirelessly to help save the program. Not only did this first concert shine a bright light on Opus 118, it became the first in a series of Fiddlefests with acclaimed musicians such as Joshua Bell, Yo-Yo Ma, Wynton Marsalis, Bobby McFerrin, and Mark O'Connor joining the students in performance.

Roberta Guaspari's passionate struggle to keep music instruction alive in Harlem's public schools has inspired two films: Small Wonders , a 1996 documentary produced by Walter Scheuer and Susan Kaplan and directed by Allan Miller, and Miramax's 1999 feature film, Music of the Heart , starring Meryl Streep. Both films received Academy Award nominations.

In 2002, Opus 118 Harlem School of Music expanded on the success of its In-School Program and established a comprehensive community music school. Through these programs, Opus 118 meets the needs of the community by offering students private, partner, and group instruction. Many of these students would not otherwise be able to afford music instruction outside of regular school hours. In addition to Opus 118's internationally-renowned violin lessons, the program offers lessons in viola, cello, guitar, and piano. Aspiring music teachers interested in Opus 118's unique methodology are invited to intern and apprentice with Roberta Guaspari and other master teachers in the In-School Program. Many of these interns and apprentices go on to join Opus 118's faculty, serving more classrooms of young violinists.
In 2012, Opus 118 Harlem School of Music formed a partnership with Kaufman Music Center that has helped to ensure that this valuable work can continue for years to come. What started in one Harlem classroom now touches the lives of thousands of children, here in New York and in other cities that have taken inspiration from the Opus 118 story.

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The Opus 118 Story | Opus 118 Harlem School of Music

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In the spring of 1981, a young violin teacher named Roberta Guaspari Tzavaras, newly arrived in East Harlem, held the first concert of the violin program she had just started at Central Park East School (CPE). The concert wasn't very big, and it wasn't very fancy.

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https://docs.google.com/presentation/d/1FtOSU0UeOLVXNgCc-7xScbY-VxWgnHw0qhwN1ttm2ts/edit?usp=sharing

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Play a game of Kahoot! here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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Native Drum - Indigenous Music and Stories Resource

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Native Drum - Indigenous Music and Stories Resource

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http://native-drums.ca/en/home/

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Below is information about the alternative education programs being delivered by the various school districts in British Columbia (last updated March 2013). If there are additional programs you know of, or if you have suggestions to help us improve this resource, please contact us.

BC Alternate Education Association maintains an updated list, found here: http://www.bcaea.com/publications.html

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Alternative Programs in British Columbia

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Below is information about the alternative education programs being delivered by the various school districts in British Columbia (last updated March 2013). If there are additional programs you know of, or if you have suggestions to help us improve this resource, please contact us.

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Daily physical activity from Hugh, Jordan and Jeff's presentation

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Daily physical activity from Hugh, Jordan and Jeff's presentation

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Want Smarter, Healthier Kids? Try Physical Education! | Paul Zientarski | TEDxBend

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Science First Peoples- Teacher Resource Guide

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Science First Peoples- Teacher Resource Guide

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http://www.fnesc.ca/science-first-peoples/

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http://youtu.be/9QMZaOVOin8

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Indigenous Peoples in the Canadian Residential Schools: RISE (Clip)

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Contact info to address deregulation of existing policies

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Contact info to address deregulation of existing policies

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RegulatoryReformBC@gov.bc.ca

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Typecasting teachers: How media portrayals mirror public perception

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Typecasting teachers: How media portrayals mirror public perception

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Typecasting teachers: How media portrayals mirror public perception

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Why Do We Teach? - Do You Believe In Me?

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Why Do We Teach? - Do You Believe In Me?

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How does PISA work? (Shared by Caylin and Andrew).

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How does PISA work? (Shared by Caylin and Andrew).

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Educational Foundations and Research, University of North Dakota

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Barnhardt, R., & Kawagley, A. O. (2005). Indigenous knowledge systems and Alaska Native ways of knowing. Anthropology & Education Quarterly, 36, 8-23. Retrieved from http://www.ankn.uaf.edu/curriculum/Articles/BarnhardtKawagley/Indigenous_Knowledge.html

First Peoples' Cultural Council. (2014). Report on the status of BC First Nations Languages. Brentwood Bay, BC: First Peoples' Cultural Council Language Programs. Retrieved from
WEB.pdf

Galla, C. K., Kawai'ae'a, K., & Nicholas, S. E. (2014). Carrying the torch forward: Indigenous academics building capacity through an international collaborative model. Canadian Journal of Native Education, 37, 193-217.

Hinton, L. & Meek, B.A. (2016). Language acquisition, shift, and revitalization processes in the USA and Canada. In Coronel-Molina S.M. & McCarty, T.L. (Eds.), Indigenous Language Revitalization in the Americas, 57-75. New York: Routledge.

Hyslop, P. & Jarrett, B. (2014). Justice for all: An Indigenous community-based approach to restorative justice in Alaska. The Northern Review, 38, 239-268.

Kawaiʻaeʻa, K. (2008). Hoʻi Hou i ke kumu: Teachers as nation builders. In Maenette K.P. Ah Nee- Benham (Ed.), Indigenous Educational Models for Contemporary Practice: In Our Mother's Voice, 40-45. New York: Routledge.

Purdy, J. (1997). Crossroads: A conversation with Sherman Alexie. Western Washington University. Retrieved from

MacKenzie, S. & Stenport, W. (2016). Arnait video productions: Inuit women's collec-tive filmmaking, coalitional politics, and a globalized arctic. Camera Obscura 93, 31, 153-163. Published by Duke University Press doi 10.1215/02705346 - 36620 66

McCarty, T. L., & Nicholas, S. E. (2014). Reclaiming Indigenous languages: A reconsideration of the roles and responsibilities of schools. Review of Research in Education, 38, 106-136. doi:10.3102/0091732X13507894

Nicholas, S. E. (2011). How are you Hopi if you can't speak it? An ethnographic study of language as cultural practice among contemporary Hopi youth. In McCarty, T.L. (Ed.). Ethnography and Language Policy. New York: Routledge.

Stanton, C. R. (2012). Hearing the story: critical Indigenous curriculum inquiry and primary source representation in social studies education, Theory & Research in Social Education. 40, 339-370. doi: 10.1080/00933104.2012.723242

Tidball, L. (2013, November 22). What makes a four-quadrant film? 10 essential elements [Web log post]. Retrieved from

Wright, M. (2010). Aspects of silence: When do traditions begin? In R. Barnhardt & A. O. Kawagley (Eds.), Alaska Native education: Views from within, 193-198. Fairbanks: Alaska Native Knowledge Network.

United States Holocaust Memorial Museum. (2017). Leni Riefenstahl. Retrieved from

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Barnhardt, R., & Kawagley, A. O. (2005). Indigenous knowledge systems and Alaska Native ways of knowing. Anthropology & Education Quarterly, 36, 8-23. Retrieved from http://www.ankn.uaf.edu/curriculum/Articles/BarnhardtKawagley/Indigenous_Knowledge.html First Peoples' Cultural Council. (2014). Report on the status of BC First Nations Languages. Brentwood Bay, BC: First Peoples' Cultural Council Language Programs. Retrieved from WEB.pdf Galla, C.

