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Support and Guidance for Selecting and Enacting Resources
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CC BY-NC-SA
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When sharing secondary sources that tell a particular story of our past and present, consider how you might support students in enacting a critical lens to identify biases and missing or misrepresented perspectives. When sharing primary sources connected to experiences of violence or oppression, consider how you might honor students' developmental needs, as well as how you might frame sources in ways that affirm the dignity and humanity of people connected to those experiences. These resources can help.

Subject:
U.S. History
Material Type:
Teaching/Learning Strategy
Author:
Woodson Collaborative
Date Added:
07/05/2023
Tool for Identifying Bias in Sources
Conditional Remix & Share Permitted
CC BY-SA
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Many sources you will want to use for curricular purposes have bias in them. While bias is a normal part of our existence within societies, some biases are harmful. Biases that are harmful present social norms that exclude historically and widely marginalized people.

One way to identify if a source has bias is to consider the following questions organized around social identity markers used in the United States. While having some form of bias does not immediately mean you discard the curricular resource because context matters, it is important to know how to evaluate the impact of the bias. The questions below are designed not as a checklist, but rather as a guide to begin identifying bias. Use this tool as a starting place to help you vet and assess the bias in a resource and determine whether or not the resource can be edited/modified and used.

Subject:
Education
Material Type:
Assessment
Author:
2021 ISKME - created by Lorena Germán, Christina Spears, Jemelleh Coes, Josh Parker, Rudy Bankston, and Tamara Mouw.
Date Added:
04/28/2021