A Class Divided Reaction Essay To The Necklace

Chase MillerSociologyA Class Divided ReactionThe movie we watched in class really surprised me. I have learned about discrimination and racism before, but I do not believe a video has had that same affect on me. It amazes me that both the children and the workers had the same exactly reaction during her experiment/lesson. Both groups of people truly believed in their superiority solely because of eye color.  First, the children seemed to believe everything their teacher told them. In the video, she said that she started this experiment right after Dr. Martin Luther King's deathso it was obviously during the height of the civil rights movement. The children, before the experiment, had already had certain biases against people in place, which caught me off guard. For example, they already believed that people who had red, brown, or yellow skin were beneath them because they had white skin. I can see this today even in children my age, and younger. Many people truly believe that people with white skin are superior to those without, which truly makes me sad. I go to LSA and many of my classmates are white, but I do not believe there is much discrimination within my school towards the few black students we do have. All throughout elementary school to now one of my closest friends was a mixed boy. I cannot understand why people associate 

Bloom, Harold, ed. Guy de Maupassant. Philadelphia, Chelsea House, 2004. Collection of essays on de Maupassant’s short fiction, divided into sections. The section on “The Necklace” includes a plot summary, a list of characters, a summary of critical views on the work, and four full essays relevant to the story.

Bryant, David. The Rhetoric of Pessimism and Strategies of Containment in the Short Stories of Guy deMaupassant. Lewiston, N.Y.: Edwin Mellen Press, 1993. Using several stories as examples, Bryant discusses de Maupaussant’s depiction of a world hostile to humanity. He describes three constants in the stories that contribute to de Maupassant’s overall unity of vision: the world as a metaphysical farce in which the narrator’s detachment transforms suffering, the power of chance, and writing as a response to fate.

MacNamara, Matthew. “A Critical Stage in the Evolution of Maupassant’s Story-Telling.” Modern Language Review 71, no. 2 (April, 1976): 294-303. Emphasizes the extent to which de Maupassant was influenced by oral tradition and spoken conversation.

Powys, John Cowper. “Guy de Maupassant.” In Essays on de Maupassant, Anatole France, and William Blake. Whitefish, Mont.: Kessinger, 2006. Highlights de Maupassant’s realist approach and his focus on physical reality.

Worth, George J. “The English ’Maupassant School’ of the 1890’s: Some Reservations.” Modern Language Notes 72, no. 5 (May, 1957): 337-340. Chronicles de Maupassant’s career and the metamorphosis of his anecdotal conversational style.

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