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dislike of dwellers in Minneapolis vanished. Here we have the test to help us distinguish between ordinary errors of prejudgment and prejudice. If a person is capable of rectifying his or her erroneous judgments in the light of new evidence, the person is not prejudiced. Prejudgments become prejudices only if they are not reversible when exposed to new knowledge. A prejudice, unlike a simple misconception, is actively resistant to all evidence that would unseat it. We tend to grow emotional when a prejudice is threatened with contradiction. Thus the difference between ordinary prejudgments and prejudice is that one can discuss and rectify a prejudgment without emotional resistance. Taking these various considerations into account, we may now attempt a fi nal defi nition of negative ethnic prejudice. Each phrase in the defi nition represents a considerable condensation of points we have been discussing: Ethnic prejudice is an antipathy based upon a faulty and infl exible generalization. It may be felt or expressed It may be directed toward a group as a whole or toward an individual because he or she is a member of that group. The net effect of prejudice, thus defi ned, is to place the object of prejudice at some disadvantage not merited by the person’s own conduct. Questions for Discussion 1. After reading the article, discuss with a small group the difference between a misconception and prejudice. Identify any examples of such misconceptions based upon the experiences of those in your group. 2. After reviewing Allport’s defi nition of prejudice, discuss various examples of prejudice that have had an impact upon your community or school as well as the nation and the world. Identify the probable basis for such prejudices. 3. You may have noted that the author, who wrote in the 1940s, used some language that today could be considered offensive to members of several groups. Identify several examples and discuss possible explanations for this. Why might individuals in those groups today feel offended? 19
Unit 1—Handout 7 Prejudice by Irene Gersten and Betsy Bliss Prejudice is an attitude, a rigid emotional response toward all members of a particular group or social category. It is generally an unfavorable opinion formed before the facts are known, which results in hatred or intolerance. In this selection, authors Irene Gersten and Betsy Bliss explain the meaning of prejudice. Careful attention is given to distinguishing the differences that exist between various types of prejudice. As indicated by the authors, prejudice can be motivated by, among other reasons, economic interest, conforming to group expectations, and/or the diffi culty people have in accepting their own weaknesses. Prejudice can be expressed in a variety of ways such as antilocution (bad-mouthing), avoidance, discrimination, physical attack, and genocide. As the worst expression of hate, genocide represents the systematic murder of an entire people because they belong to a specifi c nation, race, or religion. Prejudice and Ignorance Suppose that you had never met an old person. Suppose that your friends told you that “all old people are crazy.” Would you believe them? You might, if you had never known an old person. That is what happens when we insist on knowing only people just like ourselves. This kind of prejudice is really ignorant-prejudice due to not knowing better. It is expressed by many people who keep themselves separate and do not mix with other groups. Ignorant prejudice was what those white residents felt when the black families began to move into their neighborhood. But when they were actually living next door to one another, they started to look at their black neighbors as individuals and to see that they were not noisy or troublemakers, but were honest, warm, hardworking people, very much like themselves. Real Prejudice It is important to remember that there is a difference between ignorance and prejudice. Ignorance means forming opinions without really knowing the facts. The prejudice that often results from ignorance does not necessarily mean hateful feelings. Real prejudice, on the other hand, occurs when we choose to keep bad or negative opinions even when we have a chance to know better. Prejudice occurs when a person refuses to change his or her mind—even when the facts show him that he is wrong. Mark is an example of a person with real prejudice: When Mark was young, all of his friends and classmates told him that all black people were “lazy” and “dirty.” Mark took their word for this. He believed them because he had never seen a person with dark skin. There were no black people in his school, his neighborhood, or his Boy Scout troop. When he went to the movies, he hardly ever saw black people in fi lms. Those that he did see were shown as “lazy” and “dirty.” The same was true on television. Mark was a very protected person who had little touch with the world outside of his own group. As Mark grew older and left his neighborhood, he began to see some people with dark skin. But they seemed so different from him. They looked different. They dressed differently and they even talked differently. Mark stayed away from them because they were strange and he was afraid of them. Mark covered his fear by saying that “they” were “dirty” and “lazy.” When Mark entered high school, he met Jeff, who was black. Jeff was in most of his classes and Mark was forced to see that Jeff was neat, well-dressed, and very hardworking. But Mark refused to change his bad opinions of all dark-skinned people. Even though he knew Jeff to be much like himself, his prejudice would not allow him to see Jeff as a complete individual. Mark could not see beyond Jeff ’s dark skin. He said to himself, “Jeff is different from other blacks. It is still true that all those people are “dirty” and “lazy.” Mark 20
Page 2 and 3: The Nanking Massacre and Other Japa
Page 4 and 5: Each of us has cause to think with
Page 6 and 7: Preface The publication of the seco
Page 8: The Nanking Massacre and Other Japa
Page 13 and 14: ESSENTIAL QUESTIONS THAT WILL FOCUS
Page 15 and 16: Unit 1—Handout 1 Our Human Rights
Page 17 and 18: I was little and had short straight
Page 19 and 20: Questions for Discussion 1. Did you
Page 21 and 22: How comfortable would you feel with
Page 23 and 24: Bob: Those black guys in the high s
Page 25: dislike for good and suffi cient re
Page 29 and 30: Riots, like most problems, have man
Page 32 and 33: Unit Two Atrocity, Massacre, Genoci
Page 34 and 35: thoughtful defi nition(s) they choo
Page 36 and 37: ESSENTIAL QUESTIONS THAT WILL FOCUS
Page 38 and 39: Unit 2—Handout 1 31
Page 40 and 41: Genocide has taken place throughout
Page 42 and 43: Holocaust and Genocide - Is There a
Page 44 and 45: Unit 2—Handout 5 The Defi nition
Page 46 and 47: Unit 2—Handout 6―1 LABELING POT
Page 48 and 49: Unit 2—Handout 6―3 Alternative
Page 50 and 51: Unit 2—Handout 8 VIOLENCE HATE PR
Page 52: DVDs American Justice. “War Crime
Page 57 and 58: Japan so desperately needed to dest
Page 59 and 60: ESSENTIAL QUESTION THAT WILL FOCUS
Page 61 and 62: Unit 3—Handout 1 Nationalism, Mil
Page 63 and 64: Unit 3—Handout 2-1 Japanese Moder
