Unit 1: Who Owns Your Face?
  • 🎭Unit Overview: Who Owns Your Face?
  • Module 0 -> Overview
    • Tips for Launching SPAR
  • Module 1: What claims do opponents and proponents of FRT make?
    • Module 1 -> Overview
      • Module 1 -> Lesson 1
      • Module 1 -> Lesson 2
      • Module 1 -> Lesson 3
      • Module 1 -> Lesson 4
      • Module 1 -> Lesson 5
  • Module 2: Who has the right to use FRT and for what purposes?
    • Module 2 -> Overview
      • Module 2 -> Lesson 1
      • Module 2 -> Lesson 2
      • Module 2 -> Lesson 3
      • Module 2 -> Lesson 4
      • Module 2 -> Lesson 5
      • Module 2 -> Lesson 6
  • Module 3: How do computers 'see'? How does FRT work?
    • Module 3 -> Overview
      • Module 3 -> Lesson 1
      • Module 3 -> Lesson 2
      • Module 3 -> Lesson 3
      • Module 3 -> Lesson 4
  • Module 4: To what extent does bias influence reliability & impact of FRT??
    • Module 4 -> Overview
      • Module 4 -> Lesson 1
      • Module 4 -> Lesson 2
      • Module 4 -> Lesson 3
      • Module 4 -> Lesson 4
      • Module 4 -> Lesson 5
  • 🤓Module 5: What role should government play in the public and private use of FRT?
    • Module 5 -> Overview
      • 🤓Module 5 -> Lesson 1
      • 🤓Module 5 -> Lesson 2
      • 🤓Module 5 -> Lesson 3
      • 🤓Module 5 -> Lesson 4
  • 🤓Module 6: Choose Your Own Adventure
    • Overview, Recommendations & Resources
      • 🎉EXTRA: Creative Resistance
  • End of Unit Project
    • Project Overview & Resources
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  • GRASP Task
  1. End of Unit Project

Project Overview & Resources

GRASP end of unit project

PreviousEXTRA: Creative Resistance

Last updated 1 year ago

Project Overview

The end of unit project is a GRASP task (see Jay McTighe's and Grant Wiggins' ; see also ). The following scenario sets the stage for students to demonstrate their learning. Students are invited to choose from a menu of options as the format for their final project. Each option comes with instructions, requirements, and a rubric.

GRASP Task

GOAL: The goal is to educate your community about facial recognition technology and how it is being deployed in your neighborhood and beyond.

ROLE: You are just a regular person who has been activated to speak up and organize others in your community after learning about the ways that FRT can both HELP and HARM neighborhoods.

AUDIENCE: You are presenting to your peers, family, neighbors, business owners, teachers, school administrators, and local politicians and police.

SITUATION: It’s happened yet again, another community member’s life has been disrupted by technology. Local detectives showed up at your uncle’s job and took him to the station for questioning because their facial recognition technology mis-identified him as the key suspect in a serious crime. Most of the community, along with the police, just trust that the “computer” is right and now are convinced that your uncle is guilty. What complicates the situation even more is the fact that this same technology has helped SOLVE other cases in your community. The community is so divided on this issue, the community board is hosting a debate to collectively develop recommendations for the NYPD and the mayor.

PRODUCT: You will create one of the following products in order to educate your community--including the police and political leaders--about facial recognition technology. Your project must touch on: technical, ethical, and civic concerns, along with recommendations for what role FRT should play--if any--in policing.

  • Menu of Options

    • video or live newscast with Q&A

    • editorial/argumentative essay

    • skit or short story that dramatizes the issue with Q&A

    • live or recorded presentation with Google slides with Q&A

    • live fishbowl SPAR debate OR recorded SPAR debate with Q&A

GRASP template
Revisiting GRASPS: A model for project-based learning