Title
OrdinaryPeople
GradeLevel
7‐12
TimePeriod
1classperiod
Author
AdamSchmitt
LearningObjectives
Bytheendofthelessonthelearnerwillbeableto…
1. identifyanddescribeMillgramexperimentandtheAschconformityexperiments.
2. Begintodiscussandevaluatetheimplicationtheseexperimentshaveforhumanity
AppropriateNationalStandards
5.b–analyzegroupandinstitutionalinfluencesonpeople,eventsandelementsofculture
9.b–explainconditionsandmotivationsthatcontributetoconflict,cooperationand
interdependenceamonggroups,societiesandnations
9.h–illustratehowindividualbehaviorsconnectwithglobalsystems
Background
Oneofthemajorquestionsthatstudentshavewhentryingtograpplewiththecomplexityof
genocide,orhumanatrocitiesingeneral,ishoweveryday,“normal”peoplearecapableof
doingsuchhorriblethings.Inthislesson,studentsexaminetwofamousexperimentsthat
explorethewaysinwhichauthorityandperceivedsocialpressurecanaffectindividualand
groupbehavior.
Materials
Computer
LCDprojector
VideoofMillgramexperiment(http://www.youtube.com/watch?v=BcvSNg0HZwk)
VideoofAschexperiment(http://www.youtube.com/watch?v=TYIh4MkcfJA&NR=1)
Procedure
1. Studentsshouldbeginthelessonbyansweringthefollowingquestionintheir
notebook:haveyoueverhadanexperiencewhereyouwentalongwithagroup,or
didsomethingyouweren’tsupposedto?Explainwhyyoumadethechoiceyoudid?
2. Afterstudentshaveindividuallycompletedtheirquestions,theyshouldtakea
momenttosharetheirthoughtswithsomeonesittingnearthem.
3. Theteacherwillthenaskstudentstosharetheiranswerswiththeclass.
4. Theteacherwillthenintroducetheideathatseeminglyordinarypeoplehavebeen
shown,inhistory,ofbeingcapableofdoinghorriblethings,likegenocide.Inorderto
understandwhypeopleareabletodosuchthings,psychologistshavedoneanumber
ofstudiesinvestigatingwhy.Today,studentswillbelearningabouttwoofthese
experiments.
5. TheteachershouldfirstshowtheAschexperiment.Aftershowingthevideo,the
teachershouldpauseandaskclarifyingquestionstoensurethestudentsunderstand
whattheysaw.Questionscaninclude:
‐ Whatwasthisexperimenttesting?
‐ Howdidtheexperimentwork?
‐ Whatwerethefindingsoftheexperiment?
Theteachershouldalsoanswerclarifyingquestionsthestudentshavebeforemoving
on.
6. TheteachershouldthenshowtheMillgramexperiment,whichdemonstrates
individuals’abilitytoimposeharmonastrangerwhentoldtobyaperceived
authorityfigure.NOTE:theversionofthevideolinkedaboveactuallyhasthreeparts.
Thetotalrunningtimeis16minutes.Inaddition,students(especiallyyoungerones)
shouldbewarnedthatwhattheyseemaybeuncomfortableandiftheyneedto
excusethemselves,theymay.Theyshouldalsoberemindedthatnopeoplewere
actuallyharmedinthisexperiment.
7. AfterviewingtheMillgramexperiment,studentsshouldbeaskedthesameclarifying
questionsasbefore.
8. Theteachershouldspendtherestoftheclassperiodengagingindiscussionaboutthe
meaningofwhatthestudentssaw.NOTE:somestudentsmaycontinuallyinsistthat
theywouldneverdosuchathing.Itisimportantthattheteacherremarkthatitis
oftentimesimpossibletogaugewhatonewouldactuallydountilconfrontedwitha
scenario.Discussionquestionscaninclude:
‐ Whatkindsofactionsdoyouthinktheseexperimentsweremeantto
explain?
‐ Whatdoyouthinkarethelargerimplicationsoftheseexperiments?
‐ Doyouthinkit’srightforpeopletoexcuseharmfulbehaviorbysayingthat
theyweretoldtodoitbyanauthorityfigure?
‐ Whatdotheseexperimentssayaboutfreewill?
‐ Howdoyouthinktheparticipantsadministeringtheshocksinthe
Millgramexperimentfelt?Howcanyoutell?Whataffectdoesthefeelingof
responsibility,orthedirectofrelationbetweenpersecutorandvictimhave
onthepersecutor?
‐ Whatdotheseexperimentssayaboutfreewillandchoice?
‐ Howcanpeopleshiftguiltinordertoavoidresponsibilityfortheiractions?
‐ Whataresomeexamplesofthesefindingsinhistoryorcontemporary
society?
‐ Howdosomepeopleresisttheinfluenceofsocialpressureandauthority?
Whatareexamplesofthisresistancethatyouhaveseeninyourownlife
(e.g.tolerance/acceptanceofthoseperceivedtobedifferentorstandingup
tobullying)?
‐ Hasyourthinkingabouthumanitychangedatall?Why?
9. Theteachercanwrapuptheclassperiodbyaskingstudentstowriteareflectionfor
homework.
Assessment
Studentsshouldwritea1‐pagereflectionontheirreactiontowhattheysaw,examplesthey
canthinkofanditsgreatermeaningforhumanity,specificallyinregardstoviolenceand
responsibility.