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Democratic Education: What Happens When Students Decide What They Learn at School? - A six-minute video from Sandy Martinuk that looks at how Windsor House supports the new BC curriculum through democratic education and students' self-directed learning.

Windsor House: What Really Matters - a 16-minute documentary by Sherry Sakamoto and Terry Martyniuk of Pacific Spirit Productions.

Jerry Michalski - What If We Trusted You?

Movements around the world are finding new ways, flipping the model, building practices and institutions based on the initial gesture of trust. Building on trust, we are rediscovering how to be citizens in civilization together.

Dr. Peter Gray - The Decline of Play

Dr. Peter Gray on why free play is essential for children's healthy social and emotional development and how we can bring free play back to children's lives.

Ken Robinson - Do school's kill creativity?

Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.

Gever Tulley - Life lessons through tinkering

Gever Tulley uses engaging photos and footage to demonstrate the valuable lessons kids learn at his Tinkering School. When given tools, materials and guidance, these young imaginations run wild and creative problem-solving takes over to build unique boats, bridges and even a rollercoaster!

Gever Tulley - 5 dangerous things you should let your kids do

Gever Tulley, founder of the Tinkering School, spells out five dangerous things you should let your kids do - and why a little danger is good for both kids and grownups.

Sugata Mitra - The child-driven education

Education scientist Sugata Mitra tackles one of the greatest problems of education - the best teachers and schools don't exist where they're needed most. In a series of real-life experiments from New Delhi to South Africa to Italy, he gave kids self-supervised access to the web and saw results that could revolutionize how we think about teaching.

Dave Eggars - Once upon a school

Accepting his 2008 TED Prize, author Dave Eggers asks the TED community to personally, creatively engage with local public schools. With spellbinding eagerness, he talks about how his 826 Valencia tutoring center inspired others around the world to open.

Dan Meyer - Math class needs a makeover

Today's math curriculum is teaching students to expect - and excel at - paint-by-numbers classwork, robbing kids of a skill more important than solving problems: formulating them. Dan Meyer shows classroom-tested math exercises that prompt students to stop and think.

Daniel Pink - Drive: The surprising truth about what motivates us

In this talk from RSA Animate, career analyst Dan Pink examines the puzzle of motivation, starting with a fact that social scientists know but most managers don't: Traditional rewards aren't always as effective as we think. Listen for illuminating stories - and maybe, a way forward.

Ken Robinson - Changing education paradigms

In this talk from RSA Animate, Sir Ken Robinson lays out the link between three troubling trends: rising drop-out rates, schools' dwindling stake in the arts, and ADHD. An important, timely talk for parents and teachers.

Adora Svitak: What adults can learn from kids

Child prodigy Adora Svitak says the world needs "childish" thinking: bold ideas, wild creativity and especially optimism. Kids' big dreams deserve high expectations, she says, starting with grownups' willingness to learn from children as much as to teach.

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Democratic Education: What Happens When Students Decide What They Learn at School? - A six-minute video from Sandy Martinuk that looks at how Windsor House supports the new BC curriculum through democratic education and students' self-directed learning. Windsor House: What Really Matters - a 16-minute documentary by Sherry Sakamoto and Terry Martyniuk of Pacific Spirit Productions.

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Rita Pierson, a teacher for 40 years, once heard a colleague say, “They don’t pay me to like the kids.” Her response: “Kids don’t learn from people they don’t like.’” A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

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Group work on diversity

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Are you looking for new ways to teach about climate change and social justice? Frustrated with models that stop at changing light bulbs and driving smart cars?

The Canadian Centre for Policy Alternatives and the BC Teachers' Federation have teamed up to create free classroom-ready materials that help students engage with the two great inconvenient truths of our time: climate change and rising inequality. And we don't stop at small-scale personal choices, climate justice looks to how we can re-imagine the systems around us to make a better life for everyone.

Consisting of eight modules designed for students in grades 8 to 12 (adaptable for intermediate), the package explores climate justice within the context of BC's communities, history, economy and ecology.
Climate Justice in BC modules:

1. Introduction to Climate Justice

2. Reimagining our Food System

3. Transportation Transformation

4. Rethinking Waste

5. Fracking Town Hall

6. Green Industrial Revolution

7. Imagining the Future We Want

8. Challenges to Change

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Climate Justice in BC: Lessons for Transformation

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Are you looking for new ways to teach about climate change and social justice? Frustrated with models that stop at changing light bulbs and driving smart cars? The Canadian Centre for Policy Alternatives and the BC Teachers' Federation have teamed up to create free classroom-ready materials that help students engage with the two great inconvenient truths of our time: climate change and rising inequality.

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Cut-off documentary on Canada’s isolated Indigenous communities.

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Cut-off documentary on Canada’s isolated Indigenous communities.

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A special VICELAND documentary on Canada's isolated Indigenous communities. On June 19, VICELAND will present CUT-OFF, our special documentary on struggle and

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(sirens wailing) >> NARRATOR: 27 years ago, when civil rights leader Martin Luther King, Jr. was assassinated, grief and frustration erupted in America's cities.

And far away in Iowa, one third-grade teacher knew she had to do something.

>> The shooting of Martin Luther King could not just be talked about and explained away.

There was no way to explain this to little third graders in Riceville, Iowa.

I knew that it was time to deal with this in a concrete way, not just talk about it, because we had talked about racism since the first day of school.

>> This is a fact.

Blue-eyed people are better than brown-eyed people.

>> NARRATOR: It was a daring experiment in prejudice.

>> I watched wonderful, thoughtful children turn into nasty, vicious, discriminating little third graders.

>> NARRATOR: Can one teacher in one day change the lives of her students forever?

Tonight, "A Class Divided."

>> August 1984.

A high school reunion brings some 50 former students to Riceville, Iowa.

Eleven of them, some with their spouses and children, arrive early for a special reunion with their former third-grade teacher, Jane Elliott.

>> Oh... (laughing) >> And this is my husband.

This is my husband Tom.

>> Tom... Brian?

(laughing) >> How are you?

>> Oh, fine, I'm just... Roy Wilson!

>> I made it!

>> You darling, oh, Roy!

>> Haven't been here in 14 years.

>> I'm so glad to see you.

(all talking at once) >> How are you doing?

>> Fine.

>> Long time since I've seen you.

>> Yeah, it has been.

>> Where are your little ones?

>> They're at home with Mama.

>> And this is your husband?

>> Yeah, that's Greg.

Greg Rollins.

>> Greg Rollins, nice to meet you.

>> NARRATOR: Fourteen years earlier, when they were students in her third-grade classroom, ABC News filmed a two-day exercise for a documentary, "The Eye of the Storm."

Now, at their request, they will see that film again and relive the experience of her unique lesson in discrimination.

>> ♪ God bless America, my home sweet home ♪ ♪ God bless America, my home sweet home.

♪ >> This is a special week.

Does anybody know what it is?

>> National Brotherhood Week.

>> National Brotherhood Week.

What's brotherhood?

>> Be kind to your brothers?

>> Okay, be kind to your brothers... >> ...like you would like to be treated.

>> Treat everyone the way you would like to be treated.

Treat everyone as though he was your... >> Brother... >> Brother.

