Grade(s):
High School
Subject(s):
ELA, SocialStudies
All
Preschool
2nd Grade
3rd Grade
Middle School (6-8)
Kindergarten
1st Grade
4th Grade
5th Grade
High School (9-12)
All
Art
Business
Computer Science
Counseling
ELA
Math
Library Media Services
International Language
Industrial Technology
Family and Consumer Science
Health
Music Education
STEAM
Special Education
Performing Arts
Physical Education
Visual Arts
Technology
Science
Social Studies
PEAK / Gifted
Summer School
Title:
Breaking Bias
Timing:
4 weeks
Driving Question:
How do we recognize, understand, and reduce bias?
Project Description:
As we enter into this unprecedented time in our history, due to the Coronavirus, we want to take time to look inward in order to affect change in our line of thinking. Oftentimes, the conversations we most need to have are the ones we are the most uncomfortable to discuss with others. To change this, we want to increase understanding by learning about diverse perspectives from others around the country through a dialogue based on a shared understanding and experience through the help of Flip Grid. To help us gain and learn these various perspectives, this project is a joint venture between three different schools and areas:
- Liberty North High School located in Liberty, MO
- Young Women’s College Prep located in Rochester, NY
- Henderson Inclusion School, located in Dorchester, MA
The ultimate goal for this project is to listen and learn from one another to better equip ourselves to disarm bias in the future.
Final Product(s):
Flip grid discussions board.
Essential Standards:
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
- Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
- Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)
- Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Potential Community Outreach:
Used Alicia to help connect us with other schools.
Teacher Reflection:
This project got modified a great deal due to e-learning, but we found a way to still collaborate and make this project work for all 3 schools
Supporting Documents (optional):
Project Information Sheet: https://docs.google.com/document/d/1D8nRpnHl9Fju-a8elpQIlF5xWutg_hD0eYmIJjXIMpM/edit
Images:
#1
#2
#3
Your content has been submitted
An error occurred. Try again later
Tried this project? Add your adjustments or comments on how it went below.
Include File:
Include Image:
8ac8703b-44ad-46ea-bda9-7ed96ca5c2a6
Your comment has been submitted
An unknown error occurred. Make sure you are logged in, and try again
Add your own comments:
ERROR- Please try again. Only logged in users can edit projects.
CHANGES SAVED!