2.4: Using AI for Social Justice Counter Points
- Page ID
- 244161
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Using AI for Social Justice Counter Points
TTW = The Teacher Will
TSW = The Student Will
Course, Student, and Modality:
This lesson is intended for a composition course for Dual Enrollment students, most generally between the ages of 16-18
Time Frame: ·
This lesson will last approximately 30 minutes and will occur within the timeframe of working on our second paper, an argument.
Objectives:
TSW practice how to produce a counter argument over controversial social topics
TSW implement close reading of AI generated ideas in order to observe potential bias
TSW use AI to foster conversations over controversial ideas
AI Tool and Other Materials/Supplies:
Access to the Internet
Access to Chat GPT or other textually centered Artificial Intelligence program
Rationale for Implementation of AI:
The AI generated details concerning student topics of interest will present ideas for exploration that will facilitate conversation and dialogue on social topics
Overview of Learning Activities and Tasks
TSW have crafted a thesis statement concerning their selected topic from the annotated bibliography that was previously submitted. Having understood and established their own stance on the issue, students will begin exploring an alternative point of view on their controversy.
TTW use a sample, low risk topic to guide students through the activity process. Ex: “What might be a counter argument to balloon animals being good animals?”
After the AI has generated ideas, TTW facilitate conversation around what the antithesis of each point might be. Example counter to #2: “Although some may say balloon animals are bad for the environment due to their latex construction, living animals are more devastating to the environment, consuming resources and water at alarming rates”
Through reversing each component, the students are practicing the creation of counter arguments and rebuttals, which are essential to argument essays.
After exploration and practice of alternative points of view to the low risk topic, TTW allow students to use open source Artificial Intelligence to produce counter stances over their own topics.
TSW will then work with AI to establish potential counter arguments to their own topics, reflecting on how each point corroborates or conflicts the social justice thesis that works towards equality.
TTW guide students back to a whole class discussion on the outcomes of their AI experimentation on social justice topics.
TTW model how to cite AI
Criteria for Success
Students can refer to this checklist for their work on this lesson:
- ___
- I used AI to help posit an alternative point of view to my thesis
- ___
- I crafted rebuttals to the AI content
- ___ I reflected on the content in contrast to social justice outcomes
- ___ I cited Chat GPT as a consulted resource in my argumentative essay