And is there anyone in this United States that we do not treat as our brothers?

>> Yeah... >> Who?

>> Black people.

>> The black people.

Who else?

>> Indians?

>> Absolutely, the Indians.

And when you see, when many people see a black person or a yellow person or a red person, what do they think?

>> Look at that... dumb people.

>> Look at the dumb people.

What else do they think sometimes?

What kind of things do they say about black people?

>> They call them Negroes, niggers... >> In the city, many places in the United States, how are black people treated?

How are Indians treated?

How are people who are of a different color than we are treated?

>> Like they're not part of this world.

They don't get anything in this world.

>> Why is that?

>> Because they're a different color.

>> Do you think you know how it would feel to be judged by the color of your skin?

>> Yeah... >> Do you think you do?

No, I don't think you'd know how that felt unless you had been through it, would you?

It might be interesting to judge people today by the color of their eyes... would you like to try this?

>> Yeah!

>> Sounds like fun, doesn't it?

Since I'm the teacher and I have blue eyes, I think maybe the blue-eyed people should be on top the first day.

>> And up here?

>> I mean the blue-eyed people are the better people in this room.

>> Huh-uh.

>> Oh yes, they are... blue-eyed people are smarter than brown-eyed people.

>> Huh-uh.

>> My dad isn't that... stupid.

>> Is your dad brown-eyed?

>> Yeah.

>> One day you came to school and you told us that he kicked you.

>> He did.

>> Do you think a blue-eyed father would kick his son?

>> My dad's blue-eyed, he's never kicked me.

Ray's dad is blue-eyed, he's never kicked him.

Rex's dad is blue-eyed, he's never kicked him.

This is a fact.

Blue-eyed people are better than brown-eyed people.

Are you brown-eyed or blue-eyed?

>> Blue.

>> Why are you shaking your head?

>> I don't know.

>> Are you sure that you're right?

Why?

What makes you so sure that you're right?

>> I don't know.

>> The blue-eyed people get five extra minutes of recess, while the brown-eyed people have to stay in.

>> Ooh.

>> The brown-eyed people do not get to use the drinking fountain.

You'll have to use the paper cups.

You brown-eyed people are not to play with the blue-eyed people on the playground, because you are not as good as blue-eyed people.

The brown-eyed people in this room today are going to wear collars.

So that we can tell from a distance what color your eyes are.

On page 127... one hundred twenty-seven.

Is everyone ready?

Everyone but Laurie.

Ready, Laurie?

>> She's a brown-eye.

>> She's a brown-eye.

You'll begin to notice today that we spend a great deal of time waiting for brown-eyed people.

The yardstick's gone, well, okay.

I don't see the yardstick, do you?

>> It's probably over there.

>> Hey, Mrs. Elliott, you better keep that on your desk so if the brown people, the brown-eyed people get out of hand... >> Oh, you think if the brown-eyed people get out of hand, that would be the thing to use.

Who goes first to lunch?

>> The blue eyes.

>> The blue-eyed people.

No brown-eyed people go back for seconds.

Blue-eyed people may go back for seconds.

Brown-eyed people do not.

>> Why not the brown-eyes?

>> Don't you know?

>> They're not smart.

>> Is that the only reason?

>> ...afraid they'll take too much.

>> They might take too much.

Okay, quietly now... not a sound.

>> And it seemed like when we were down on the bottom, everything bad was happening to us.

>> The way they treated you, you felt like you didn't even want to try to do anything.

>> It seemed like Mrs. Elliott was taking our best friends away from us.

(playground whistle blows) >> What happened at recess?

Were two of you boys fighting?

>> Russell and John were.

>> What happened, John?

>> Russell called me names and I hit him.

Hit him in the gut.

>> What did he call you?

>> Brown eyes.

>> Did you call him brown eyes?

>> They always call us that... all the blue eyes call us that.

>> They say (taunting): "Come here, brown eyes"... >> They were calling us blue eyes.

>> I wasn't.

>> Sandy and Donna were... >> Yeah.

>> What's wrong with being called brown eyes?

>> It means that we're stupider and... well, not that but... >> Oh, that's just the same way as other people calling black people niggers.

>> Is that the reason you hit him, John?

Did it help?

Did it stop him?

Did it make you feel better inside?

Make you feel better inside?

Did it make you feel better to call him brown eyes?

Why do you suppose you called him brown eyes?

>> Because he has brown eyes?

>> Is that the only reason?

He didn't call him brown eyes yesterday and he had brown eyes yesterday.

Didn't he?

>> We just started this... >> ...yeah, ever since you put those blue things on.

>> They kind of tease him.

>> Oh, is this teasing?

>> No... when he did it, it was.

>> Were you doing it for fun, to be funny, or were you doing it to be mean?

>> Mean?

>> I don't know, don't ask me.

Did anyone laugh at you...?

I watched what had been marvelous, cooperative, wonderful, thoughtful children turn into nasty, vicious, discriminating, little third-graders in a space of 15 minutes.

>> Yesterday, I told you that brown-eyed people aren't as good as blue-eyed people.

That wasn't true.

I lied to you yesterday.

>> Ooh boy, here we go again.

>> The truth is that brown-eyed people are better than blue-eyed people.

>> (laughter) >> Russell, where are your glasses?

>> I forgot them.

>> You forgot them.

And what color are your eyes?

>> Blue.

>> (laughter) >> Susan Ginder has brown eyes.

She didn't forget her glasses.

Russell Ring has blue eyes and what about his glasses?

>> He forgot them.

>> He forgot them.

Yesterday we were visiting and Greg said, "Boy, I like to hit my little sister as hard as I can, that's fun."

What does that tell you about blue-eyed people?

>> They're naughty... in fact, they fight a lot... >> The brown-eyed people may take off their collars.

And each of you may put your collar on a blue-eyed person.

The brown-eyed people get five extra minutes of recess.

You blue-eyed people are not allowed to be on the playground equipment at any time.

You blue-eyed people are not to play with the brown-eyed people.

Brown-eyed people are better than blue-eyed people.

They are smarter than blue-eyed people and if you don't believe it, look at Brian.

Do blue-eyed people know how to sit in a chair?

Very sad.

Very, very sad.

Who can tell me what contraction should be in the first sentence?

Go to the board and write it, John.

Come on, let's do it again, loosen up.

Up, up, up!

Come on.

That's better.

Now, do you know how to make a W?

Okay, write the contraction for "we are."

Now that's beautiful writing!

Is that better?

>> Yes.

>> Brown-eyed people learn fast, don't they?

>> Yeah.

>> Boy, do brown-eyed people learn fast.

Very good.

Greg, what did you do with that cup?

Will you please go and get that cup and put your name on it and keep it at your desk?

Blue-eyed people are wasteful.

Okay, want to be timed this morning?

>> Yeah.

>> I use Orton Gillingham phonics.

We use the card pack, and the children, the brown-eyed children were in the low class the first day and it took them five and a half minutes to get through the card pack.

The second day it took them two and a half minutes.

The only thing that had changed was the fact that now they were superior people.

>> You went faster than I ever had anyone go through the card pack.

Why couldn't you get them yesterday?

>> We had those collars on.

