Introducing Equity and Equality Grades 6-12
We consider identity factors such as sex, gender race, ethnicity, religion, age, and mental or physical disability so that we can take actions to promote equality. Not considering these factors - and impacts - may lead to increased inequality. But where does equity fit in to the conversation? Although equity and equality are similar, there are significant differences that exist between the two concepts.
In this video, we explore the differences between equity and equality and how they interact with barriers. Before we can remedy inequalities, we have to be able to recognize barriers. But how do we identify them? Are third-parties identifying it as an issue, has it been identified through a statistical gap, or have the impacted peoples been consulted? Before working to remove barriers to equality, it is important to consult affected peoples directly to determine the scope of the issue, understand their needs, and how they have been impacted by an initiative.
In this video, we explore the differences between equity and equality and how they interact with barriers. Before we can remedy inequalities, we have to be able to recognize barriers. But how do we identify them? Are third-parties identifying it as an issue, has it been identified through a statistical gap, or have the impacted peoples been consulted? Before working to remove barriers to equality, it is important to consult affected peoples directly to determine the scope of the issue, understand their needs, and how they have been impacted by an initiative.
15 Minute Learning Engagement Grades 10-12
Inquiry Question: Is an understanding of the perspective of other people essential in the pursuit of equity?
Watch the Video
Use The Harvard Project Zero Visible Thinking Routine True for Who?
1. Discuss. What is the claim made in the video? Who made it? What was the goal? What was at stake?
2. Brainstorm. Make a list of all the different points of view you could look at this claim from.
3. Dramatize. Choose a viewpoint to embody and imagine the stance a person from this viewpoint would be likely to take. Would he or she think the claim is true? False? Uncertain? Why? Go around in a circle and dramatically speak from the viewpoint.
Say:
• My viewpoint is...
• I think this claim is true/false/uncertain because...
• What would convince me to change my mind is...
4. Stand back. Step outside of the circle of viewpoints and take everything into account: What is your conclusion or stance? What new ideas or questions do you have?
5. Discuss. Is an understanding of the perspective of other people essential in the pursuit of equity?
Watch the Video
Use The Harvard Project Zero Visible Thinking Routine True for Who?
1. Discuss. What is the claim made in the video? Who made it? What was the goal? What was at stake?
2. Brainstorm. Make a list of all the different points of view you could look at this claim from.
3. Dramatize. Choose a viewpoint to embody and imagine the stance a person from this viewpoint would be likely to take. Would he or she think the claim is true? False? Uncertain? Why? Go around in a circle and dramatically speak from the viewpoint.
Say:
• My viewpoint is...
• I think this claim is true/false/uncertain because...
• What would convince me to change my mind is...
4. Stand back. Step outside of the circle of viewpoints and take everything into account: What is your conclusion or stance? What new ideas or questions do you have?
5. Discuss. Is an understanding of the perspective of other people essential in the pursuit of equity?
15 Minute Learning Engagement Grades 8-12
Inquiry Question: Is an understanding of the perspective of other people essential in the pursuit of equity?
Watch the Video
Use The Harvard Project Zero Visible Thinking Routine True for Who?
1. Discuss. What is the claim made in the video? Who made it? What was the goal? What was at stake?
2. Brainstorm. Make a list of all the different points of view you could look at this claim from.
3. Dramatize. Choose a viewpoint to embody and imagine the stance a person from this viewpoint would be likely to take. Would he or she think the claim is true? False? Uncertain? Why? Go around in a circle and dramatically speak from the viewpoint.
Say:
• My viewpoint is...
• I think this claim is true/false/uncertain because...
• What would convince me to change my mind is...
4. Stand back. Step outside of the circle of viewpoints and take everything into account: What is your conclusion or stance? What new ideas or questions do you have?
5. Discuss. Is an understanding of the perspective of other people essential in the pursuit of equity?
Watch the Video
Use The Harvard Project Zero Visible Thinking Routine True for Who?
1. Discuss. What is the claim made in the video? Who made it? What was the goal? What was at stake?
2. Brainstorm. Make a list of all the different points of view you could look at this claim from.
3. Dramatize. Choose a viewpoint to embody and imagine the stance a person from this viewpoint would be likely to take. Would he or she think the claim is true? False? Uncertain? Why? Go around in a circle and dramatically speak from the viewpoint.
Say:
• My viewpoint is...
• I think this claim is true/false/uncertain because...
• What would convince me to change my mind is...
4. Stand back. Step outside of the circle of viewpoints and take everything into account: What is your conclusion or stance? What new ideas or questions do you have?
5. Discuss. Is an understanding of the perspective of other people essential in the pursuit of equity?
15 Minute Learning Engagement Grades Grades 6-12
Inquiry Question: Is an understanding of the perspective of other people essential in the pursuit of equity?
Ask students to shout out possible names for the following professions:
Watch the Video
Use The Harvard Project Zero Visible Thinking Routine Connect Extend Challenge
Discuss what you have just watched.
Think about the following questions:
How are the ideas and information in the video connected to what you already knew?
What new ideas did you get that broadened your thinking or extended it in different directions
What makes you feel challenged in your thinking?
Return to the tally marks on the board. Discuss why the students think the numbers are represented as they are. Are they different from the findings in the video or similar?
Ask: Do you think that the way we view people impacts equity? In what ways?
Ask students to shout out possible names for the following professions:
- Police Officer
- Athlete
- Firefighter
- Doctor
- Electrician
Watch the Video
Use The Harvard Project Zero Visible Thinking Routine Connect Extend Challenge
Discuss what you have just watched.
Think about the following questions:
How are the ideas and information in the video connected to what you already knew?
What new ideas did you get that broadened your thinking or extended it in different directions
What makes you feel challenged in your thinking?
Return to the tally marks on the board. Discuss why the students think the numbers are represented as they are. Are they different from the findings in the video or similar?
Ask: Do you think that the way we view people impacts equity? In what ways?
