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- 17 high-interest CLASSROOM DEBATES! Great for the End of the Year when you have time to fill. The slideshow teaches everything. You just guide the class conversation! This life-long tool is great for an End of Year Life Skills refresher!Use it as part of your end-of-year activities: it's fun, "easie$10.00$20.00Save $10.00
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High interest, easy-prep, CRITICAL THINKING lesson!
Great for SOCIAL and EMOTIONAL LEARNING (SEL)!
- Students discover WHO THEY ARE
- while thinking about WHICH GROUPS of PEOPLE are INVISIBLE.
This lesson is perfect for introducing:
- Critical Thinking,
- Diversity, Inclusion, and Stereotypes,
- Anti-Racism and Hidden Bias,
- Black History Month, Women's History Month, or any month, week, or day recognizing a group of people or amplifying the voices we don't often see or hear.
STEP 1: Watch short YouTube videos (provided in slideshow).
STEP 2: Lead class discussions to see which groups of people are invisible or portrayed in stereotypical ways.
OPTIONAL STEP 3: Students research and create an alternative script to amplify the stories that we don't often hear.
FEBRUARY 9, 2022 UPDATE: TpT support has clarified we are not allowed to include contest information in our product descriptions or anywhere else on the platform. Read this post for more information.
JANUARY 2022 UPDATE:
- This FREE version is now MUCH EASIER to use! Use the FILE Table of Contents PDF in the zip file to quickly get the files you need!
- I just released HANDOUTS and ANSWERS if you want to provide more structure for students.
- Content update! (See content changes at the bottom.)
The FREE version contains the slideshow lesson (220 minutes of content.)
- The FREE version is easy-prep: 1) Open slideshow. 2) Teach.
- Or, you can do some prep! Look at the 38-page lesson plan for script and discussion ideas.
- The FREE version has an estimated 3.5 hours of content, but you can go faster or slower depending on class discussions.
The PAID version contains everything in the FREE version plus handouts and answer key.
- The PAID version requires prep.
- There are 40 files. 43 pages of handouts, and 35 pages of answers.
- The 66-page lesson plan provides more scaffolding to help students analyze / evaluate.
- The PAID version has 13 lessons and an estimated 13.5 hours of content (810 minutes). Lessons vary from 35 minutes to 105 minutes in length and are based on topic (as opposed to trying to have a standard classroom period in mind.)
THINGS TO KNOW
- Here is the NO PREP FREE slideshow lesson: https://educircles.org/view/invisible-google-slides
- Here is a playlist with the 20 YouTube videos to view, analyze and evaluate:
- Distance Learning friendly: You can edit the Microsoft Powerpoint™ and Google Slides™ files (included in the zipped file.)
- Detailed lesson plan provided.
- Answer key NOT provided in the FREE VERSION. Answers will vary based on people's aspects of identity and their lived experiences.
- This lesson includes slides from the CITIZENSHIP chapter and the CRITICAL THINKING chapter of the GROWTH MINDSET 21st Century Learning bundle.
IMPORTANT: Sometimes, the title for this product will say Black History Month, Women's History Month, or some other month; however, there is no specific mention of Black History Month or any other month in this product.
This is on purpose. Please see IMPORTANT NOTE #1 below to find out why.
This product does NOT specifically mention the contributions (past or present) of any specific groups of people.
There are no specific examples relating to
- Black History Month (Feb),
- Women's History Month (Mar),
- Islamic Heritage Month,
- Irish-American Heritage Month,
- Deaf History Month,
- Asian Heritage Month,
- Older Americans Month,
- Jewish American Heritage Month,
- Gay Lesbian Pride Month,
- Hispanic-Latino Heritage Month,
- Disability Employment Awareness Month,
- Italian-American Heritage Month, or
- Native American Heritage Month / National American Indian and Alaska Native Heritage Month. (Nov)
And, that's a good thing because it means you can use this lesson package any time.
The point of this lesson is to raise awareness that some groups of people are more visible than others. And some groups of people can be portrayed in stereotypical ways: the danger of a single story.
This lesson is a great way to start off your month, week, or day recognizing a group of people or any social justice issue.
It gives students a chance to explore their world before going deeper with your other resources.
I know what you're thinking when you skim through these 20 goal setting videos.
This doesn't have very much to do with "Black History Month" or any other "month"?