>> You think the collars kept you... >> We kept thinking about those collars.

>> My eyes kept rolling around.

>> Oh, and you couldn't think as well with the collars on.

Four minutes and 18 seconds.

>> I knew we weren't going to make it.

>> Neither did I.

>> How long did it take you yesterday?

>> Three minutes.

>> Three minutes.

How long did it take you today?

>> Four minutes and 18 seconds.

>> What happened?

>> Went down.

>> Why?

What were you thinking of?

>> This.

>> I hate today.

>> You do?

I hate it too.

>> Because I'm blue-eyed.

>> See, I am too.

>> It's not funny, it's not fun, it's not pleasant.

This is a filthy, nasty word called discrimination.

We're treating people a certain way because they are different from the rest of us.

Is that fair?

>> No.

>> Nothing fair about it.

We didn't say this was going to be a fair day, did we?

>> No.

>> And it isn't.

It's a horrid day.

Okay, you ready?

What did you blue... people who are wearing blue collars now find out today?

>> I know what they felt like yesterday.

>> I do too.

>> How did they feel yesterday?

>> Like a dog on a leash.

>> Yeah... like you're chained up in a prison and they throw the key away.

>> Should the color of some other person's eyes have anything to do with how you treat them?

>> No.

>> All right, then should the color of their skin?

>> No.

>> Should you judge people... >> No.

>> By the color of their skin?

>> No.

>> You're going to say that today.

And this week and probably all the time you're in this room.

You'll say, "No... Mrs. Elliott..." >> No... >> Every time I ask that question.

>> No, Mrs. Elliott.

>> Then when you see a black man or an Indian or someone walking down the street, are you going to say, "Ha ha, look at that silly-looking thing"?

>> No, Mrs. Elliott.

>> Does it make any difference whether their skin is black or white?

>> No.

>> Or yellow?

Or red?

>> No.

>> Is that how you decide whether people are good or bad?

>> No.

>> Is that what makes people good or bad?

>> No.

>> Let's take these collars off.

>> Here, Mrs. Elliott, you can have it.

>> What would you like to do with them?

>> Throw them away.

>> Go ahead!

Now you know a little bit more than you knew at the beginning of this week.

>> Yes... a lot... >> Do you know a little bit more than you wanted to?

>> (in sing-song): Yes, Mrs. Elliott.

>> This isn't an easy way to learn this, is it?

>> (in sing-song): No, Mrs. Elliott.

>> (teasingly): Oh, will you stop that!

>> (laughter) >> Okay, now let's all sit down here together, blue eyes and brown eyes.

Does it make any difference what color you are?

>> No.

>> Down, girl... >> (laughter) >> Oh, you found your friend, huh?

>> Okay, ready to listen now?

Okay, now are you back?

>> Yes!

>> Does that feel better?

>> Yes!

>> Does the color of eyes that you have make any difference in the kind of person you are?

>> (mockingly): No, Mrs. Elliott.

>> Does that feel like being home again, girls?

>> (mockingly): Yes, Mrs. Elliott.

>> (teasingly): Oh, will you stop it?

>> (laughter) >> CHARLIE COBB: This was the third time Jane Elliott had taught her lesson in discrimination.

The first, two years earlier, was in April of 1968.

>> On the day after Martin Luther King was killed, I... one of my students came into the room and said "They shot a king last night," Mrs. Elliott.

"Why'd they shoot that king?"

I knew the night before that it was time to deal with this in a concrete way, not just talking about it, because we had talked about racism since the first day of school.

But the shooting of Martin Luther King, who had been one of our heroes of the month in February, could not just be talked about and explained away.

There was no way to explain this to little third graders in Riceville, Iowa.

As I listened to the white male commentators on TV the night before, I was hearing things like "Who's going to hold your people together?"

as they interviewed black leaders.

"What are they going to do?"

"Who's going to control your people?"

As though this was... these people were subhuman and someone was going to have to step in there and control them.

They said things like, "When we lost our leader, "his widow helped to hold us together.

Who's going to hold them together?"

And the attitude was so arrogant and so condescending and so ungodly that I thought if white male adults react this way, what are my third graders going to do?

How are they going to react to this thing?

I was ironing the teepee... we studied an Indian unit, we made a teepee every year.

The first year the students would make the teepee out of pieces of sheet, we'd sew it together.

And the next year we'd decorate it with Indian symbols.

I was ironing the previous year's teepee, getting it ready to be decorated the next day.

And I thought of what we had done with the Indians.

We haven't made much progress in these 200, 300 years.

And I thought this is the time now to teach them really what the Sioux Indian prayer that says, "O great spirit, keep me from ever judging a man until I have walked in his moccasins," really means.

And for the next day I knew that my children were going to walk in someone else's moccasins for a day.

Like it or lump it, they were going to have to walk in someone else's moccasins.

I decided at that point that it was time to try the eye color thing, which I had thought about many, many times but had never used.

So the next day I introduced an eye color exercise in my classroom and split the class according to eye color.

And immediately created a microcosm of society in a third-grade classroom.

>> COBB: Riceville hasn't changed much in the 17 years since then.

It's still a small farming community surrounded by corn fields.

Its population is still under a thousand.

And it's still all white and all Christian.

And though Jane Elliott has continued to teach her lesson in discrimination, there has been little outward local reaction: no objections from school authorities or the parents of the 300-odd students who have by now been through it.

>> Okay, let's... let's get in a circle.

>> The reunion of her former third-graders was Jane Elliott's first chance to find out how much of her lesson her students had retained.

>> All right, now, Raymond.

Why...

I want to know why you... were so eager to discriminate against the rest of these kids.

At the end of the day, I thought, "the miserable little Nazi."

>> (laughter) >> Really, I just...

I couldn't stand you.

>> It felt tremendously evil.

You could... all your inhibitions were gone.

And no matter if they were my friends or not, any pent-up hostilities or aggressions that these kids had ever caused you, you had a chance to get it all out.

>> Yeah, I felt like I was... like a king, like I ruled them brown-eyes, like I was better than them, happy.

>> And you did it all day.

>> Yeah.

>> How did you feel when you were the out-group?

>> Boy, that day, after we went home... (laughs) ooh, you know, talk about hating somebody.

>> Yeah.

>> It was there.

>> You hated me.

>> Yeah... of what you were putting us through.

Nobody likes to be looked down upon.

Nobody likes to be hated, teased or discriminated against.

And it just boggles up inside of you... you just get so mad.

>> Were you just angry or was there more than that?

>> I felt demoralized, humiliated.

>> Is the learning worth the agony?

>> Yeah, it is.

>> Yes.

>> It made everything a lot different than what it was.

We was... we was a lot better family altogether, even in our houses we was probably, because it... it was hard on you; when you have your best friend one day and then he's your enemy the next, it brings it out real quick in you.

>> Some of the remarks were the kinds of things I would have wished I could have programmed into them, if I had been able to program them.

They are the things I would have wanted them to say.

Some of the things were just mind blowing.

>> You know you hear these people talkin' about, you know, different people and how they're, you know, different and they'd like to have 'em out of the country: "I wish they'd go back to Africa," you know an' stuff.

An' sometimes I just wish I had that collar in my pocket.

