When addressing racism in class, prejudice needs to be discussed as well. Lingering notions of prejudice exist concerning several groups of people that were victims of the Holocaust. Maus I presents the readers with this growing hatred of the Jews through the first few chapters of the book. This activity will help guide a discussion on prejudice for the classroom.
Activity
Have students explain what prejudice is to the classroom.
If they cannot verbalize it, give them a definition.
Then, give every student in the classroom an index card and tell them to label one side "Me" and the other side "Society." Have the students turn to the "Society" side first. They need to write what prejudices society has today.
Then, on the "Me" side, have students write their personal prejudices. You can tell students that if they do not have any prejudices that they can write "none." However, stress that almost everyone has prejudices.
After everyone is finished writing, collect all of the papers.
Once collected, tell the students they are to remain silent as you go through the index cards. Then, read the "Society" and the "Me" side out loud to the class in separate sections. If something is inappropriate for your students, skip it. However, try to read everyone's responses.
Once completed, choose between asking these questions aloud for discussion or having the students answer these questions on paper.
1. List one prejudice stated earlier, and show how this could escalate in society.
2. List a prejudice mentioned earlier, and list why people dislike that particular group.
3. Are there any valid arguments as to why people dislike that certain group? If so, why? If not, why not?
4. Do you think you can help change people's prejudices? If so, why? If not, why not?
Activity
Have students explain what prejudice is to the classroom.
If they cannot verbalize it, give them a definition.
Then, give every student in the classroom an index card and tell them to label one side "Me" and the other side "Society." Have the students turn to the "Society" side first. They need to write what prejudices society has today.
Then, on the "Me" side, have students write their personal prejudices. You can tell students that if they do not have any prejudices that they can write "none." However, stress that almost everyone has prejudices.
After everyone is finished writing, collect all of the papers.
Once collected, tell the students they are to remain silent as you go through the index cards. Then, read the "Society" and the "Me" side out loud to the class in separate sections. If something is inappropriate for your students, skip it. However, try to read everyone's responses.
Once completed, choose between asking these questions aloud for discussion or having the students answer these questions on paper.
1. List one prejudice stated earlier, and show how this could escalate in society.
2. List a prejudice mentioned earlier, and list why people dislike that particular group.
3. Are there any valid arguments as to why people dislike that certain group? If so, why? If not, why not?
4. Do you think you can help change people's prejudices? If so, why? If not, why not?