Objective
In the early twentieth century, IQ testing became a central instrument within the eugenics movement, as proponents sought to use supposedly objective measures of intelligence to classify, segregate, and control populations. Eugenicists argued that intelligence was an innate and heritable trait, and IQ tests—which were often culturally biased and poorly standardized—were employed to identify individuals and groups regarded as "unfit." These results were then used to justify discriminatory policies such as involuntary sterilization, institutionalization, and restrictions on immigration. The coupling of IQ testing with eugenics not only reinforced social hierarchies and prejudices but also lent a scientific veneer to deeply flawed and unethical practices, the repercussions of which are still debated and reckoned with today.12
Students will explore the concept of eugenics as it exists today and recognize its effects on society. They will understand how historical practices, such as IQ testing, have shaped the way we think about fairness and opportunities today. The students will discuss why it is important to treat everyone equally, regardless of their background or abilities.
Essential Questions
- What does intelligence mean to you?
- What is IQ?
- What are some “types” of intelligence people have?
- Can intelligence be measured?
Suggested for this lesson:
- TED talk for Youth video: https://www.ted.com/talks/stefan_c_dombrowski_the_dark_history_of_iq_tests/transcript?subtitle=es
- The Smart Cookie by Jory John
Key Vocabulary: bias, cognitive ability, intelligence, IQ (intelligence quotient), learning
Lesson Flow
This lesson focuses on a discussion about the history of intelligence testing and its relationship to eugenics. It builds on the previous lessons. Start the lesson with the essential question: What does intelligence mean to you? Let students share their thoughts freely and record their responses on a flip chart. Explain to students that we can define intelligence as the “ability to learn, understand, and apply knowledge to solve problems and adapt to new situations.” Set up the screening of the TED video, "The Dark History of IQ Tests." This is a 5-minute clip about how a tool created for a different purpose was turned into a measure of a person’s intelligence and the ways IQ testing has been used to scientifically justify that people could inherit intelligence.
Have a collaborative exploration with your students. Facilitate a group discussion by asking open-ended questions such as:
What is IQ?
Were you born intelligent?
What are some “types” of intelligence people have?
Can intelligence be measured?
Important points to highlight may include:
- Intelligence is complex: It's not just one number! There are many different ways to be smart.
- Tests are not perfect: IQ tests only measure certain things and don't tell the whole story about a person's abilities.
- Everyone learns differently: Some children learn more easily than others, and that's okay. Intelligence tests were originally designed to help those who need extra support.
- Fairness: It's important to use intelligence tests in a way that is fair and helpful to everyone.
Encourage student participation and be supportive. Close the discussion by reinforcing that throughout history, people have stood up against the misuse of intelligence testing as a measure of a person's abilities or to discriminate against immigrants and minorities.
You may want to mention the following professionals or have a PowerPoint with a brief bio of each in age-appropriate language:
- E. Wallace Wallin: A clinical psychologist who raised early objections in 1913, observing that children with low IQ scores were sometimes unfairly institutionalized.
- Robert M. Yerks: A psychologist who worked at both Harvard and Yale and helped to popularize the use of mass intelligence testing during World War I.
- Walter Lippmann: A prominent journalist and political commentator who fiercely challenged the validity of intelligence tests in the 1920s, arguing that the idea of IQ as a fixed measure of destiny was contrary to the principles of American democracy.
- Horace Mann Bond: An African American educator and intellectual who wrote a critical analysis of the widely cited "A Study of American Intelligence," challenging the notion that intelligence tests objectively prove racial inferiority.
Point out some specific critiques and concerns about today’s intelligence and standardized testing, such as cultural bias, misinterpretation of scores, limited scope of intelligence, and the impact on social inequalities. Remember that while there have been criticisms of intelligence testing, efforts have also been made to reduce bias in modern assessments.
For independent group activity, divide your students into small groups (about 4 or 5 students per group, depending on class size). Give each group a copy of the book The Smart Cookie by Jory John. (This is a picture book easy to read). The story emphasizes that there are different types of intelligence and that everyone has unique strengths. After reading the book and thinking on today’s video, have each group come up with a set of abilities that each member has that is not captured in an intelligence or standardized test. Have each group share its list.
As a closing event for this lesson and the end of the unit, return to the essential question of lesson 1: What does it mean to treat people fairly and equally? Give each student a 5 x 7 index card for them to write a paragraph about something they learn throughout the unit and something they will do to treat people fairly and equally. Celebrate students' work and share some of the index cards.