I could whip it out an' put it on and say, "Wear this, and put you... put yourself in their place."

I wish they would go what I, you know, do what I went through.

>> We was at a softball game a couple weekends ago and there was a black guy, "Hi Verla," you know... and we hugged each other and everything, and some people really looked just like, "What are you doin' with him?"

you know.

And you just get this burning feeling... sensation... in you that you just want to let it out and put them through what we went through to find out; they're not any different.

>> I still find myself sometimes when I see some people together and I see how they act... you know, I think, "Well, that's black."

And then right in the next second...

I won't even finish the thought, I'm saying, "Well, I've seen whites do it.

"I've seen other people do it.

It's not just the blacks."

It's... everyone acts differently.

It's just a different color is what hits you first.

And then later, as I said, I don't even finish that thought before I remember back when I was like that and then I remember not, you know... everyone acts the same way; it's just your way of thinking is the difference.

>> Like when my grandparents or somebody and they start talkin' about old times and they say, "the Japs" and all this an' that, and they start, you know, holdin' that against them.

I think, "How'd you like to have been them?

"Japanese-Americans get thrown into these camps just because they happen to be part Japanese."

You know, I...

I just said, "You, you calm down and think about it," but when they get older they're set in their ways and they're not gonna change.

>> When you get older?

>> I'll be set in my ways but they're different than their ways.

>> I was absolutely enthralled.

Sandy Dohlman's statements that "When my son comes home "with the word 'nigger' and the other things "that he hears downtown, I say to him, 'Listen, "that isn't the way we judge people.

"You don't judge people by how they look.

"You judge them by what's on their inside, not their outside.'"

>> I'm glad that she's teachin' them not to hate because even though he does hear this from the other people, he... if he goes home and he thinks, "Well, Mom and Dad like the black people; I'm gonna like 'em too," so I don't think he's gonna pick nothin' bad up out of it.

>> You chose your husband well.

>> (laughter) >> He chose me.

>> You chose her well.

>> (laughter) >> Little kids'll take it... you know, they'll listen to a lot of other people too, so they're gonna end up kinda confused over it.

>> But if she keeps on telling him.

>> Yeah.

>> Is he going to be the kind of person you kids are?

Or is he going to be the kind who judge people by the... >> Well, he'll know right... somewhat right from wrong.

>> He'll know that.

>> He'll know that he will.... >> ...but he'll have the, the ideas.

He won't be judging 'em by their color but he won't know what we know fully, having been through it.

>> He won't learn the collar thing.

>> The prejudice from us.

>> He won't... he won't learn prejudice first-handed.

>> Yeah.

>> He won't learn to be prejudiced from us, I mean, they won't learn to discriminate between people from us.

They may... he might hear it from others but never from us.

>> Okay, what's it like to be married to somebody like that?

>> (laughter) >> When I was gonna marry Sheila, I knew I... for my future that I was going into the military.

At first I thought, "Is she gonna be able to handle being with all the different nationalities?"

And then I read "The Storm"... read the book.

>> "A Class Divided."

>> "A Class Divided" before we got married and before I joined the Army, and I said, "Hey, she's not gonna have any problems."

>> Should every... should every child have the exercise or should every teacher?

>> Everybody.

>> Everybody, not just... >> Everybody who has... >> I think every school ought to implement something like this program in their early stages of education.

>> COBB: If Jane Elliott's lesson in discrimination changed the way these young people feel about discrimination and racism, it also had a totally unexpected result.

>> The second year I did this exercise I gave little spelling tests, math tests, reading tests two weeks before the exercise, each day of the exercise and two weeks later and, almost without exception, the students' scores go up on the day they're on the top, down on the day they're on the bottom and then maintain a higher level for the rest of the year after they've been through the exercise.

We sent some of those tests to Stanford University to the Psychology Department and they did sort of an informal review of them, and they said that what's happening here is kids' academic ability is being changed in a 24-hour period.

And that isn't possible but it's happening.

Something very strange is happening to these children because suddenly they're finding out how really great they are and they are responding to what they know now they are able to do.

And it has happened consistently with third graders.

>> COBB: The film made of Jane Elliott's third graders in 1970 has been widely used with students and teachers... and by government, business, and labor organizations concerned about human relations.

Perhaps the most unusual use of it is here, at Green Haven Correctional Facility, a maximum security prison in Stormville, New York.

Here, in a sociology course taught by Professor Duane W. Smith of Duchess Community College, his almost exclusively black and Hispanic classes have been seeing the film for more than ten years.

>> What I'd like to do is introduce the subject of prejudice and discrimination through this film called "The Eye of the Storm."

>> Blue-eyed people are smarter than brown-eyed people.

>> Huh-uh.

>> They are cleaner than brown-eyed people.

>> Huh-uh.

>> They are more civilized than brown-eyed people.

>> FILM NARRATOR: Sandra and her brown-eyed friends didn't like that day, but Raymond did.

>> I felt like I was a king, like I ruled them... >> Do you think the children, by this process, really learned the meaning of discrimination?

>> Most of the children, before the film started, they had played and lived together in harmony and a certain action coming from the teacher and seeing the teacher as an authoritarian figure and someone to respect, they accepted the views that was being given to them.

But I think that at the end of the lesson they could clearly see that prejudices and other forms of discrimination are things that people build within their minds.

They are not actual physical barriers that say, "Yo, you can't cross the street."

>> The one kid I could really agree with was, at recess, he was a brown-eyed kid.

He had this inner turmoil against this feeling of being divided or prejudiced against where he would hit another kid that he's known for so many years in the gut.

Whether... he also stated that it didn't help any, so that automatically should be a lesson to every adult in the world.

Violence doesn't help any, and, you know, this is a film that I hope my children get to see.

>> COBB: Unlike New York, Iowa is 98% white Anglo-Saxon; yet even here, minority groups account for more than 20% of the prison population.

To make sure its prison system employees are sensitive to the concerns of this large minority, the Iowa Department of Corrections last fall hired Jane Elliott to give her lesson to some of them.

The group, which included prison guards and parole officers, was told only that it would be attending a day-long workshop.

David Stokesbery.

>> Most of our training you go to, people give you information and you learn that way.

>> Blue-eyed?

>> When I first came with the sign-up and such and got put in the group, I didn't know... when I started seeing the signs around, you know, "brown-eyes only" and such, I figured they were the better group because they had a lot of spaces available and there were none for the blue-eyes.

So when I got put in the blue-eyes group and put the collar on, I knew then that I was going to be in the deprived group, I guess.

>> Okay, now you can stay in this area... >> The workshop was supposed to begin at 9:00.

They took the brown-eyes in about 9:00 and left us standing in the hall.

I literally stood because there weren't enough chairs and I didn't know whether I wanted to fight to take a chair down, I didn't know if somebody would come and take the chair away from me if I did.

>> COBB: While David Stokesbery and the other blue-eyed people waited, inside the meeting room, Jane Elliott prepared the brown-eyed people for what was going to happen.

>> Now this is not something I can do alone.

This exercise won't work without your cooperation.

Blue-eyed people aren't allowed to smoke, blue-eyed people aren't allowed to sit in these empty chairs.

Do not let a blue-eyed person sit next to you.

You know you can't trust them and besides which they don't smell good.

