Curriculum

Transforming Conflict, p 50

Lesson Name

Correcting Perceptual Errors

Grade Band

Middle School (6-8)

High School (9-12)

Required Material/s

• Copies of Handout 1: The Maligned Wolf
• Internet access

Standards / Competencies

CASEL Core Competencies

• Relationship skills 
• Responsible decision-making 
• Self-awareness 
• Self-management 
• Social awareness 

Common Core ELA-Literacy Standards

• Speaking and listening 
• Reading 
• Writing 

NCSS Social Studies Themes

• Culture 
• Individuals, groups, and institutions 
• Global connections
• Civic ideals and practices 
• Individual development and identity 

Recommended Time

50 minutes

Essential Question

How can perceptual differences, errors, and biases create different sides to the same story and contribute to conflict?

Learning Objectives

Students will:

• Define perceptual differences, errors, and biases.
• Identify common types of perceptual errors or biases.
• Recognize how perceptual differences, errors, and biases create barriers to communication.
• Understand how perceptual biases can contribute to prejudice and conflict.
• Reflect on ways to overcome perceptual biases.

Important Vocabulary

• Perceptual Differences

• Perceptual Errors

• Perceptual Biases

• Selective Perception

• Stereotyping

• Halo Effect

• Projection

• Perceptual Defense

Activating Prior Knowledge

Ask: What are perceptual differences?

After getting student ideas, share the definition of perceptual differences: “Perceptual differences occur when people are exposed to the same people, places, objects, or experiences, and perceive them in different ways.” Explain that some perceptual differences are just differences, whereas others reflect errors.

Ask: What is a perceptual error?

After getting student ideas, share the definition of a perceptual error: “An inaccurate perception of a person, place, object, or experience.” Explain that many perceptual errors are rooted in perceptual biases. Share the definition of perceptual biases: “Shortcuts that people take in organizing information and giving it meaning based on pre-existing beliefs, expectations, or emotions.”

Core Instruction

Share the following five perceptual errors and biases. As you introduce each one, ask students to think of an example of each.

1. Selective Perception: Paying attention only to the information that confirms or supports our understanding. (Example: noticing only the positive things about one’s preferred political candidate and only the negative things about their opponent.)
2. Stereotyping: Assigning characteristics to a person or group based on their identity. (Example: making assumptions about someone based on their religion.)
3. Halo Effect: Generalizing about a variety of characteristics we think a person should, or must, have based on one characteristic alone. (Example: assuming that someone who is attractive is also intelligent or kind.)
4. Projection: The tendency to attribute one’s own feelings or characteristics to other people. Especially when we experience negative feelings, we may project them to other people to avoid admitting that they are a part of us. (Example: a student who cheats in school and suspects or accuses others of cheating.)
5. Perceptual Defense: Protecting our confidence in what we believe by ignoring information that undermines or threatens our belief. (Example: a parent who has a “blind spot” about their child’s misbehavior.

Note to the teacher: You can deepen the discussion of perceptual biases by showing scenes from the film 12 Angry Men. A variety of scenes (15 total) from the movie are available for students to view in this video: 12 Angry Men.

Explain that the class will continue the discussion of perceptual biases by watching clips from the American classic film, 12 Angry Men, which is considered one of the greatest courtroom dramas ever made. The film is set in a New York City courthouse jury room in the 1950s, and it is the story of twelve white men who must decide the fate of a Puerto Rican teenager charged with murder. At this point, the prosecutor and the defense attorney have made their closing arguments, and the case is in the jury’s hands. The clips in this lesson show a series of conflicts the jurors have with one another as they argue about whether to find the young man guilty or not guilty.

Say: As you watch the scenes, look for examples of perceptual errors or bias.

After watching the scenes, ask: What examples of perceptual biases do you see in these scenes? What examples of stereotyping do you see? What examples of projection do you see? How did perceptual biases contribute to conflicts between the jurors?

Wrap-up

Ask: How do perceptual errors or biases create different sides to a story—or totally different stories? How can perceptual biases make it difficult to communicate with others? How can they contribute to prejudice and conflict? Have you ever looked at a situation in your own life one way, but changed your mind after you listened to another person’s perspective or side of the story? How do you think people can overcome perceptual biases?

Assessment

Taking Informed Action:

1. Choose a well-known children’s story, select a scene, and describe the scene from the point of view of one specific character. Emphasize differences in how the characters see situations and each other. These classic titles work, or pick your own.

• Little Miss Muffet from the spider’s perspective
• The Three Little Pigs from the wolf’s perspective
• The Little Mermaid from Ursula’s perspective
• The Lion King from Scar’s perspective

1. Take a look at these images of mushrooms from MY MODERN MET. Pick a few of the photographs with a partner. Take turns describing what you see. Before moving on to another photo make sure you and your partner discuss the different ways you each described the same image.

Learning Beyond Classroom Walls

Visual Representation:

• Provide students with markers and large paper.
• Ask them to visually represent a common perceptual bias (e.g., selective perception, stereotyping) through a drawing, comic strip, or mind map.
• Have students share their visuals with the class and explain their meaning.