Is the future post-human? IDU planner

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Fostering interdisciplinary teaching and learning in the MYP
UNIS Hanoi IDL Planning and Key Links
MYP IDU Planner 2018-19
Unit title Is the Future Post-Human? Teachers Cindy Barnsley
Subject groups Media/Language and Literature/Science
MYP Year &
Duration (hrs)
19 hours
Description For centuries, humans have imagined what technological advances might mean in the media, science fiction novels, films and art. In this unit, we
will explore contemporary scientific media and art forms to better understand what the advent of artificial intelligence (AI) could mean for the future
of humankind.
SDG link
This unit connects to SDG # 8 - Decent Work and Economic Growth
Inquiry: Establishing the purpose of an interdisciplinary unit
Purpose of integration
In this unit, students will explore contemporary scientific media and art forms to better understand what the advent of artificial intelligence (AI) and biotechnology might
mean for the future of humankind.
Key Concept(s) Related Concept(s) Global Context (Explorations)
Relationships are the connections and associations between
properties, objects, people and ideas—including the human community’s
connections with the world in which we live. Any change in relationship
brings consequences—some of which may occur on a small scale, while
others may be far reaching, affecting large networks and systems like
human societies and the planetary ecosystem.
Innovation (Arts)
Consequences (Science)
Intertextuality (L&L)
Scientific and technical innovation
How do we understand the worlds in which we
live?
● adaptation, ingenuity and progress

Statement of Inquiry
Technological Innovations can have far reaching consequences for human societies.
Inquiry Questions
What teacher questions will drive these inquiries?
Factual
What is artificial intelligence?
What is machine learning?
What is deep learning?
What is futurism?
What are some of the key artworks/films/texts that consider the “rise of the machines”? Space Odyssey 2001, Terminator, Ex Machina, Blade Runner, Do
Androids Dream of Electric Sheep,
Conceptual
How have artists used imagination to represent our possible futures? (film and spec. fiction texts)
What are some of the possible impacts of AI?
Why are people excited/worried about AI?
Debatable
What will be the impact of the rise of AI on future generations?
Summative assessment - interdisciplinary performance(s) of understanding
Interdisciplinary criteria Task(s)
Criterion A—Disciplinary Grounding
● demonstrate disciplinary factual, conceptual and/or procedural
knowledge.
Criterion B—Synthesizing
● synthesize disciplining knowledge to demonstrate interdisciplinary
understanding

Criterion C—Communicating
● Use appropriate strategies to communicate interdisciplinary
understanding effectively.
Criterion D
● Reflect on the development of their own interdisciplinary
understanding.
● Reflect on the benefits of disciplinary and interdisciplinary
knowledge and ways of knowing in specific situations.
Approaches to Learning (ATL)
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
Critical Thinking: Analyze and Evaluate - Using knowledge and concepts by examining information, asking questions, thinking about possible
difficulties and developing solutions.
Action: Teaching and learning through interdisciplinary inquiry
Disciplinary grounding
Subject: Media Subject: Science Subject: Lang and Lit
MYP objective
Ai. demonstrate knowledge and understanding of
the art form studied, including concepts,
processes, and the use of subject-specific
terminology
Bii. demonstrate the application of skills and
techniques to create, perform and/or present art.
Cii. demonstrate a range and depth of
creative-thinking behaviours
Di. construct meaning and transfer learning to
new settings
ii. create an artistic response that intends to
reflect or impact on the world around them
MYP objective
Ai: explain scientific knowledge
D.i. explain the ways in which science is applied
and used to address a specific problem or issue
ii. discuss and evaluate the various implications
of the use of science and its application in
solving a specific problem or issue
iii. apply scientific language effectively
iv. document the work of others and sources of
information used.
MYP objective
Ai. analyse the content, context, language,
structure, technique and style of text(s) and the
relationship among texts