Everybody knows that about blue-eyed people.

You don't know what you can catch from a blue-eyed person.

>> By 9:20, I felt some antagonism.

I'm stuck out here for 20 minutes standing, waiting.

>> I still say we ought to see what kind of a reaction we'd get by everyone just simply going in.

Anyone who wants to do it?

>> Nobody seems to have courage in their conviction.

They do a lot of talking but nobody takes any action.

>> Maybe we should oppose it by all singing a song or doing something really loud, you know.

>> "We shall overcome"?

>> Yeah.

All right (laughter).

>> I need to have you keep it down.

I don't know how many times I need to give that instruction, but you need to keep it down so you don't bother the people in the, in the workshop.

>> I was pretty well ticked off by the time we got taken in there.

>> ...purses and overcoats in the corner.

I need to have you put your purse and your coat in the corner.

>> It would be to your advantage in the future, people, if you'd get to meetings on time.

It would also be to your advantage if you'd put your gum away.

>> I'll leave.

>> Put your gum away.

>> I'll leave.

>> Do you want to get paid for today?

>> Uh-huh.

>> Well, then stay, but put your gum away.

>> I don't have a purse, so I don't have any place to put my gum.

>> I'm sure that you are inventive enough to find a place for the gum.

Now I'd like for you to notice where she put her gum.

You have this problem with blue-eyed people.

You give them something decent, and they just wreck it.

You'll also notice that blue-eyed people spend a lot of time playing "Look at me, "see how cute I am, I can be funny.

"I can make a joke of this.

This is amusing, I'm amused by this."

Another thing that is obvious about blue-eyed people is that they are poor listeners.

The first thing you have to do when you get... when you are teaching in a segregated situation, when you're working in a segregated situation, is teach the listening skills.

The listening skills are: number one, good listeners have quiet hands, feet and mouths.

Everyone needs to write these down.

I'd like for you to look at the man in the back, in the black jacket.

The game we're playing is, playing it cool.

This is a favorite blue-eyed game, playing it cool.

"Nobody can bother me, man.

"I can handle this.

I don't have to do this.

I'm gonna ignore this whole thing."

Number two, good listeners keep their eyes on the person who is speaking.

I take it you don't have a pencil?

>> No.

>> Nor you?

>> No.

>> Perhaps you could borrow one from one of your neighbors.

Sir, I realize that you feel that you don't need to write it down, but whether or not you write it down, perhaps you could remember it.

>> I'll borrow a pen.

>> Good listeners have quiet hands, feet and mouths.

Do you know what that means?

>> I'm not sure.

>> I believe that.

Do you want me to explain it to you?

>> No, that's okay.

I'll get a pencil and write this down directly.

>> Look, blue-eyed people, all... many of you have pencils.

Will one of you please lend him a pencil?

Or don't you trust him?

Which I can understand.

From the last ten minutes, what have you observed about blue-eyed people?

>> Blue-eyed people are very stubborn, very self-centered, and wish to control as much of their surrounding as possible, people-wise I mean.

Very inconsiderate people.

I don't even know why you have them here in the first place.

>> We have them here because we are required to have them here.

>> We, we have to, huh?

>> This is one of the things you have to put up with.

>> Oh.

>> Number three, good listeners listen from the beginning to the very end.

Okay, good listeners decide to learn something.

And this is the thing you'll have the most difficulty with with blue-eyed people.

They decide not to learn something.

Some of you have had trouble with blue-eyed people in your home environment.

Some of you have had trouble with blue-eyed people in your workplace.

Does anybody have an example of that that they'd like to talk about?

Anyone?

>> Yeah.

I have two nephews, and one is blue-eyed, and one's brown-eyed.

And the blue-eyed one, like, he never cleans his room, and he's real lazy.

And the brown, you know... and he doesn't seem to have a lot of energy, the blue-eyed one.

But the brown-eyed one, he's real outgoing, and he plays in sports and he's pretty good at it.

And, he just seems like a better kid.

So if I have kids, I hope they have brown eyes.

>> You, are you married?

>> No.

>> Then it's a good thing you don't have kids, isn't it?

>> Right.

>> Then you will know what to do when, when you choose a mate.

>> Right.

>> Would you like to read that first listening skill to me?

>> I haven't got it on my paper yet.

>> Oh, why is that?

>> I haven't borrowed the pencil to write it down as yet.

>> And you think it's unnecessary?

>> Well, at this particular point, yes, I do.

>> Why?

>> Well...

I, I have it in my head for the most part.

>> There's a lot of space up there for it, isn't there, friend?

Do you suppose you could tell me what it is?

>> It has something to do with keeping your hands and feet still, as I recall.

>> Has something to do with that.

>> (laughter) I find it interesting that you're amused by our having to stand here and wait for this man to do something that everybody else has already done.

I find that highly interesting.

Stupid, but interesting.

If, if you are in a situation where someone is constantly, constantly refusing to do what the people in authority ask them to do, what do you know about them?

What do you know about that person?

>> Well, I think it's a game with them.

Attention.

>> Has it gained anything for this gentleman?

>> Disrespect from, I think, the brown-eyed people.

>> Has it proven anything to brown-eyed people?

>> Yes.

It, this is a typical trait of a blue-eyed person.

>> Now read the second one.

>> I don't have the second one.

Can I read it off hers?

>> You don't have the second one, either?

>> No.

>> You have, you were keeping it in your head.

What happened to that plan?

>> Just the, just the first one I had in my head, not the second one.

>> Oh, the other three aren't important?

>> Well, they're probably important.

>> But not important enough for you to write down, right?

>> Well, they're important.

I should've written them down, most probably.

>> Most probably?

Does anybody back there know?

You don't have it written down either?

I want you to take a look at these two so-called gentlemen.

Now, we need to hear the good listening skills from you.

I don't want you to think that I'm badgering you boys.

But on the other hand... >> I don't think that.

>> On the other hand, you're here to learn something.

And if you learn nothing else today, it would be nice if you would learn the listening skills.

What do you know now about brown-eyed people that you didn't know before... about blue-eyed people that you didn't know before you came in here?

>> I'm finding I'm gonna have to explain things a bit more explicitly to a blue-eyed person than I would to a brown-eyed person.

>> How many times did I have to repeat the listening skills for Roger?

>> Well, brother Roger is having a rough time today, isn't he?

It was about six or seven different times.

>> You think that's amusing, Roger?

>> Apparently somewhat amusing.

>> COBB: As part of the lesson, the Corrections Department employees took a written test.

>> All right, I need these names and the scores.

>> I have K.R., eleven.

>> I'm sorry I can't hear you.

>> K.R., just initials, eleven.

>> K.R., just an initial?

No last name?

>> No names.

>> How many?

>> Eleven.

>> And Churdin, or Charles, I'm not sure.

>> Thank you, sir.

>> Tell me the name again.

>> Uh... Churdin?

>> You can't read the name?

>> No, I can't.

>> It's probably mine.

>> What's your name?

>> My name is Chambers.

>> First name?

>> Jeanine.

>> And what was her score?

>> Six.

>> Next?

>> E. Riley, with a five.

>> E?

>> E. Riley?

>> Will E. Riley please stand?

>> It's mine.

