Brown eyes and blue eyes Racism experiment Children Session - Jane Elliott
Summary
TLDRThis script explores the theme of discrimination through a powerful classroom exercise. Students are divided by eye color, with blue-eyed children initially favored, then roles reversed to highlight the unfairness and emotional impact of prejudice. The exercise aims to teach empathy and understanding, showing that discrimination based on superficial differences is unjust and hurtful. It serves as a stark reminder of the importance of treating all individuals with respect and kindness, regardless of race or appearance.
Takeaways
- 🌟 The script discusses National Brotherhood Week, emphasizing the importance of treating everyone with kindness and equality, as if they were one's own brother.
- 👥 It highlights the issue of discrimination, particularly against people of different ethnicities, such as Native Americans, and the negative labels and stereotypes associated with them.
- 🔍 The narrative includes an exercise where the teacher divides the class by eye color, treating blue-eyed students as superior to brown-eyed students, to demonstrate the effects of discrimination.
- 👁 The blue-eyed students are given privileges and the brown-eyed students are subjected to unfair treatment, illustrating how quickly discrimination can take hold and affect behavior.
- 👦👧 The students' reactions to the discrimination show a range of emotions, from confusion and sadness to anger and resistance, reflecting the real-life impact of such treatment.
- 📚 The teacher uses the exercise to teach a lesson about the unfairness and harm of discrimination, showing that it is not based on any inherent differences but on superficial traits.
- 📉 The script shows a decline in the performance of the brown-eyed students when they are treated as inferior, suggesting that discrimination can negatively affect self-esteem and capability.
- 📈 Conversely, when the roles are reversed and brown-eyed students are treated as superior, their performance improves, indicating the power of positive reinforcement and belief.
- 🤔 The exercise prompts reflection among the students about the arbitrary nature of the discrimination and the absurdity of judging people based on superficial traits.
- 💔 The script ends with a powerful message about the emotional and psychological toll of discrimination, and the importance of treating everyone with respect and dignity.
- 🌈 The final takeaway is a call to action for the students to carry the lessons of the exercise beyond the classroom, to challenge discrimination and promote equality in all aspects of life.
Q & A
What is the theme of the week being discussed in the script?
-The theme of the week is National Brotherhood Week, which emphasizes treating everyone with kindness and as if they were your brother.
What is the initial lesson the teacher tries to impart to the students about treating others?
-The teacher initially tries to impart the lesson of treating everyone equally and with kindness, regardless of their race or ethnicity.
What does the teacher do to demonstrate discrimination based on eye color?
-The teacher creates a scenario where blue-eyed students are treated as superior and brown-eyed students are subjected to various forms of discrimination, such as not being allowed to use the drinking fountain or play with the blue-eyed students.
How does the teacher's treatment of the students change from one day to the next?
-The teacher reverses the roles, making brown-eyed students superior and blue-eyed students the subject of discrimination, to show the arbitrary nature of such treatment.
What is the purpose of the collars worn by the brown-eyed students?
-The collars are worn to easily identify the eye color of the students from a distance, serving as a visual marker for the discrimination exercise.
What emotional impact does the discrimination exercise have on the students?
-The exercise has a profound emotional impact, causing feelings of inferiority, sadness, and even leading to conflicts among the students.
What does the teacher reveal about the initial claims about the superiority of blue-eyed people?
-The teacher reveals that the initial claims were a lie, emphasizing that the discrimination was based on a false premise.
How does the teacher conclude the discrimination exercise?
-The teacher concludes by removing the collars and discussing the unfairness and harm of discrimination, emphasizing that one's worth is not determined by the color of their eyes or skin.
What is the teacher's final message to the students about judging people?
-The teacher's final message is that one should not judge people based on the color of their eyes or skin, but rather on their character and actions.
What is the broader lesson the teacher aims to teach through this exercise?
-The broader lesson is to understand and combat discrimination, showing students the negative effects of treating people differently based on superficial characteristics.
How does the teacher use the exercise to address the issue of racial discrimination?
-The teacher uses the eye color discrimination as a metaphor for racial discrimination, helping students to empathize with those who face prejudice and understand the importance of treating everyone equally.
Outlines
👥 National Brotherhood Week and Discrimination
This paragraph discusses the concept of National Brotherhood Week, emphasizing the importance of treating everyone with kindness and equality, regardless of their background. It highlights the issue of racial discrimination, particularly towards people of color, and the negative impacts of judging others based on their skin color. The narrative includes an experiment where the teacher assigns superiority to blue-eyed individuals, creating a scenario where brown-eyed students are treated as inferior. This leads to a series of discriminatory actions and observations about the behavior of the students, illustrating the psychological effects of such treatment.
😔 The Consequences of Discrimination
The second paragraph delves into the aftermath of the discrimination experiment, where the roles are reversed, and the brown-eyed students are now considered superior. The teacher's actions lead to a change in the children's behavior, turning them from cooperative to discriminatory. The narrative shows how quickly the children adapt to the new hierarchy, with the previously 'inferior' brown-eyed students now enjoying privileges and the 'superior' blue-eyed students facing discrimination. The teacher's manipulation of the situation reveals the ease with which discrimination can take root and the profound effects it has on the children's self-esteem and interactions.
📚 Lessons on Discrimination and Equality
In the final paragraph, the teacher reveals the truth about the experiment, explaining that the previous claims of superiority based on eye color were false. The narrative focuses on the lessons learned from the experience, emphasizing the unfairness and harm caused by discrimination. The children are encouraged to reflect on their actions and attitudes, questioning whether one's eye color or skin color should influence how they are treated. The teacher uses this opportunity to teach the students about the importance of treating everyone equally, regardless of superficial differences, and to challenge their preconceived notions about race and worth.
