What does Equity look like?

Tuesday  11/14/2017 – OPENING – 15 minutes

Since today is the beginning of a new unit, we’re going to start with something new. Specifically, we’re going to begin with a free-write exercise. Please respond to the following:

Think of a time that you have encountered unfairness. It could involve you or others you know. Think of it as a story, and tell as much as you can about the situation and WHY it was unfair. Think about…

  • What might have caused this unfairness.
  • How the person in your story responded to the unfairness?
  • How that person felt, and what the result of those feelings was.

Be sure to use details and explain your thinking fully.

 

Do not stop writing until time is called. Ideas come from the flow.

We’ll share a few stories as a class.

LESSON – 45 minutes

As mentioned above, today is the beginning of Unit 3, but unlike other units, we are going to tackle this entire unit in the form of a challenge.

We’re using the CBL framework as we’ve done in the past, so you should be familiar with the basic structure. But we’ll work through it a bit differently. Like previous challenges, I’m providing you with the completed ENGAGE phase of the Challenge. We’ll work through the INVESTIGATE phase together, and then you’ll work individually to complete the ACT phase.

With that in mind, here is the Challenge…


BIG IDEA
Equity


ESSENTIAL QUESTION
What does equity look like?


CHALLENGE
Tell someone else’s story of equity


Naturally, that’s not a ton of information, and it’s completely fine (expected, even) if you’ve got lots of questions. That’s sort of the point, after all.

Let’s think back to the drawings we did last week to represent the different stages of the CBL Framework. Do you remember what we drew once we had the Challenge established?

Yes, we drew ourselves thinking, and asking ourselves the question, “What would I need to know in order to be able to complete this challenge?” And as we brainstorm that, all the ideas we come up with are rephrased into questions. And we call these GUIDING QUESTIONS.

And creating GQs are the beginning of the Investigate phase.

So let’s do that. Let’s work together to come up with the Guiding Questions that will ‘guide’ our investigation into this challenge. We’ll do that first in pairs, and then as a class. And together we’ll create a list of GQs to start with – understanding, of course, that this list will likely grow as we explore further.

 

Homework

Please go to THIS LINK and read about the Investigate phase of CBL. Then draw what you think that phase looks like. It can look any way you like, as long as it represents how YOU see it.

The idea here is to try to communicate how we move through the Investigate phase VISUALLY. Yes, you can use text, too, but your drawing should be primarily visual.

Quote of the Week

“The place where we can create the most value is when we do a job where exploration and a new solution is what’s needed. Not rote, but exploration. Which means we’re doing something that’s not been done before, something that might not work.

This isn’t something to avoid, it’s the work we need to seek out.”

Seth Godin

This Week’s Agenda

Monday

Warmup:
None.

Lesson:
UNSDG presentations.

Tuesday

Warmup:
Free-Write

Lesson:
Unit 3 introduction and GQ brainstorm activity.

Wednesday

Warmup:
GQ categorization activity.

Lesson:
GQ exploration.

Thursday

Warmup:
GQ development activity.

Lesson:
Reflection activity.

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