Related concept: Innovation Related concept: Consequences Related concept: Intertextuality
Content
How artists have represented the future
Film
Content
Ethical dimension: Students reflect on the ethical,
social, economic, political, cultural and
environmental implications of using science to
solve specific problems. Students develop a
personal,
Ethical stance on science-related issues.
Sciences Aims: Consider science as a human
endeavour with benefits and limitations
Content
How artists have represented the future”
Speculative fiction conventions, themes, style
Disciplinary learning engagements and teaching
strategies
Disciplinary learning engagements and teaching
strategies
Interdisciplinary learning process
Interdisciplinary learning experiences and teaching strategies
Lesson 1-2: Introduction: In this unit, students will explore contemporary scientific media and art forms to better understand what the advent of artificial
intelligence (AI) and biotechnology might mean for the future of humankind.
Predictive discussion:
What interests you about AI?
What do you hope to learn from this course?
Predict the impact you think AI will have on our future and why.
Discussion: True or False? Artificial intelligence is the future. Artificial intelligence is science fiction. Artificial intelligence is already part of our everyday
lives.
Reading and CfU activity:
Read NYT article “A dim view of a posthuman future” .

CfU activity: Use VTR - 3-2-1 to check for understanding.
3 statements
2 questions
1 analogy
What is artificial intelligence? Cold Fusion Video
Questions
1. When was the term AI coined?
2. What was the original definition?
3. When can a computer demonstrate a form of intelligence?
4. What are the 7 original areas of AI?
5. How many of these 7 currently exist in AI?
6. “Surprising”, 2016 written by AI - what do you think of the quality of this screenplay? Is it creative? How might we make this judgement?
7. What are the most important types of “intelligence” according to … ?
8. What is machine learning?
9. What is computer vision
10. What is natural language processing
11. What are robotics?
12. What is Pattern recognition?
13. What is Knowledge management?
14. What is the difference between “weak AI” and “strong AI”?
15. What is an “expert system?
16. What are the three examples of AI listed?
Activity 1: What benefits are described for the possible future uses of AI.
Activity 2: Make a vocab list of any words you have never heard of with definitions
Activity 3: Connect extend challenge routine - PJ
Activity 4: Who’s your favourite robot and why
CfU formative task: Create a visual mind map explaining one of the questions above. Gallery walk to collectively explain “What is AI?”
Display in arts foyer
CfU formative task: Second brainstorm exploring what machines can’t do. The following questions may be used as discussion starters:
a. What can you do that a machine cannot?
b. Can machines feel emotions?
c. Can machines read emotions?

d. Do machines have beliefs?
e. Do machines really ‘think’?
f. Are machines self-aware?
g. Can machines adapt?
h. What is really important to our lives?
Extension: Can machines make compelling art on their own? -
Magenta and Machine Learning - Watch Do Machines Make Art? | The Art Assignment | PBS Digital Studios
Can robots be creative? - Gil Weinberg
Lesson 3: What is futurism? (Concern with events and trends of the future or which anticipate the future).
Read: 7 Top Futurists Make Some Pretty Surprising Predictions About What The Next Decade Will Bring
Watch: What Happens When Our Computers Get Smarter Than We do?
Watch: TED Talk: The wonderful and terrifying implications of computers that can learn
Activity: Claim, Support, Question Routine
Lesson 4: What are some of the key artworks/films/texts that consider the “rise of the machines”? Space Odyssey 2001, Terminator, Ex Machina, Blade
Runner, Do Androids Dream of Electric Sheep.
1. Indiewire Article
2. When sci-fi got it right: 15 films that correctly predicted the future
Students vote and then watch one of the following films: Space Odyssey 2001, Terminator, Ex Machina, Blade Runner
We will use these texts/s to examine the idea of human/machine binary explored in science fiction and prompt students to examine and explore their own
humanity in terms of their relationship with, and dependency on technology. (Source: When Machines go Bad)
Prep/pre-viewing activities: Read The Machine Stops by EM Forster (It is a chilling, short story masterpiece about the role of technology in our lives.
Written in 1909, it's as relevant today as the day it was published.) and/or
Listen: Leonard Nimoy reads Ray Bradbury's "There Will Come Soft Rains" from "The Martian Chronicles"
4Cs Thinking Routine:
1. Connections: What connections can be made with previous learning or with your life?
2. Challenge: What puzzles you about this?
3. Concepts: What are the key concepts or ideas worth holding on to?
4. Changes: How has your thinking or attitude been changed?

