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\n\n14\nItems in Unit\n\n
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\n\""The\n\n
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\nLesson Planet Curated\n
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\n\"The Story of an Hour\" Unit\n

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\n\nFor Teachers\n\n8th\n\nStandards\n
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\nKate Chopin's tale, \"The Story of an Hour,\" is the anchor text in a six-lesson unit designed for ESL and ELD students. Lessons provide learners with background knowledge of the role of women in 19th-century America and the author. Each...\n
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\n\n45\nItems in Curriculum Set\n\n
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\n\"Health\n\n
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\nLesson Planet Curated\n
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\nHealth Smart Virginia: 10th Grade Social Emotional Health\n

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\n\nFor Teachers\n\n10th\n
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\nThe 16 activities and lessons in this curriculum set support high school sophomores' social and emotional development. Scholars learn how to evaluate websites and online resources and gather accurate information about various types of...\n
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\n\n21\nItems in Topic\n\n
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\n\"2020\n\n
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\nLesson Planet Curated\n
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\n2020 Election Lesson Plans\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nWith all the hyperbole of an election year, it can be difficult to find the facts, just the facts about candidates, issues, and ballot measures. Young political scientists, with the help of 21 resources from a nonpartisan, information...\n
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Lesson Planet Article
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\n\"Understanding\n\n
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\nCurated OER\n
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\nUnderstanding Rhetoric and Evaluating Bias in Text\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents can learn about bias in text and the rhetorical principles proposed by Aristotle.\n
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\n\"Bias,\n\n
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\nAnti-Defamation League\n
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\nBias, Bullying and Bad Behavior in the NFL\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nA 2014 case of locker room behavior in the National Football League offers high schoolers an opportunity to get involved in the conversation of bullying and abuse. Class members read about the case and analyze quotes that reveal...\n
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\n\"Understanding\n\n
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\nCurated OER\n
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\nUnderstanding Bias\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents participate in an interactive writing and discussion activity, on the study of bias, as it is used in political debate and decision making. They evaluate the presentation of material and its importance in making informed decisions.\n
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Activity
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\n\"ELA.CCSS.ELA-Literacy.W.11-12.1\n\n
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\nShmoop\n
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\nELA.CCSS.ELA-Literacy.W.11-12.1\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nFocus on writing argument essays with your high schoolers. The lesson suggested here focuses on The Jungle, by Sinclair Lewis; however, the idea could be adapted for other texts. Check out the quick quiz provided at the end of the...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Art of Persuasion-Analysis of Argument\n

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\n\nFor Teachers\n\n9th - 11th\n
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\nAnalyze advertising techniques in order to pinpoint persuasive strategies that writers use. These same techniques are then examined in persuasive speeches. You will have to find your own advertisements, but speeches are included. Finish...\n
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\n\"Was\n\n
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\nSouthern Nevada Regional Professional Development Program\n
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\nWas Bias A Factor? Make an Argument\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nThe ability to analyze an argument is a skill emphasized by the Common Core standards. Offer your class an opportunity to develop and hone their skills by providing them the testimonies in an Oregon court case. After reading the facts of...\n
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\n\"Argument\n\n
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\nCurated OER\n
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\nArgument\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nStudents write and discuss opposing points of view. In this argument lesson, students learn to understand what an argument is and they get to argue one side of a disagreement. An alternative written assignment is provided. A worksheet is...\n
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PPT
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\n\"Fundamentals\n\n
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\nEducation Bureau of Hong Kong\n
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\nFundamentals of Critical Thinking\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nAnalyzing arguments is key to critical thinking. Colorful slides teach viewers how to recognize the structure of an argument, the claims, and the validity of the evidence used to support an argument. Then, provided scenarios permit...\n
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\n\"Chocolicious\n\n
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\nAmerican Statistical Association\n
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\nChocolicious\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nTo understand how biased data is misleading, learners analyze survey data and graphical representations. They use that information to design their own plans to collect information on consumer thoughts about Chocolicious cereal. \n
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Workbook
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\n\"Fundamentals\n\n
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\nEducation Bureau of Hong Kong\n
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\nFundamentals\n

