Title: AI for Social Studies / Criminal Justice teachers

 

Learn about what AI is, the relevance to social studies, its effect on society, and what policy things have happened with regards to AI systems.

Register here through our Learning Stream link.

 

Goals: Teachers will leave understanding

  • What AI and machine learning are and how they are used in the world.

  • Law and Policy related to AI and why it exists

  • How to talk about law and policy in AI in their classrooms

  • Collaborate with other social studies teachers to find opportunities to infuse AI concepts.

Time: 15 hours of overall content over several days. 6 hours synchronous meetings, 9 hours on your own exploring.

Target Audience: Middle and High School Social Studies Teachers.

Associated curriculum: AI4ALL Open Learning - 10 Hour AI & Policy Scope and Sequence

All PD and resources are free. https://ai-4-all.org/open-learning/resources/

 

Tentative Agenda:
15 hours, 1 CPD credit. 6 hours online synchronous, 9 hours work on your own.

  1. Guide to AI4ALL (1.5 hours)

    1. Watch Guide to AI4ALL (1 hr) (Can be recorded, or given in person)

    2. Respond:  (.5 hr)

      1. Why is it important to teach AI?

      2. How does AI4ALL’s teaching style match your classroom? How doesn’t it? Where might you use these lessons and how might you have to adapt?

  2. Introduction to AI (1.5 hours)

    1. Watch AI & Drawing Byte (recorded) (1 hr)

    2. Respond: (1 hr)

      1. What is AI good at?

      2. What issues does it have?

  3. Privacy (2.5 hours)

    1. Complete the activity in ExploreAI 2.08 (1 hr)

    2. Complete the activity in ExploreAI 2.09 (1 hr)

    3. Respond: (.5 hr)

      1. What information are you sharing about yourself? Were you surprised?

      2. How could you use this in your class? How might your students respond?

      3. What standards can it align to?

  4. AI & Facial Recognition (1.5 hr)

    1. Watch AI & Facial recognition (recorded) (1hr)

    2. Respond: (.5 hr)

      1. What policy makes sense for facial recognition?

      2. How could you use this in your class? How might your students respond?

      3. What standards can it align to?

  5. AI & Criminal Legal System (1.5 hr)

    1. Run through Byte (in person; we don’t have a recording of this yet) (1 hr)

    2. Respond (.5 hr)

      1. Should AI be used in the criminal legal system? Why?

      2. How could you use this in your class? How might your students respond?

      3. What standards can it align to?

  6. AI & Deepfakes (1.5 hr)

    1. Run through Byte (recorded) (1 hr)

    2. Respond (.5 hr)

      1. Should AI be used in the criminal legal system? Why?

      2. How could you use this in your class? How might your students respond?

      3. What standards can it align to?

  7. Misinformation (1.5 hr)

    1. Go through AI & COVID19 Lesson 1.2 (in person, there is no recording yet) (1 hr)

    2. Respond (.5 hr)

      1. Should AI be used in the criminal legal system? Why?

      2. How could you use this in your class? How might your students respond?

      3. What standards can it align to?

  8. Jobs in AI Policy (2 hr)

    1. Read: (.5 hr)

      1. Explore AI 3.3 slides 35-39

      2. Jobs in AI ethics

    2. Research (1 hr)

      1. 1 person and job mentioned in the above reading

    3. Respond (.5 hr)

      1. Describe a job one can have in AI ethics or policy

      2. How could you use this in your class? How might your students respond?

      3. What standards can it align to?

  9. Final Project (1 hr)

    1. Read: (.5 hr)

      1. Final Project description and rubric

    2. Respond (.5 hr)

      1. How could you use this in your class? How might your students respond?

      2. What standards can it align to?