>> You know, it's... what you do to the image of blues with your behavior is unfortunate.

What you three people do to the image of women, with your behavior, really makes me angry.

The fact that you do this kind of thing and this kind of sloppy work reflects badly on women.

I resent that doubly.

Yes?

>> Ma'am, I'd really appreciate it if you'd call us by name.

When you say "you three people," we don't know who you're speaking to.

It could be anyone here.

>> My dear, if you wanted me to call you by name, you'd have put your name on your paper.

>> It's on my coat.

>> It was to be on your paper.

>> You didn't see my papers, ma'am.

>> I didn't get your name either, because it wasn't on your paper.

>> That's right.

>> All right.

Now how could one call you by your name if you don't care enough about your name to put it on your paper?

Don't expect me to... >> You don't know how to read?

>> Don't expect me to worry about it if you don't put it on your paper.

Don't sit here and say "My name is important to me" after you have just deliberately not put it on your paper.

>> I don't remember saying my name was important to me.

I remember saying, "I'd like to know who you're speaking to," when you say "you three."

>> Then what should you do?

>> Ask you to use my name, which I did.

>> And where should your name have been?

>> Right where it is... >> On your paper?

>> ...and on my birth certificate.

>> Is it on your paper?

>> No, ma'am.

>> Where'd you get a birth certificate?

>> Same place you got yours.

>> Out of a slot machine, same as you did, lady.

>> I think you're probably right about your own.

>> At least I know who my parents are, ma'am.

>> Is she being rude?

>> Yes.

>> Is she being inconsiderate?

>> Very.

>> Is she being uncooperative?

>> Very.

>> Is she being insultive?

>> Yes.

>> Are all those the things that we've accused blue-eyed people of being?

>> Yes.

>> Is she proving that we're right?

>> Yes.

>> Does anyone have any comments to make at this point?

>> Do you feel that there are important blue-eyed people?

>> There are exceptions to every rule.

>> And what are those exceptions?

>> There are a few important blue-eyed people.

>> Very few.

>> You said that.

>> Do you think that you are one of them?

>> No.

>> That's good.

>> Then why are you up there then?

>> I'm blue-eyed.

The difference between you and me is, I have a brown-eyed husband and brown-eyed offspring, and I've learned how to behave in a brown-eyed society.

And when you can act brown enough, then you, too, can be where I am.

>> I wouldn't want to be where you are.

>> Are you certain?

>> Absolutely positive.

>> You like where you are?

>> I love where I am.

>> You like it so much that you don't even identify yourself on your paper.

>> I don't need to, lady.

>> Her using the term "lady" where I'm concerned, what do you think she's trying to do?

Is it ignorance, or is it deliberately insulting?

>> I would say it was deliberately insulting.

>> If it's ignorance, she needs to be taught that to many of us, the word "lady" is a pejorative.

I don't appreciate it.

It is, it's a put-down.

And it's used to keep women in their place.

>> I promise in the future to call you by the correct name.

>> I'm sorry.

>> I will call you by the correct name after this.

I won't be kind.

>> That was kindness on your part?

>> Yes, I think to call someone a lady is a kindness.

>> Then your problem is ignorance.

>> You can call me "lady" any time you like.

>> I wouldn't do that to you.

>> No, I know you wouldn't.

>> I really wouldn't.

I, I think that, and that's part of the problem.

Is a total lack of awareness at what sexism amounts to and how much you contribute to the sexism that keeps you where you are.

>> I like where I am, lady.

I did it again, didn't I.

>> Yes.

>> I'm getting kind of fed up with this whole bunch of garbage.

>> Why?

>> Brown-eyed peoples are no different than we are.

I hate to tell them that.

They have these false delusions and such.

>> Are they being disruptive?

>> No, you trained them very well.

I think that's what they did with the storm troopers in Germany, also.

You guys do a real good job sitting up there.

>> You think that what's happening here today feels like it would have felt to be in Nazi Germany?

>> Yes.

>> Where, where do you think you are in that then?

>> Where do I think I am?

>> Who are you?

If you're in Nazi Germany, who are you?

>> Ah, the Jews?

>> COBB: After a break for lunch, Jane Elliott helped the Corrections Department employees analyze what had happened.

>> Did you learn anything this morning?

>> I think I learned from the experience a feeling like I was in a glass cage and I was powerless, there was a sense of hopelessness...

I was angry, I wanted to speak up and yet I... at times I knew if I spoke up, I'd be back in a powerless situation, I'd be attacked.

A sense of hopelessness.

Oppression.

>> Had you experienced that before?

>> I realized this morning that there were very few times in my life that I've ever been discriminated against.

Very few.

>> And you were this uncomfortable in an hour and a half?

>> I was amazed at how uncomfortable I was in the first 15 minutes.

>> Can you empathize at all then with blacks, minority group members in this country?

>> I'm hoping better than before.

>> If we tried to argue with you you would use just the mere argument as reason for us being lesser than the brown-eyed folks, you know, you couldn't win.

>> Yeah, but don't we do that every day?

>> I think some do, yeah, but I would hope that I never get so unreasonable.

I... you know, the statements you were making were groundless and such, and yet we couldn't argue with them because if we argued then we were argumentative and you know, not listening and getting out of our place and all that stuff.

And that was frustrating to me.

And then frustrating to me was the other... the little green tags who were sitting on their hands.

My group here was...

I didn't think boisterous enough in our opposition to the whole thing.

>> Why didn't you people support one another?

Why didn't the blue-eyed people... the blue-eyed people on this side just sat there.

And let's face it, you covered your asses.

Right?

Why did you just sit there?

>> I think that's symptomatic of the problem as a whole.

We see that, you know, in society in general.

We see a few people who are making a lot of noise and the rest of the people sitting back waiting to see what they're going to do.

>> Okay, as long as I was picking on him, I was leaving you alone, right?

>> Right.

>> I'd say a lot of people accept that.

They let... have a few people do their fighting for them and they stand back and if this person's going to win, then they'll get on this side.

But if that person's not going to win, they'll stay back over here, you know.

That's just how it works.

>> If you were in a real situation where you had to do something about racism, would you stand up and be counted?

>> What I would do I don't know.

It would depend on... >> But you would do something.

>> I would have to do something.

I couldn't go home tonight and face my kids if I didn't.

>> How did you brown-eyed people feel while this was going on?

>> A sense of relief that I wasn't a blue-eyed person.

>> Sense of relief that you had the right color eyes.

>> Right.

>> Absolutely.

>> I really understood, at least I felt that I understood what it was like to be in the minority.

>> Why were you angry?

>> First of all, because it was unreasonable.

Secondly, because I felt discriminated against.

Thirdly, I think that all of us, everyone in this room has dealt with discrimination on both sides.

You don't have to be black or Jewish or Mexican or anything else to have felt discrimination in your life, and as you become an adult you learn to deal with those feelings within yourself and you learn to handle those.

And when you feel yourself in a situation that you can't get out of, which we couldn't... we were a captive audience and it was not a normal situation because normally you aren't badgered.

>> What if you had to spend the rest of your life this way?

>> I don't know how to answer that.

>> You don't wake up every morning knowing that you're different.

You wake up as a white woman who is going to her job at 8:00 or whatever.