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\n\nFor Students\n\n9th - 12th\n
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\n\"Fundamentals,\" the first lesson in a series of eight, introduces the basic concepts and strategies covered in a series of resources designed to teach high schoolers critical thinking skills. The worksheets and activities in this first...\n
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PPT
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\n\"Recognizing\n\n
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\nCurated OER\n
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\nRecognizing Bias\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nThis PowerPoint outlines methods for recognizing bias in various forms of media. The presentation defines loaded words, stereotypes, and one-sided arguments as types of bias and also highlights the characteristics of facts and...\n
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\n\"Counteracting\n\n
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\nCurated OER\n
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\nCounteracting Media Stereotyping\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nDiscuss media stereotypes with your emerging consumers. They view a television program to identify gender bias. After discussing the clip as a class, each learner writes a story showing more equitable roles. Or consider having them...\n
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\n\"Sex\n\n
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\nCurated OER\n
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\nSex Stereotypes in Society\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents analyze a collection of advertisements or photographs in a text or magazine and identify the stereotypes used or possible biases of the editors. They discuss how these stereotypes are formed, and the ways in which they impact...\n
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\n\"Charles\n\n
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\nCurated OER\n
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\nCharles Darwin Meets John Paul II\n

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\n\nFor Teachers\n\n11th - 12th\n\nStandards\n
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\nIf you teach AP English language and composition and are looking for a way to address the differences between written and spoken arguments, consider this lesson. Over the course of three days, class members research Charles Darwin or...\n
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Unit Plan
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\n\"Women’s\n\n
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\nC3 Teachers\n
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\nWomen’s Rights: What Does It Mean to Be Equal?\n

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\n\nFor Teachers\n\n7th\n
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\nA guided-inquiry lesson asks seventh graders to research the compelling question, \"What does it mean to be equal?\" Guided by three supporting questions, researchers complete three formative performance tasks and gather evidence from...\n
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\n\"Sexism\n\n
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\nAnti-Defamation League\n
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\nSexism and the Presidential Election\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nYoung historians investigate how sexism impacted the 2020 United States presidential election. They examine media coverage of the six women candidates, engage in a four-corners debate reacting to statements about gender and the...\n
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PPT
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\n\"Mental\n\n
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\nEducation Bureau of Hong Kong\n
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\nMental Models\n

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\n\nFor Students\n\n9th - 12th\n\nStandards\n
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\nCritical to responsible decision making is becoming aware pre-conceived notions and biases that influence our perceptions. A colorful slide presentations asks viewers to consider these mental models that factor into their assumptions and...\n
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\n\"Propaganda\n\n
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\nCurated OER\n
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\nPropaganda\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nHow does word choice affect the reading of a text? Compare two headlines that were written about the same event. Is one biased? Discuss how word choice often reveals the author's feelings about a topic. Then look at different techniques...\n
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\n\"Bias\n\n
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\nCurated OER\n
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\nBias\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners apply techniques of distinguishing between fact and opinion. Students identify words associated with persuasion and argument. Learners read and categorizer a variety of newspapers and articles. Students identfy bias in a...\n
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\n\"Evaluating\n\n
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\nUniversity of North Carolina\n
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\nEvaluating Print Sources\n

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\n\nFor Students\n\n9th - Higher Ed\n\nStandards\n
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\nNot all sources are created equal, so how do you evaluate them? Writers learn how to evaluate print sources based on elements such as audience, tone, and argument in the sixth handout of 24 in the Writing the Paper series from the...\n
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\n\"Drafting\n\n
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\niCivics\n
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\nDrafting Board: Community Service\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nShould schools impose community service graduation requirements? In the final lesson of the Drafting Board series, learners solidify their practice of crafting an argument supported by sound reason and evidence.\n
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