Algorithms and Bias

Overview

In this first of three lessons in the unit “Exploring Algorithms and Bias,” 10th grade students will develop a foundational understanding of what algorithms are and how bias can be embedded within them. Grounded in the Quebec Secondary Cycle Two Social Studies Program, this lesson builds critical thinking and ethical reflection about technologies shaping society.

---

Curriculum Alignment

Competencies Addressed (Quebec Secondary Cycle Two Social Studies)

• Competency 1: Adopts a critical stance regarding social phenomena
• Competency 2: Uses information, data and digital technologies
• Competency 3: Exercises intellectual autonomy

Learning Objectives

By the end of this lesson, students will be able to:

• Define and explain the concept of an algorithm in social and technological contexts.
• Identify examples of bias in algorithms and discuss their societal implications.
• Critically analyse the advantages and risks associated with new technologies influenced by algorithms.
• Effectively communicate their perspectives through a structured reflective activity.

Broad Areas of Learning

• Technological, Scientific, and Environmental Literacy: Understanding the ethical dimensions of technology.
• Citizenship and Community Life: Exploring the impact of algorithms on social justice and equity.

---

Lesson Details

Duration

75 minutes

Group Size

20 students

Materials Needed

• Printed excerpts / summaries explaining algorithms and algorithmic bias (in English, adapted to Quebec context)
• Chart paper and markers
• ‘Taking a Stand’ activity statements printed for distribution
• Notebooks or digital devices for note-taking
• Whiteboard and markers

---

Lesson Breakdown

1. Introduction (10 minutes)

• Activate Prior Knowledge: Begin with an open question: "When you think of the word ‘algorithm’, what comes to mind?" Record responses visibly (whiteboard/chart paper).
• Contextualize: Briefly introduce the topic by defining an algorithm as a set of rules or instructions used by computers and humans to solve problems or make decisions.
• Highlight relevance by referencing everyday examples relevant to teens in Quebec (e.g., social media recommendations, school administrative software, gaming, etc.).

2. Concept Exploration (20 minutes)

• Reading and Note-taking: Distribute a short, accessible text about algorithms and biases embedded in them—focus on real-life examples (automated hiring systems, facial recognition, credit scoring).
• Students take notes focusing on:
  • Definition of algorithm
  • What is bias and how can it be hidden in algorithms?
  • The social impact of biased algorithms
• Teacher circulates to support and clarify complex ideas, connecting to Quebec’s multicultural and bilingual society.

3. Reflective Activity: ‘Taking a Stand’ (30 minutes)

• Set-up: Explain the ‘Taking a Stand’ strategy (students physically position themselves along a continuum based on agreement with a statement).
• Statements Examples:
  • “Algorithms make life fairer by removing human error.”
  • “Biased algorithms can cause harm that affects society’s most vulnerable.”
  • “New technologies using algorithms create more benefits than risks.”
• Students read statements and position themselves accordingly in the room: strongly agree (front), strongly disagree (back), or somewhere in between.
• After positioning, students pair up or form small groups to explain their reasoning. Encourage quoting their notes and referencing real examples.
• Facilitate a broader class discussion, guiding students to critically reflect on both advantages and risks.

4. Synthesis and Consolidation (10 minutes)

• Students individually jot down a short reflection in their notebooks:
  • What did they learn about algorithms and bias?
  • How does this knowledge affect the way they view new technologies around them?
• Volunteer students share insights.
• Teacher summarizes learning points and previews next lessons that will explore algorithmic decision-making and societal impacts more deeply.

---

Assessment

• Formative Assessment:

  • Observation during ‘Taking a Stand’ activity (engagement, reasoning quality).
  • Note-taking quality and accuracy checked informally during circulation.
  • Reflection journal entry reviewed to ensure conceptual understanding.

• Success Criteria:

  • Use of accurate definitions and examples in discussion.
  • Ability to articulate reasoned positions respecting differing opinions.
  • Demonstration of critical thinking about technology’s social impact.

---

Differentiation Strategies

• Provide bilingual key terminology handouts (English-French) to support language learners.
• Allow use of digital devices for note-taking or accessing glossary terms.
• Prepare simplified text excerpts for students needing additional support without diluting content.

---

Teacher Reflection / Tips

• Harness students’ social media experiences to make algorithms relatable and engaging.
• Emphasize ethical perspectives aligned with Quebec’s human rights values.
• Use physical movement (‘Taking a Stand’) to energize learners and promote active engagement.
• Encourage respectful debate to foster a democratic classroom atmosphere.

---

This lesson plan empowers Quebec 10th grade Social Studies students to critically examine the pervasive role of algorithms and bias in technology and society, developing both digital literacy and citizenship skills in line with the Quebec curriculum.