Mindmap
Keywords
💡National Brotherhood Week
💡Discrimination
💡Treat Everyone Equally
💡Color of Skin
💡Eye Color
💡Prejudice
💡Recess
💡Collars
💡Learning
💡Discrimination Experiment
💡Empathy
Highlights
Introduction of National Brotherhood Week and the concept of treating everyone as brothers.
Discussion on how people of different races are treated in the United States, with a focus on the treatment of black, yellow, and red people.
The idea of judging people by the color of their eyes as an experiment to understand discrimination.
Teacher's role-play of favoring blue-eyed students over brown-eyed ones, illustrating the impact of perceived superiority.
Students' reactions to the discrimination, with some feeling demotivated and others questioning the fairness.
The teacher's revelation that the previous day's statement about brown-eyed people being inferior was a lie, emphasizing the theme of discrimination.
Observation of how quickly attitudes and behaviors can change when a group is labeled as superior or inferior.
The impact of discrimination on children's self-esteem and willingness to participate in activities.
Students' realization of the unfairness of discrimination based on eye color and its potential application to skin color.
The teacher's use of the orton-gillingham phonics method to demonstrate how quickly the brown-eyed students adapted when told they were superior.
Reflection on the emotional toll of discrimination and the importance of treating everyone fairly, regardless of appearance.
Discussion on the difference between judging people by their actions versus their physical characteristics.
The teacher's emphasis on the permanence of skin color as opposed to the temporary nature of the eye color discrimination experiment.
Students' commitment to not judge others based on skin color or other superficial traits moving forward.
The symbolic removal of collars representing the end of the discrimination experiment and a return to equality.
Applause and music signaling the conclusion of the lesson and the students' newfound understanding of discrimination.
Transcripts
this is a special week does anybody know
what it is national Brotherhood week
what's Brotherhood be kind to your
brothers treat everyone the way you
would like to be treated treat everyone
as though he was your brother and is
there anyone in this United States that
we do not treat as our brothers yes
people who else
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 the dumb people what
else do they think sometimes what kinds
of things do they say about black people
in a city many places in the
United States how are black people
treated how are Indians treat is how are
people who are of a different color than
we are they don't get anything in this
world why is that because they're
different color you think you know how I
would feel to be judged by the color of
your skin
I don't 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 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
I mean the blue-eyed people are the
better people in this room oh yes they
are
alright people are smarter than brown
eyed people yeah one day you came to
school and you told us that he kicked
you he dude do you think a blue-eyed
father would kick his son dad is
blue-eyed he's never kicked him he's
never kicked him this is a this is a
fact blue-eyed people are better than
brown eyed people are you brown out of
blood oh why are you shaking your head
are you sure that you're right why what
makes you so sure that you're right
people get 5 extra minutes of recess
father brown-eyed people have to stay in
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
well 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
[Applause]
on page 127 127 is everyone ready
everyone but Laurie is ready Laurie
she's a brown-eyed you'll begin to
notice today that we spend a great deal
of time waiting for brown-eyed people
the yardsticks dog well okay I don't see
the yardstick to you 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-eyed people
no brown-eyed people go back for seconds
blue-eyed people may go back for seconds
brown-eyed people do not run don't you
know that the reason might take too much
[Applause]
[Music]
and it seems like when we were down on
the bottom everything bad this happening
to us the way they treated you you felt
like you didn't even want to try to do
anything seem like mrs. how it was
taking our best friends away from us
[Music]
what happened at recess we're two of you
boys fighting yeah
John what happened John
yeah so call me names
[Music]
[Music]
yeah what's wrong with being called
bride
it means that we're stupid about that
black people yeah that's the
reason you're hitting John did it help
gonna stop him
it'd make you feel better inside
mmm let make feel better inside it make
you feel better than calling brown eyes
whitey suppose you call him brown eyes
Seth the only reason we didn't call him
brown eyes Danny had brown eyes
yesterday didn't we
[Music]
he's always this teasing no well he yeah
are you doing it for fun to be funny or
are you doing it to be mean I don't know
don't ask me did anyone laugh I watched
what had been marvelous cooperative
wonderful thoughtful children turn into
nasty vicious discriminating little
third graders in 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 the truth is the brown-eyed
people are better than blue-eyed people
[Music]
Russell where are your glasses
I forgot you forgot them and what color
are your eyes
Susan gender has brown eyes she didn't
forget her glasses
Russell ring has blue eyes and what
about his glasses he 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
I love the brown-eyed people they take
off their collars and each of you may
put your collar on a loo I'd first
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 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
yeah brown-eyed people learn fast don't
they
boy I do brown-eyed people learn fast
very good
[Music]
Gregg 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 Bobby
time this morning I use orton-gillingham
phonics we used 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 to
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 couldn't
you get them yesterday oh and you
couldn't think as well with the collars
on four minutes and 18 seconds
how long did it take you yesterday three
minutes how long did taking me
what happened and why
are you thinking of this I hate today
[Music]
because I'm good
nothing 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 Faraday did we no
and it isn't it's a horrid day ready
what did you do people who are wearing
new colors now find out today 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
no I the color 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. Ali
[Music]
every time I ask that question no ban
when you see a black man or an Indian or
someone walking down the street are you
gonna say does it make any difference
whether their skin is black or white is
that how you decide whether people are
good or bad what makes people good or
bad let's take these collars off would
you like to do with them now you know a
little bit more than you knew at the
beginning of this week do you know a
little bit more than you wanted to
this isn't an easy way to learn this is
it now let's all sit down here together
blue eyes and brown eyes they make a
difference okay okay now are you back
[Applause]
[Music]
that you have make any difference in the
kind of person you
does that feel like being home again
girls
[Music]
[Applause]
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