Level Up: Breaking the Bias
A Game Design Challenge for Health and Inclusivity
Materials Needed
- For Digital Design: Laptop/Tablet (Tools: Twine, Scratch, Canva, or Google Slides)
- For Physical Design: Cardboard or heavy paper, markers, index cards, scissors, and game pieces (dice, tokens)
- Resource Sheets: List of common gender stereotypes and definitions of "Unconscious Bias"
- Timer: To keep segments on track
Learning Objectives
By the end of this lesson, Nate will be able to:
- Define gender stereotypes and unconscious bias in his own words.
- Analyze how these biases impact real-world opportunities and mental health.
- Apply inclusive practices by designing an interactive game that teaches others how to challenge stereotypes.
1. Introduction: The Brain's "Shortcuts" (The Hook)
The Scenario: A father and son are in a horrible car crash. The father dies instantly. The son is rushed to the hospital for emergency surgery. The surgeon looks at the boy and says, "I can't operate on this boy—he is my son!" How is this possible?
(Pause for Nate to guess. Answer: The surgeon is the boy's mother.)
The Discussion: Even if we think we are fair, our brains use "shortcuts" or unconscious biases based on what we see in movies, ads, and society. Today, we aren't just learning about these shortcuts; we are building a tool to help others "rewire" them.
2. Body: Content & Practice (I Do, We Do, You Do)
A. "I Do": Breaking Down the Concepts (Instruction)
Explain the following three pillars using 15-year-old relevant contexts:
- Gender Stereotypes: Overgeneralized beliefs about how people "should" act based on gender (e.g., "Girls aren't good at coding," "Boys shouldn't show emotion"). Impact: Limits what people think they can achieve.
- Unconscious Bias: Social stereotypes about certain groups of people that individuals form outside their own conscious awareness. Impact: We might treat people differently without even realizing it.
- Inclusive Practices: Actions taken to ensure everyone feels valued and has equal access. (e.g., using gender-neutral language, challenging a joke that relies on a stereotype).
B. "We Do": The Media Audit (Guided Practice)
Choose a popular video game, movie, or TikTok trend. Together, answer these questions:
- How are the male and female characters portrayed? Are they "boxed in" by stereotypes?
- If we swapped the genders, would the story still work? If not, why?
- What is one small change that would make this media more inclusive?
C. "You Do": The Inclusivity Quest (Independent Project)
Your Task: Create a mini-game called "The Inclusivity Quest." This can be a board game, a card game, or a digital "Choose Your Own Adventure" story.
Game Requirements:
- The Goal: The player must navigate a typical day (at school, work, or in a sport) while making "Inclusive Choices."
- The Obstacles: Include at least three "Bias Traps" (scenarios where a stereotype pops up).
- The Power-Ups: Include "Ally Cards" or "Inclusive Actions" that help the player overcome the bias traps.
- The Win Condition: The player reaches the end of the day with a high "Inclusivity Score."
3. Success Criteria
Nate’s game will be successful if it:
| Criteria | What it looks like |
|---|---|
| Clarity of Concepts | The game clearly identifies at least 2 gender stereotypes and explains why they are limiting. |
| Engagement | The game has clear rules and is fun to play for at least 5 minutes. |
| Problem Solving | The player is given practical ways to challenge bias (e.g., speaking up or changing a perspective). |
4. Conclusion: Recap & Gameplay
- Playtest: Nate presents the game and the teacher/parent plays through it.
- Recap: Ask Nate: "What was the hardest stereotype to turn into a game mechanic?" and "How does making choices in a game help someone make better choices in real life?"
- Final Takeaway: We can't always stop a bias from popping into our heads, but we can control what we do next.
Adaptability & Differentiation
- For Scaffolding (Struggling): Provide a "Game Starter Kit" with 5 pre-written scenario cards (e.g., "A coach says girls can't play lead guitar. What do you do?") so Nate only has to design the board and the responses.
- For Extension (Advanced): Ask Nate to research "Intersectionality"—how gender bias might overlap with race or disability—and include one "Advanced Level" in his game reflecting this complexity.
- Context Switch: If doing this in a classroom, students can swap games and provide "User Feedback" on how well the game taught them about bias.
Assessment (Formative & Summative)
- Formative: Observation during the "Media Audit" to ensure he understands the difference between a stereotype and a fact.
- Summative: The finished "Inclusivity Quest" game serves as the final assessment. Evaluation is based on the Success Criteria table provided above.