Where a black person is going to wake up knowing from the minute they get up out of the bed and look in the mirror, they're black and they have to deal with the problems they've had to deal with ever since they were young and realize that I am different and I have to deal with life differently.

Things are different for me.

And I don't think you can really say that you have felt... maybe you have felt some sort of discrimination, but you haven't felt what it is like for a black woman to go through the daily experiences of arguing and saying, "Listen to me, my point of view is good," you know, "what I have to offer here is good."

And no one wants to listen because white is right, that's the way things are.

>> I think the necessity for this exercise is a crime.

No, I don't want to see it used more widely, I want to see it... the necessity for it wiped out.

And I think if educators were determined that we could be very instrumental in wiping out the necessity for this exercise.

But I want to see something used.

I'd like to see this exercise used with all teachers.

All administrators.

But certainly not with all students unless, unless it's done by people who are doing it for the right reasons and in the right way.

I think you could damage a child with this exercise very, very easily, and I would never suggest that everybody should use it.

I think you could have training classes for teachers, bring them in, put them through the thing, explain what happened, do the de-briefing and then practice doing this until teachers... until a group of teachers were able to do it on their own.

And I... teachers are not disabled learners.

They could learn to do this obviously.

If I can do it, most anyone can do it.

It doesn't take a super teacher to do this exercise.

>> COBB: What began in a third-grade classroom has spread from students to teachers to corrections officers.

At the center is still a single teacher determined to inoculate her students, both young and old, against the virus of bigotry.

>> After you do this exercise, when the de-briefing starts, when the pain is over and you're all back together and you're all one again, you find out how society could be if we really believed all this stuff that we preach.

If we really acted that way, you could feel as good about one another as those kids feel about one another after this exercise is over.

You create instant cousins.

I thought maybe that lasted just while they were in my classroom because of my superior influence, but indeed these kids still feel that way about one another.

They said yesterday... over and over the remark was made, "We're kind of like a family now."

They found out how to hurt one another and they found out how it feels to be hurt in that way and they refuse to hurt one another that way again.

And they said, "We're kind of like a family now," and indeed we were.

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FRONTLINE | A Class Divided | Season 1985 | Episode 9 | PBS

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One of FRONTLINE's most requested programs -- a teacher's lesson in discrimination.

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Media education resource for teachers and parents

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Media education resource for teachers and parents

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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Curricular connections to media education.

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Curricular connections to media education.

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This section comprises a curricular overview, as well as information about professional development for media education, and British Columbia's provincial media education association, the British Columbia Association for Media Education (BCAME), in the sidebar.

The left menu contains curriculum charts for Grades K-12 that feature media education outcomes for BC English Language Arts, Social Studies, Information Technology and Health and Career Education curricula, with links to supporting MediaSmarts resources and lessons.
Last reviewed September 2018 Curricular Overview
British Columbia is a member of the Western and Northern Canadian Protocol for Collaboration in Education (WNCP), which also comprises of Manitoba, Saskatchewan, Alberta, the Yukon, Nunavut and the Northwest Territories.

The curriculum framework for English Language Arts and Social Studies contains a strong media education component.

British Columbia's English Language Arts curriculum and accompanying Integrated Resource Packages (IRPs) were completed in 2006. The aim of the curriculum is "to provide students with opportunities for personal and intellectual growth through speaking, listening, reading, viewing, writing, and representing to make meaning of the world and to prepare them to participate effectively in all aspects of society." To this end, media education outcomes have been included throughout the curriculum within the curriculum organizers Reading and Viewing and Writing and Representing.

The Social Studies curriculum recognizes that "much of the information that the public receives about issues and events is received through media messages - in newspapers and magazines, on television and radio, and on the Internet". Analysis of media messages is identified as a valuable component in the curriculum as it "allows students to think critically and independently about issues that affect them." The Social Studies curriculum and accompanying IRPs were completed in 2006 and is scheduled for full implementation in 2008.

In British Columbia, media education is also cross-curricular, integrated into all IRPs for Grades K-12, especially in subjects such as Visual Arts, Health Career Education, Drama and Information Technology.
A Cross-Curricular Planning Guide for Media Education
In 1994, the British Columbia Association for Media Education was contracted by the Ministry of Education and Training to produce a framework to inform the development of the Grades K-12 IRPs, with regard to media education content.

The following summary from "A Cross-Curricular Planning Guide for Media Education," which is derived from the BCAME framework, details how media education has been integrated into the BC curriculum.
Media education is a multidisciplinary and interdisciplinary approach to the study of media. Media education deals with key media concepts and focuses on broad issues such as the history and role of media in different societies and the social, political, economic, and cultural issues related to the media. Instead of addressing the concepts in depth, as one would in media studies, media education deals with most of the central media concepts as they relate to a variety of subjects. Value of Integrating Media Education Popular music, television, film, radio, magazines, computer games, and information services-all supplying media messages-are pervasive in the lives of students today. Media education develops students' ability to think critically and independently about issues that affect them. Media education encourages students to identify and examine the values contained in media messages. It also cultivates the understanding that these messages are produced by others to inform, persuade and entertain for a variety of purposes. Media education helps students understand the distortions that may result from the use of particular media practices and techniques. All curriculum areas provide learning opportunities for media education. It is not taught as a separate curriculum. The key themes of media education are:

media products (purpose, values, representation, codes, conventions, characteristics, production)

audience interpretation and influence (interpretation, influence of media on audience, influence of audience on media)

media and society (control, scope)

Examples of curriculum integration include:

English Language Arts - critiquing advertising and examining points of view

Visual Arts - analyzing the appeal of an image by age, gender, status and other characteristics of the target audience

Personal Planning - examining the influence of the media on body concepts and healthy lifestyle choices

Drama - critically viewing professional and amateur theatre productions, dramatic films and television programs to identify purpose

Social Studies - comparing the depiction of First Nations in the media over time

© Copyright 1996. All Rights Reserved.
BC MOE Program Standards and Education Resources

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This section comprises a curricular overview, as well as information about professional development for media education, and British Columbia's provincial media education association, the British Columbia Association for Media Education (BCAME), in the sidebar.

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One minute videos about different media literacy concepts on media smarts.

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One minute videos about different media literacy concepts on media smarts.

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Media educators base their teaching on key concepts of media literacy, which provide an effective foundation for examining mass media and popular culture. These key concepts act as filters that any media text has to go through in order for us to respond.

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Teacher's voice padlet (by Jingyi and Jordan)

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Teacher's voice padlet (by Jingyi and Jordan)

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Teacher Approaches to Social Justice Mind Map (student content)

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Teacher Approaches to Social Justice Mind Map (student content)

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Mind Map Free - Free Mind Mapping Software | MindMeister

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Integrating BC Aboriginal Content K-10 (Shared by Jovana)

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Integrating BC Aboriginal Content K-10 (Shared by Jovana)

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shared learning and Instructional strategies

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Severn Cullis-Suzuki speaking at speaking at the Earth Summit Rio in 1992 (Shared by Melanie)

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Severn Cullis-Suzuki speaking at speaking at the Earth Summit Rio in 1992 (Shared by Melanie)

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Severn Cullis-Suzuki speaking at Rio in 1992