This project challenges students to explore biases and stereotypes through researching a chosen social issue. Students research their issue by collecting media examples, surveys of family and peers, and analyzing findings. They then collaborate to create a performance, video, or zine to educate others about the "single story" of their issue and how to promote more inclusive views. The culminating product will be shared during a school bullying prevention event.

1. The dangers
of bias and
“single
stories”
CHALLENGING THE
SINGLE STORY

2.  Objective: Students explore various bias and stereotypes they are
confronted with in daily life. Project culminates in producing a
performance, video, or zine for the school’s bullying prevention week.
 Prior to project students will have had experience with- summary
writing, supporting an opinion in writing and speaking, step out and
speak tableau, creating a performance
 Students will need lessons on- research, creating a meaningful survey,
language choices, connotations and social meanings
 When working in groups students will have assigned roles and regular
check-ins on individual progress- any member not fulfilling their duties
will receive warnings/ possibly be removed from the group ( Edutopia
2014)
 Benchmark dates can be chosen by groups, but culminating product
has fixed date during a school event (bullying prevention assembly).
Project will last approximately one month.
CHALLENGING THE “SINGLE STORY” – AN
ESL PROJECT

3.  Learners- Intermediate ELLs in China, grade 10
 Classes are largely homogenous, most diversity is among
foreign teaching staff
 Many students have not been asked to think critically about
social issues – sexism, racism, classism, ableism,
homophobia, transphobia etc
 Many students do not have the language to respectfully
discuss differences
THE STUDENTS

4.  Ontario ESL Level 3 Curriculum standards:
 Research Skills- 4.1 Locating Information, 4.2 Extracting and
Organizing Information, 4.3 Critical Thinking
 Writing for Different Purposes- 1.1 Academic Purposes, 1.2
Personal Purposes
 Writing Process- 4.1 – prewriting strategies, 4.2 producing
drafts, 4.3 revising and editing
 Media Knowledge and Skills- 4.1 Understanding Media Texts, 4.2
Interpreting Media Texts, 4.3 Creating Media Texts
http://www.edu.gov.on.ca/eng/curriculum/secondary/esl912currb.
pdf
CURRICULUM

5.  Students are asked for a definition of stereotype, come up with
examples in groups, and write a list on the whiteboard
 View the TED talk “the danger of a single story”
 Ask if any more examples can be added to our list
 The concept of “the single story” will be used throughout the project
https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story
MINDS ON…

6.  individual-bring in an image that shows a single story (ie. Ad
in the subway, image from magazine, newspaper, social media
feed).
 Image should be encountered in usual surroundings rather
than specifically searched for on the internet. Examples will
be modeled in class using magazines, newspapers, community
advertisements, etc.
 What is the single story presented? How do you know? Who is
the intended audience? What are possible consequences of
believing the single story?
 Student choice of assessment- presentation to whole class
with Q&A, or write up for gallery walk with Q&A
PART ONE- INDIVIDUAL

7.  Real world context- selecting an image from normal daily
surrounding encourages connection to real world and critical
thinking of issues outside the classroom
 Student choice- free to choose any image that they can argue
represents a stereotype, rather than teacher assigning a
category such as gender role
 Student choice in assessment- content and skills can be
assessed the same in different formats- those comfortable
with speaking can deliver a presentation, those more
confident with writing and small group interaction can be part
of gallery walk
 (BIE n.d.)
PBL CHARACTERISTICS

8.  Students fill out survey with top three choices for what type of
issue they would like to analyze further. Groups are made
based on interests.
 Beauty and body expectations?
 Gender roles and gender identity?
 Sexual identity?
 Culture/ Countries?
 Race?
 Wealth and Poverty?
 Mental Health?
 Disabilities?
 Other?
PART TWO- COLLABORATE

9.  KWL chart
 Group fills out chart with what they know about their topic,
encouraged to list any and all assumptions
 What do they want to know?
 After research, what did they learn?
 Using newspapers, magazines, social media, internet
searching, compile instances of the stories surrounding their
chosen topic- how do people talk about the issue, what
images are used, are any single stories being presented?
(Chinese and English sources encouraged)
RESEARCH