Extension: Read an iconic spec fiction text that explores AI: List 1; List 2, List 3, List 4 YAL, List 5 (picked by AI experts)
Lesson 5-6-7: Watch one of the following films: Space Odyssey 2001/Terminator/Ex Machina/Blade Runner
Focus questions: What is the relationship between narrative structure, filmic techniques, speculative fiction and humanism?
At the conclusion of the film, give students the worksheet Viewing film recipe (questions below). This is a synthesis-type activity requiring students to
identify and comment on various aspects of narrative structure and how “humanity” is depicted in binary opposition to machines/robots.
The Orientation (Source: When Machines go Bad)
1. Where is the film set? (place)
2. When is the film set? (present, near future, far future)
3. Who are the main characters?
4. What FLAWS (or weaknesses) do the main characters have?
The Complication
1. What is the complication?
2. What is ‘the other’?
3. How does the complication further reveal human weakness?
The Climax
1. Who is involved in this particular scene?
a) Who are the humans?
b) What is ‘the other’?
2. Briefly describe what happens.
3. How do the humans win or survive in this particular scene?
4. How does sound influence this particular scene? Comment on:
a) diegetic sound
b) non-diegetic sound.
The Resolution
1. How do the humans win?
2. How do the machines fail in their ultimate goal?
3. What aspect of humanity is revealed in your answer to question 1 (above)?
4. What images of humanity are you left with at the conclusion of the film?
Lesson 8: Read “Facebook shuts down robots after they invent their own language”.
Write a creative writing piece that explores what might have happened if this experiment was not shut down.
Conventions of spec fiction:
-Holding up a 'mirror' to reflect societal problems.
-Explore possibilities of future implications, asking 'what if'

Predict reactions of individual or groups to new science or technology
CQ: What are some of the possible impacts of AI?
Why are people excited/worried about AI?
Lesson 9-10-11: Is Stephen Hawking right about AI?
Source 1 - Artificial intelligence 'could be the worst thing to happen to humanity'
Source 2 - Benefits and Risks of AI - “Everything we love about civilization is a product of intelligence, so amplifying our human intelligence with artificial
intelligence has the potential of helping civilization flourish like never before – as long as we manage to keep the technology beneficial.“
Source 3 - Artificial Intelligence is Good for Society
Source 4 - AI Can Be Our Friend, Bill Gates
Circle of Viewpoints Routine - Notetaking, thinking skills.
I used to think, Now I think - Process Journal - synthesis
ATL: Make connections between various sources of information
Lessons 12-17:
DQ: What will be the impact of the “rise of AI” on future generations?
Performance of Understanding: Culminating Task
In groups of 2-3: scriptwriting and short film creation (non-fiction or fiction) using scientific knowledge to predict the impact of the ascendance of AI on
future societies
G(oal): Discuss the possible impact of AI on human society from a futuristic stance that is based on your knowledge of emerging AI
R(ole): You are an emerging futurist
A(udience): 15-25 year olds who have grown up in technological world
S(ituation): Entry into Sundance’s New Frontiers section
P(roduct): A short film
S(uccess criteria): IDU criteria
Possible Structure (fictional text):
• A complication
• A climax
• A resolution
Method
1. Create an orientation
a. introduces setting

b. introduces characters
c. exposes humans as weak.
(How does the film viewed in class meet this instruction?)
2. Quickly establish a complication that involves some aspect of control, invasion,
elimination or destruction.
3. Create a climax involving humanity vs the machine.
4. Resolve the narrative by allowing humanity to survive based on a defining feature of
humanity itself.
What is responsible for the survival of humanity as revealed in the resolution?
What is the final image of humanity that the viewer is left with in this film?
Lesson 14-15: Filming
Lesson 16-17: Filming/Editing
Lesson 18-19: Screening/Reflection
Teacher Reflection: What do you see in the work? Describe the work. Withhold judgment for the time being. What do you notice? What do you think
about that? Speculate about students’ thinking: What kinds of thinking do you see? What’s going on? What does it make you wonder about students’
thinking? Ask questions about the work. Reflect What are implications for future teaching?
Source: http://pzartfulthinking.org/wp-content/uploads/2014/09/AT_Study-Group-Protocol.pdf
Formative assessment Differentiation
Ongoing: Process Journal tool for curating evidence of learning, sources,
documenting thinking and discussion
1. Read NYT article “A dim view of a posthuman future” .
CfU activity: Use VTR - 3-2-1 to check for understanding.
2. Comprehension questions: What is artificial intelligence? Cold Fusion
Video
3. Create a visual mind map explaining one of the questions above.
Gallery walk to collectively explain “What is AI?” Display in arts foyer
4. What is futurism: Activity: Claim, Support, Question Routine
5. Creative writing response to: “Facebook shuts down robots after they
Varying levels of articles
Pathways to focus on divergent topics of interest
Visual/oral stimuli
PJ entries can be written or audio/visual (short videos taken by students to
document their thinking/AtL development)