I want you to give me specific examples of contributions from those groups of people, past and present!
Okay. I agree, 100%. We do need to give our students those examples and amplify the stories we don't often hear.
But, we also need to give our students an opportunity to notice these subtle inequities themselves. We need to give them a chance to understand why this matters.
And, that's what the Who is Invisible challenge is all about.
Yes, we see some people who are Black, Asian, Hispanic, female, etc... in the videos.
⭐ But, can our students FIND PATTERNS in HOW THESE PEOPLE ARE PORTRAYED?
I actually tried to make sure I had a balance of people from different groups represented in the images I chose. But, take a closer look at the little stories told at the beginning of each video.
Whose accomplishments do we hear about?
- Steve Jobs?
- Alexander Fleming?
Are there any subtle patterns?
That's the hard part of the challenge that requires the most critical thinking. Good luck!
Bonus critical thinking question: Scroll down to the Q&A section of this product description where I talk about the contributions of Adam Grant. Do you agree with my choices? Was this an appropriate way to amplify the voices of stories we don't often hear?
This slideshow lesson does NOT provide any assignment specifics (handouts, rubrics, worksheets, etc) to do the actual Who is Invisible challenge. That's so that every teacher can do the challenge in a way that is meaningful to them.
The slideshow lesson DOES provide everything you need to understand the theory and the challenge.
This is intended to be an authentic, meaningful, open-ended 21st Century Learning task for classes to engage with - where problems and solutions aren't always handed to us on a silver platter.
The power of this challenge is
- to give students an opportunity to think about themselves
- to give them some background theory and common vocabulary about stereotypes (single stories)
- before asking students to analyze and evaluate which groups of people might be invisible
- and creating an alternative version to help amplify the stories and contributions that we don't always see.
By thinking about who they are, hopefully, students will own this task and look for groups of people that are meaningful to them.
- That might be race, gender, age, social-economic class, sexual orientation, physical or mental ability, culture, appearance, nationality, etc.
- None of these words have been used in the slideshow and that is by design.
There are many ways to do this challenge. Suggestions are included in the lesson plan (PART 6).
The hope is that students will then start to use the skills from this challenge to wonder about equities and inequities in other parts of their world.
Timing for this 3.5-hour slideshow (220 min) only includes the slideshow lesson.
Individual teachers need to decide how they want their students to do a Who is Invisible challenge.
INTRODUCTION (What does invisible mean) - 45 min
- What does Invisible mean? (slides 1-3) (5 min)
- A literal example of invisible (slides 4-5) (10 min)
- Figurative example of invisible (slides 6-7) (10 min)
- What does it mean when we say groups of people are invisible (slides 8) (5 min)
- Seven Ground Rules - Discussion (slides 9-13) (10 min)
- Ground Rules - Personal Identity (slides 14-17) (5 min)
PART 1 Do you SEE people who look like you? 35 min
- Watch the following video clip (slides 18-20) (5 min)
- Discussion (slides 21-22) - YOU (10 min)
- Discussion (slides 21-22) - YOUR FAMILY (10 min)
- Discussion (slides 21-22) - YOUR FRIENDS (10 min)
PART 2 Are people who look like you represented? 40 min
- Identify different parts of videos (slides 23-37) (5 min)
- Watch the next video clip (slides 38-40) (10 min)
- Discussion (slides 41-42) (10 min)
- Discussion - trends and patterns (slides 43-44) (10 min)
PART 3 Stories matter 40 min
- What is a single story? (slides 45-48) (10 min)
- Strategy to help students identify single stories and stereotypes? (slides 49-50) (5 min)
- Watch the next goal-setting video (slides 51-52) (5 min)
- Discussion - examples that reinforce single stories (slides 53) (10 min)
- Discussion - examples that break single stories (slides 53) (10 min)
PART 4 Why does representation matter? 15 min
- We all have many different sides to our identity (slides 54-55)
- What if you DON'T see yourself reflected in resources (slides 56)
- What if you DO see yourself reflected in resources (slides 57-60)
PART 5 I am a biased imperfect human being 20 min
- Setting up an authentic, meaningful task (slides 61-68) (10 min)
- Things to know about me and my Aspects of Identity (slides 69-72) (10 min)
PART 6 Take the challenge (explanation) 20 min
- Different ways to do the Who is Invisible challenge? (slides 73)
- Explain the challenge (slides 74-79) (20 min)
PART 7 Go beyond heroes and holidays 10 min
- How can you use these skills to explore other parts of life? (slides 80-88)
..... Do you want to do something FUN, but meaningful at the End of the Year?
