Station #1 (group)
Do We All Have a Dark Side? The Stanford Prison Experiment and Abu Ghraib
1. Describe the police procedures used during arrests. If you were to experience these, how would
you feel? Would it change the way you viewed the law enforcement officers? If yes, how?[CCSS.
RI.11-12.1]
2. What factors would lead prisoners, the public, and the leaders to attribute guard brutality to the
guards’ disposition or character, rather than to the situation? [CCSS.RI.11-12.6]
3. Do you think that kids from an urban environment would have broken down emotionally in the
same way as the middle-class participants? Women? Explain your answer logically. [CCSS.RI.1112.6]
4. After the study, how do you think the prisoners and guards felt when they saw each other in
the same civilian clothes again? How do you think they would interact? [CCSS.RI.11-12.3]
5. Was it ethical to conduct this study? (Was it right to trade the suffering experienced by willing
participants for the knowledge gained through research?) Support your answer. [CCSS.RI.1112.8]
6. Evaluate Zimbardo’s main argument. Are his claims reasonable and well supported?[CCSS.RI.1112.8]
7. What central message about identity and dehumanization is revealed by examining the actions
of the guards in both the Stanford Prison Experiments and Abu Ghraib? [CCSS.RI.11-12.2]
On the large paper, answer this question: What prisons do we create for others through power
supremacy?
Station #2 (group)
Does an established culture create the monster?
Lyrics to “Rugby Road,” the Burger King ad, and the Huffington Post fraternity headlines
Rugby Road
1. Who created the song? What is its purpose (entertain, inform, persuade)? [CCSS.RI.11-12.1]
2. What techniques are used to attract and hold our attention? [CCSS.RI.11-12.5]
3. What lifestyle is depicted by the song? Is it fair? A stereotype? [CCSS.RI.11-12.1]
4. What message is conveyed in each verse and the chorus? [CCSS.RI.11-12.2]
5. What is omitted? [CCSS.RI.11-12.1]
6. How might different people interpret the song? Parents v. Students? Men v. Women? Young v.
old? [CCSS.RI.11-12.6]
Burger King ad
1. Who created the ad? What is its purpose—literally? Under the surface? [CCSS.RI.11-12.1]
2. What techniques are used to attract and hold our attention? [CCSS.RI.11-12.5]
3. What group is depicted by the ad? Is it fair? a stereotype? [CCSS.RI.11-12.1]
4. What message is conveyed by the text? the visual? [CCSS.RI.11-12.1]
5. What is omitted? [CCSS.RI.11-12.1]
6. How might different people interpret the ad? [CCSS.RI.11-12.6]
Men
Upper class
Women
Lower class
Young
Middle class
Old
7. Looking at both pieces, what message is consistent? How does this message conflict with school
and family values?[CCSS.RI.11-12.2]
Huffington Post
1. Look at the headlines for fraternity hazing. What trend do you see?[CCSS.RI.11-12.1]
2. What conditions lead to acts like these? How can they be stopped? Why aren’t your suggestions
currently being implemented?
On the large paper, answer this question: What prisons do we create for others through sexism?
Station #3 What happens when people commit evil for the “right” reasons? (group)
The Stuttering Doctor’s “Monster Study”
1. Delineate Mary Tudor’s research beginning with her selection of the location and subjects to her
voluntary return to the orphanage. [CCSS. RI. 11-12.8]
2. Evaluate her reactions. Where they thoughtful? Ethical? Ambitious? Cruel? Support with
evidence. [CCSS. RI. 11-12.8]
3. Mary Tudor was characterized as avid but timorous. Are these positive or negative words? How
can you guess this meaning? [CCSS. RI. 11-12.4}
4. By the end of the passage, how would you characterize her? [CCSS. RI. 11-12.3]
5. Would you label her as a monster? Why or why not? [CCSS. RI. 11-12.3]
6. Who is the most accountable for the damage done to orphan children – Tudor or Johnson?
Equal? Explain. [CCSS. RI. 11-12.8]
7. Why is it ironic that Johnson engineered this study? [CCSS. RI. 11-12.6]
8. Are Johnson’s admirers fair when evaluating him as an empathetic man? Why? Why not? [CCSS.
RI. 11-12.8]
Station #4 (group)
Why do ordinary people look away or accept another’s pain?
Tuskegee, Guatemala, and Jim Crow
1. How do the two studies – Tuskegee and Guatemala – compare and differ? Cite evidence to
support your response. [CCSS. RI. 11-12.2]
2. What lesson can students learn about ethics and research from reading this article? [CCSS. RI.
11-12.2]
3. What role did race play in these studies? Consider America’s race relations in the 1930s to
1970s. [CCSS. RI. 11-12.1]
4. State the incorrect beliefs of Americans regarding the Tuskegee study. [CCSS. RI. 11-12.1]
5. What do you think logically led to these incorrect beliefs? [CCSS. RI. 11-12.6]
6. What was the US response? [CCSS. RI. 11-12.1] Was it enough? Base your answer on other
known cases. [CCSS. RI. 11-12.8]
7. What conditions led to the unethical treatment of the patients? Did the doctors transform into
monsters? [CCSS. RI. 11-12.1]
Review “Life under Jim Crow”
1. Characterize the creators of the Jim Crow laws. [CCSS. RI. 11-12.3]
2. What was the explicit purpose of Jim Crow laws? What was the explicit purpose of Jim Crow
laws? [CCSS. RI. 11-12.1]
3. What are the stereotypes revealed by the laws? [CCSS. RI. 11-12.3]
4. How might different groups interpret these laws? Whites, blacks, other minorities, men,
women? Young, old? Upper class, middle class, lower class? [CCSS. RI. 11-12.6]
5. What emotion is omitted by the laws? [CCSS. RI. 11-12.1]
6. What message does the law send to African Americans? Caucasians? [CCSS. RI. 11-12.2]
On the large paper, answer this question: What prisons do we create for others through racism?
Station #5 Newsela Station
1. Go to Newsela.com
2. Create an account
Facts to Know as Teachers
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As the teacher, you can assign articles for all students to read, which works well if an article
complements a theme the class is working on.
The site promotes personalized learning as it provides students with the opportunities to pick
their own articles. Also, it allows students and teachers to work at different reading levels with
a variety of Common Core-aligned articles.
Great intervention tool for struggling readers. They can continue to practice at their own pace.
Students see immediate results. They can track their own growth.
Teachers without access to technology can print articles.
*At this time, my students are reading articles from the site that they may want to add as a source to
their research papers.
Station 6 Teacher Station
1. Place to review most recent work. All students receive accommodations and recommendations.
They have the opportunity to ask questions or to move ahead based on feedback.
*At this time, my students are reading feedback for their topic proposals.
Name ___________________________________ Partner __________________________________
CHARGING STATION #7
Connotations Exercise
[CCSS.RL.11-12.4]
Step One: Read and annotate the first chapter of The Scarlet Letter.
Step Two: Search the text for words with positive and negative connotations and complete the table
+ Word
Association
Person or group being
characterized
-Word
Association
Person or group being
characterized
Based on your findings, what is Hawthorne’s tone towards the Puritans? Cite evidence to support your
response.
_____________________________________________________________________________________
_____________________________________________________________________________________
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Station 8
1.
2.
3.
4.
Ted Talk
(Individual)
Go to Tedtalk.com
Type in Phillip Zimbard
Select his talk “The psychology of evil”
Using the organizer, actively take notes as you watch his Ted Talk.
*Students know to bring their own headphones.