invent their own language”.
6. 4Cs Thinking Routine Bradbury short story
7. Response to film
8. Source analysis
Circle of Viewpoints Routine - Notetaking, thinking skills.
I used to think, Now I think - Process Journal - synthesis
9. Scriptwriting
10. IDU Reflection
Resources
http://www.sciencemag.org/news/2017/07/ai-revolution-science
https://www.tutorialspoint.com/artificial_intelligence/index.htm
https://blogs.nvidia.com/blog/2016/07/29/whats-difference-artificial-intelligence-machine-learning-deep-learning-ai/
https://www.hackerearth.com/blog/artificial-intelligence/artificial-intelligence-101-how-to-get-started/
https://chatbotsmagazine.com/six-ways-a-i-and-chatbots-are-changing-education-c22e2d319bbf
https://www.vanityfair.com/news/2017/03/elon-musk-billion-dollar-crusade-to-stop-ai-space-x
https://www.cbsnews.com/videos/cbsn-on-assignment-shows-how-japan-is-using-robots-to-combat-population-decline/
http://www.nytimes.com/2002/04/02/science/a-dim-view-of-a-posthuman-future.html
http://bostonreview.net/literature-culture/henry-farrell-philip-k-dick-and-fake-humans#.WmeBpDYa9AU.facebook
https://www.weforum.org/agenda/archive/artificial-intelligence-and-robotics/?utm_content=buffer2bc00&utm_medium=social&utm_source=facebook.com
&utm_campaign=buffer
https://toplink.weforum.org/knowledge/insight/a1Gb0000000pTDREA2/explore/summary
https://www.weforum.org/agenda/2018/03/timeline-of-creative-ai
https://www.nytimes.com/2018/02/28/technology/paul-allen-ai-common-sense.html
https://www.youtube.com/watch?v=Z0uAuonMXrg&feature=youtu.be
https://www.ted.com/talks/sebastian_thrun_and_chris_anderson_the_new_generation_of_computers_is_programming_itself
https://www.ted.com/speakers/sebastian_thrun
https://www.gse.harvard.edu/news/uk/16/11/how-thrive-21st-century
Google Deep Mind
AI Podcast series: https://blogs.nvidia.com/ai-podcast/
https://www.sas.com/en_us/insights/analytics/what-is-artificial-intelligence.html
Thinking Routines:
http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html

Thinking Routines in the Science Classroom
Film Resources:
• War of the Worlds, 2005, Steven Spielberg, Paramount Pictures
• I Robot, 2004, Alex Proyos, 20th Century Fox
• Bicentennial Man, 1999, Chris Columbas, Buena Vista
• The Matrix, 1999, Andy & Larey Wachowski, Warner Bros.
• The Day the Earth Stood Still, 2008, Scott Derrickson, 20th Century Fox
• Starman, 1984, John Carpenter, Columbia Pictures
• Star Trek (any film or episode featuring ‘The Borg) - various
• The Terminator – especially Episodes I and III – 1984, James Cameron, Orion Pictures
• 2001: A Space Odyssey, 1968, Stanley Kubrick, MGM
• THX 1138, 1971, George Lucas, Warner Bros.
• Metropolis, 1926, Fritz Lang, Lasky Corp. (Germany)
• Transformers, 2007, Michael Bay, Paramount Pictures.
Reflection: Considering the planning, process and impact of interdisciplinary inquiry
Prior to teaching the unit: During teaching: After teaching the unit:

Is the future post-human? IDU planner

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