- Try this SURVEY so your students can see what kind of mindset they have.
- Do these FUN CLASSROOM DEBATES - does EQUAL mean FAIR?
- Watch these VIDEOS and figure out if teamwork is the same as collaboration. (Spoiler: not always.)
- Play these COMMUNICATION GAMES to notice how communication breaks down.
- Try the DO SOMETHING DIFFERENT challenge and see what happens!
- This one is MY FAVORITE. Students have a lot of fun with the group activity in Section A. The viral video in Section D is shocking... but are we really surprised at this point?
My name is Michael Fuchigami. I'm the teacher behind Educircles.
- I want to help you SAVE HOURS of PREP.
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- TpT support has clarified that we are not allowed to include contest information in our product descriptions or anywhere else on their platform. More info.
⭐⭐⭐ Teachers around the world have DOWNLOADED over 59,727 Educircles resources!
- Check out where teachers have bought my resources (map.)
- THANK YOU to everyone who has purchased an Educircles product.
- 10% of your purchase helps students going through a tough time.
- With your help, Educircles has DONATED $9,344.68 to STUDENT MENTAL HEALTH organizations!
- Here's why I do what I do.
✅ SOCIAL and EMOTIONAL LEARNING (SEL) in a world of Covid, Systemic Racism, and Constant Change...
- Teach students how to PIVOT when faced with obstacles and opportunities.
- BUILD character: develop resilience during uncertain times.
- EMPOWER classroom citizenship: actively participate in our school, local and global community to make the world a better place.
- THINK critically instead of reacting to fear, viral videos, or fake news.
- EVALUATE systemic discrimination in a real-world case study: how might a system impose unfair burdens on a group of people?
- Help students with SELF AWARENESS and SOCIAL AWARENESS. Start by asking your students Who is Invisible...
✅ SAVE HOURS OF PREP (and money) with a bundle!
- Reading Strategies bundle
- Goal Setting bundle
- The Educircles EVERYTHING bundle (Psst, the price goes up as I add more resources to my store.)
⭐ Why am I so passionate about 6Cs and Social-Emotional Learning? Because SEL helped save my life.
Q: You talk a lot about amplifying the voices of stories that we don't hear very often. How are you amplifying these voices yourself as the creator of SEOT Steps to Success videos?
A: Great question. Amplify means to increase the volume of something - usually sound. I am a teacher who now earns a living from the internet, so when I think "amplify", I think of increasing attention, awareness or web traffic to something.
One of the things I've realized is I can link to some of my research sources when I make the goal setting videos. For example, in this video about the Creative Process, I talk about Taylor Swift's process of writing ideas down. At the bottom of that post, you can see I've embedded a YouTube video of her talking.
Now, obviously, in no way am I amplifying the voice of Taylor Swift. She reaches millions of people on her own. I am a speck of dust in terms of reach compared to her. But, there are other stories that I could amplify and that's what I'm hoping to do in my next set of goal setting videos. And as more teachers start to use these Educircles and SEOT resources, our reach goes across more classrooms and more students.
In January 2021, I reached a personal milestone: Educircles resources have been downloaded over 25,000 times by educators around the world. I like to think this means I have the potential of amplifying underheard stories to students around the world.
To give you a more concrete example - I first heard about how mild procrastination can help the creative process in Adam Grant's TED talk on the surprising habits of original thinkers. He talks about his grad student Jihae who said she has her best ideas when she procrastinates. I did some research on the internet and was able to figure out where Jihae teaches and some of her research publications (that she did with Adam.)
When I wrote the script for the Procrastinate with Purpose goal setting video, I decided to tell it from Jihae's point of view to amplify the contributions of a specific group of people. Unfortunately, Jihae doesn't have a YouTube video that students might find interesting, so I could only link to her research. But, you get the idea.
When I get bigger, I'd love to collaborate with other people who are different from me - but right now, I'm a one-person operation trying to stay afloat!
Baby steps. I'm doing my own research to find stories from groups of people that are under-represented. I'm also trying to crowd-source this information.