This activity walks through a real life Facebook Fight and walks through some processes of source evaluation. Using a familiar object such as Facebook, makes the source evaluation process relatable and tangible for students.
No matter what you’re doing--solving homework, playing a video game, simply picking out a shirt--all of your actions and decisions relate to your consciousness. But as frequently as we use it, have you ever stopped to ask yourself: What really is consciousness? In this module, we discuss the different levels of consciousness and how they can affect your behavior in a variety of situations. As well, we explore the role of consciousness in other, “altered” states like hypnosis and sleep.
Students will learn about similarities and differences within the classroom and with our families.
Students will learn to identify their own emotions and those of others.
Students will learn that different cultures have different ways of welcoming or greeting others.
Students will learn that welcoming the ways others are different and the same helps them feel they belong.
Many sources you will want to use for curricular purposes have bias in them. While bias is a normal part of our existence within societies, some biases are harmful. Biases that are harmful present social norms that exclude historically and widely marginalized people.
One way to identify if a source has bias is to consider the following questions organized around social identity markers used in the United States. While having some form of bias does not immediately mean you discard the curricular resource because context matters, it is important to know how to evaluate the impact of the bias. The questions below are designed not as a checklist, but rather as a guide to begin identifying bias. Use this tool as a starting place to help you vet and assess the bias in a resource and determine whether or not the resource can be edited/modified and used.
This article discusses some of the tools used to study History such as calendars, periodization and the effect that historical bias has on how we label and record time.
This Learning Plan was created by Tessie Boudreau as part of the 2020 NDE OER Project. The attached Remote Learning Plan is designed for Grade 6 English Language Arts students. Students will read about different historical events told from various points of view to explore the multicultural perspecitves text can share based on the author's point of view. Students will write their own opinion essay using evidence to support their claim about the debate of celebrating Christopher Columbus's discovery and heroric status in America by reading and research various text sets. This Remote Learning Plan addresses the following NDE Standard: NE LA It is expected that this Learning Plan will take students 60-90 minutes to complete.
Verifying social media posts is quickly becoming a necessary endeavor in everyday life, let alone in the world of education. Social media has moved beyond a digital world which connects with friends and family and has become a quick and easy way to access news, information, and human interest stories from around the world. As this state of media has become the "new normal," especially for our younger generations, we, educators, find ourselves charged with a new task of teaching our students how to interact with and safely consume digital information.The following three modules are designed to be used as stand-alone activities or combined as one unit, in which the lessons can be taught in any order. "Who Said What?!" is a module focusing on author verification. "A Picture is Worth a Thousand Words'' is a module devoted to image verification. "Getting the Facts Straight" is a module designed to dive into information verification. Lastly, there are assessment suggestions to be utilized after completing all three modules.
Verifying social media posts is quickly becoming a necessary endeavor in everyday life, let alone in the world of education. Social media has moved beyond a digital world which connects with friends and family and has become a quick and easy way to access news, information, and human interest stories from around the world. As this state of media has become the "new normal," especially for our younger generations, we, educators, find ourselves charged with a new task of teaching our students how to interact with and safely consume digital information.The following three modules are designed to be used as stand-alone activities or combined as one unit, in which the lessons can be taught in any order. "Who Said What?!" is a module focusing on author verification. "A Picture is Worth a Thousand Words'' is a module devoted to image verification. "Getting the Facts Straight" is a module designed to dive into information verification. Lastly, there are assessment suggestions to be utilized after completing all three modules.
As schools work to increase success for all students, it is important to recognize the impact of bias in classrooms, instructional materials and teaching strategies. Bias in general may be identified by determining whose interest is being portrayed and whose interest is being excluded. Evaluating for bias requires us to learn about others and to respect and appreciate the differences and similarities. This evaluation guide includes components on gender/sex, culture/ethnicity, socio-economic status, disability/status, and family structure.
"Future Ready: Civics - The Good Citizen" provides an overview of civic responsibilities and the roles of a good American citizen. It emphasizes the importance of civic participation, media literacy, and logical inference. The material highlights citizen participation in maintaining order, providing services, and protecting freedoms at all levels of government. It encourages various methods of community involvement and showcases successful projects. The material addresses barriers to participation and introduces vocabulary related to civic engagement, bias, propaganda, political parties, and elections. It explains the concept of logical inferences, detecting bias, and evaluating propaganda. It also covers elections, the Electoral College, and the right to vote, promoting civic engagement and informed decision-making.
Developed in 2009, this framework was designed for Washington educators to evaluate instructional content for bias using five dimensions: Gender/Sex, Multicultural, Persons with Disabilities, Socio-Economic Status, and Family.Visit the updated 2020 version: Screening for Biased Content in Instructional Materials | OSPI
In this lesson, students will analyze their thoughts and feelings to see if they currently hold any biases toward people of different ages. They will then explore the experiences of people who have faced discrimination because of their age. Finally, students will reflect on ageism.
This problem-based learning module is designed to bring “Awareness” to students about being judgemental and pre-judging people. Students will become aware of their own judgmental issues and develop a presentation that will bring awareness to their audience on the topic. This module is developed with instruction based on whole group discussions, station rotations, partner research as well as final presentation. This module is created with the ELA standards of W.7.6, W.7.2 , SL.7.1 and the history standard of 7.16 as the focus.
Students learn about archives and primary sources as they research original historical documents. While preparing an imaginative first-person account as if witnessing an historical event, they learn to appreciate the value of the first-person, eye-witness account and understand its limitations. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world â concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.
Evidence-based medicine is the cornerstone of clinical practice, but it is dependent on the quality of evidence upon which it is based. Unfortunately, up to half of all randomized controlled trials (RCTs) have never been published, and trials with statistically significant findings are more likely to be published than those without (Dwan et al., 2013). Importantly, negative trials face additional hurdles beyond study publication bias that can result in the disappearance of non-significant results (Boutron et al., 2010; Dwan et al., 2013; Duyx et al., 2017). Here, we analyze the cumulative impact of biases on apparent efficacy, and discuss possible remedies, using the evidence base for two effective treatments for depression: antidepressants and psychotherapy.