10.  Group creates either online survey (VPN access needed) or paper survey
relating to their issue, aim is to collect opinions for a general
snapshot of school and their families. All group members
responsible for generating questions, one member should type
up and create survey link/ type up survey to be photocopied.
 Students deliver questions to at least 4 family members or
community members each
 Students collect responses from at least 15 peers outside the
class
 Group responsibilities- all students conduct family/community
survey, peer interviews are divided as evenly as possible among
group members, date/time checklist given to each student to
check off their contribution.
RESEARCH- FAMILY AND PEER SURVEYS

11.  Half the group writes summary of family research. How does it
compare to what they found in the news, on the internet, etc?
 Half the group writes summary of peer interviews
 Group compares findings together- are any single stories
emerging from family group? Peer group? Both? What are the
similarities and differences of opinions? Was there anything
surprising?
 What are the words and phrases used (both Chinese and
English) in these contexts? Are there any words or phrases
that are obviously or possibly disrespectful? (teacher helps
check and explain English choices- dictionary meaning and
social meaning/use are not the same thing)
ANALYZING RESEARCH

12.  Driving Question- Day-to-day what single stories do we receive,
what are the possible consequences, and how can we
challenge these biases and create more respect?
 21st Century skills:
collaboration- working in groups with assigned roles, regular
reflection on individual contribution
communication- using both written and oral skills
critical thinking- challenging preconceived notions
 (Larmer and Mergendoller 2010)
PBL CHARACTERISTICS

13.  Students synthesize images, research, and opinions into
character voices
 Students may model a tableau after a found image or create
their own (everyone must have a role- can add or take away from found
image)
 One by one each student steps out of the tableau and in
character delivers a short monologue about the scene
 Post show audience discussion- peer feedback and Q&A- was
content clear? Character voices? Was topic approached with
respect? Were single stories challenged?
PART 3- STEP OUT AND SPEAK TABLEAU

14.  Feedback and Revision- Students receive feedback from other
groups and share their findings on their single story. Was the
performance surface and basic, or did the group really delve
into the issues surrounding their single story? What were their
research findings? What do they mean?
 (Larmer and Mergendoller 2010)
PBL CHARACTERISTICS

15.  Groups will choose to create a performance, video, or zine
outlining the single story and its consequences, offering ways
for peers to challenge and think critically about it, and
offering suggestions to move past the single story to a more
inclusive viewpoint
 Performances and videos will take place during the school’s
bullying prevention assembly. Zine will be distributed after
assembly as reading material for the students and material
for teachers to spark further discussions during the school’s
bullying prevention week
 Post-project reflection- Do you think your work had a positive
impact on the school? What would you change if you were to
do it again? What can the teacher change? Etc.
PERFORMANCES, VIDEOS, OR ZINE

16.  Student voice and choice- students have a choice to create
live performances, video performances, or a combination or
written/illustrated pieces for a zine
 Publicly presented product- product will be available to the
whole school (grades 10-12) during bullying prevention week
 (Larmer and Mergendoller 2010)
 Reflection- students and teachers have an opportunity to
reflect on the project- what went well, what needs to change,
impact in the school community (BIE n.d.)
PBL CHARACTERISTICS

17.  BIE (n.d.). What is Project Based Learning (PBL)? Retrieved
June 18, 2016, from http://bie.org/about/what_pbl
 Edutopia (2014, June 25). 5 Keys to Rigorous Project-Based
Learning Retrieved June 18, 2016, from
http://www.edutopia.org/video/5-keys-rigorous-project-based-
learning
 Larmer, J., & Mergendoller, J. R. (2010, September). Seven
Essentials for Project-Based Learning. Retrieved June 18,
2016, from
http://www.ascd.org/publications/educational_leadership/se
pt10/vol68/num01/Seven_Essentials_for_Project-
Based_Learning.aspx
WORKS CITED