Page 65 and 66: Japanese Military and International
Page 67 and 68: WWII in the Pacifi c (1941-1945) In
Page 69 and 70: Unit 3—Handout 2-3 Modern Chinese
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Page 73 and 74: Unit 3 Handout 3-3—#1 Examine car
Page 75 and 76: Unit 3—Handout 5 Bushidō 68 hubp
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Unit 3—Handout 7 brookdalecc Stud
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Tora! Tora! Tora! (1970). DVD. 20th
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The Nanking Massacre and Other Japa
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SUGGESTED SEQUENCE OF LEARNING ACTI
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Unit 4—Handout 2 Historical Backg
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Unit 4—Handout 4 82 google images
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Shaded area is the Nanking Internat
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Unit 4—Handout 7 Read the followi
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will be lost or wrecked or utterly
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Unit 4—Handout 9 Second Document:
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of these not realizing the Japanese
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Unit 4—Handout 12 The Ambassador
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Unit 4—Handout 13 Survivor Testim
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screamed, “Now that you are gone,
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Unit 4—Handout 18 Questions for D
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Unit 4—Handout 20 “Killing Cont
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Unit 4—Suggested Bibliography Aud
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Unit Five Military Sex Slaves Recru
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Although military prostitution has
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ESSENTIAL QUESTIONS THAT WILL FOCUS
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Unit 5—Handout 2 Survivor Testimo
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Unit 5—Handout 4 Discussion Quest
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Unit 5—Handout 6 Japanese Governm
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Unit Six Biological and Chemical We
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These CBW camps and research labora
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ESSENTIAL QUESTION THAT WILL FOCUS
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Unit 6—Handout 1 Research Project
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Unit 6—Handout 2-1 Germ Warfare T
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Survivor of Bubonic Plague, Jiang L
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Unit 6—Handout 7 Questions for Di
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Students were compelled to bow towa
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Questions for Discussion 1. What is
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"Regarding the issue of biological
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Japanese, Chinese, perhaps victims
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DVDs History—Unit 731: Nightmare
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ESSENTIALS QUESTION THAT WILL FOCUS
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Unit 7—Handout 5 Questions for Di
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Sides, Hampton. Ghost Soldiers: The
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ESSENTIAL QUESTION THAT WILL FOCUS
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Unit 8—Handout 1 Defi nitions Def
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Unit 8—Handout 3 Universe of Obli
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This demilitarized zone for Chinese
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Unit 8—Handout 6 Members of the I
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Selected Rescuer Profi les A Letter
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George Ashmore Fitch (1883-1979) Ge
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Unit 8—Handout 7 Chinese Rescue W
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Jing Zhe-qiao, Xu Kai-ji (Director,
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Dr. Chang (Doctor, Nanjing Drum Tow
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I’ll close today’s entry with t
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Unit 8—Handout 9-1 John Rabe (188
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anyone who tried to defend themselv
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Unit 8—Handout 9-2 Tsen Shuifang
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gate while the refugees poured in.
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Unit 8—Handout 9-4 Honda Introduc
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Unit 8—Handout 10 Exercise and Qu
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Unit Nine The Tokyo War Crimes Tria
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Unit 9—Handout 2 Making a Differe
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dedicated to religion, art, science
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Non-Applicability of Statutory Limi
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Prosecution Team: This group needs
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Unit 9—Handout 6 International Ag
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A No War Resolution that expressed
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Unit Ten Japanese Denial and Intern
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Denial of the Nanking Massacre •
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Unit 10—Handout 2-1 Activism Acti
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Unit 10—Handout 3 Redress and Pea
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Unit 10—Handout 5-1 Japanese Deni
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March. It is amazing to me that the
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Russo-Japanese War, such as the pro
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Endnotes to portion of article incl
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Why is Redress Important? • Becau
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For the Chinese witnesses at the tr
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Unit 10—Handout 8 Questions for R
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Japan’s “masochistic education
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Yoshida: I didn’t mention this in
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Unit 10—Suggested Bibliography Bu
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1945 The fi rst atomic bomb is drop
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January, 1938 The world learns of t
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Reading Standards 9-12 1. Cite stro
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