달빛영어

Grade Level: 11th Grade

Age: 16-17 years old

Duration: 60 minutes

Lesson Objectives:

Understand the concept of the power dynamics between authority figures and subordinates.

Learn about the Stanford Prison Experiment and its findings.

Discuss the implications of power dynamics in society and its influence on individual behavior and ethical considerations.

Materials:

Whiteboard or blackboard

Chalk or markers

Projector or screen for videos

Handout with discussion questions

Introduction (10 minutes):

Begin by asking students if they know what the Stanford Prison Experiment is and if they can provide examples of power dynamics from their own lives or popular culture.

Define power dynamics as the way people in different positions of authority and subordination interact and influence one another.

Introduce the Stanford Prison Experiment as a famous study on the power dynamics between authority figures and subordinates.

Instruction (20 minutes):

Provide an overview of the Stanford Prison Experiment, including the study's design, procedure, and participants.

Show this short video to explain the Stanford Prison Experiment in more detail: https://www.youtube.com/watch?v=sZwfNs1pqG0

Discuss the main findings of the Stanford Prison Experiment, emphasizing how quickly individuals can assume roles based on their positions within a power hierarchy and how this can lead to abusive behavior.

Practice Exercises (15 minutes):

Distribute the handout with discussion questions related to the Stanford Prison Experiment.

Have students work in pairs or small groups to discuss the questions, which can include:

a. Why do you think people in positions of authority sometimes abuse their power?

b. Can you think of examples from history or current events where power dynamics led to negative consequences?

c. How can we prevent the negative effects of power dynamics in various settings, such as schools, workplaces, and governments?

Assessment (5 minutes):

Conduct a short verbal assessment by asking students to share their thoughts on the Stanford Prison Experiment and its implications for society.

Encourage them to reflect on how power dynamics may impact their own lives and decision-making, as well as the importance of ethical considerations.

Extensions beyond the class:

Encourage students to research other famous experiments on power dynamics and authority, such as the Milgram Obedience Experiment.

Assign students to write an essay on the role of power dynamics in society, using examples from history, current events, or personal experiences, and discussing the importance of balancing power with ethical decision-making.

Interactive Fun Activities (10 minutes):

Role-Play Activity:

In small groups, have students create and perform short role-play scenarios that illustrate power dynamics in everyday situations (e.g., teacher-student relationships, boss-employee interactions, parent-child dynamics).

After each performance, hold a brief discussion on the type of power dynamic portrayed, potential consequences, and ethical considerations.

Class Discussion:

Facilitate a class discussion about the Stanford Prison Experiment, focusing on its ethical concerns, its relevance in today's society, and how students can apply its lessons to their own lives. Encourage students to reflect on the importance of critical thinking and ethical decision-making when faced with power dynamics.

Homework Assignment:

Assign students to write a one-page reflection on their experiences and thoughts about power dynamics, including instances when they have been in a position of authority or subordination, and what factors influenced their actions and decisions.

Class Debate (Optional Extension Activity, 20 minutes):

Organize a class debate on whether power dynamics are inherently negative or can be positive for society.

Divide the class into two groups, with one group arguing in favor of power dynamics' positive aspects (e.g., effective leadership, organizational structure) and the other supporting the negative aspects (e.g., abuse of power, exploitation).

Allow each group 5 minutes to present their arguments, followed by 2 minutes for rebuttals.

Facilitate a class discussion to help students appreciate the nuanced nature of power dynamics and their diverse effects on society and individuals.

Ethics Discussion (Optional Extension Activity, 15 minutes):

In small groups or as a class, discuss the ethical issues surrounding the Stanford Prison Experiment itself, such as deception, emotional distress, and informed consent.

Have students consider whether the knowledge gained from the Stanford Prison Experiment justifies the ethical concerns, and what lessons can be learned about research ethics and the importance of protecting participants in psychological studies.

Online Resources for Further Learning:

A TED Talk by Philip Zimbardo, the psychologist behind the Stanford Prison Experiment, on the psychology of evil and the power of authority: https://www.ted.com/talks/philip_zimbardo_the_psychology_of_evil

BBC article on the Stanford Prison Experiment and its enduring influence on psychology: https://www.bbc.com/news/world-us-canada-14564182

Simply Psychology article on the Stanford Prison Experiment, including detailed explanations and criticisms of the study: https://www.simplypsychology.org/zimbardo.html

By incorporating these additional components, students will gain a deeper understanding of the complexities of power dynamics, their psychological underpinnings, and their impact on society and individual behavior. Moreover, students will develop critical thinking skills and ethical awareness that can help them navigate power dynamics in their own lives and understand the importance of protecting participants in psychological research.