AI Literacy in History Class

Why?

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This lesson is designed to help students develop the skills to critically evaluate AI-generated content, fostering an informed and discerning approach to both historical narratives and emerging technologies.

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Materials Needed			Time needed
- Computers with internet access

• Whiteboard and markers or other place to record student responses
• Worksheet with guiding questions (optional) | | | 30 mins | | | | Objectives | | | | | | | * Students will be able to describe how ChatGPT and similar AI models generate content related to historical events and figures.

• Students will be able to critically evaluate AI-generated content to identify accuracy, biases, and omissions.
• Students will be able to articulate their insights on the advantages and limitations of using AI as a source of historical information. | | | | | | | Key Concepts & Vocabulary  | | | | | | | Artificial Intelligence: Computer systems able to perform tasks that normally require human intelligence. Bias in AI: Systematic and repeatable errors in AI outputs, influenced by the data used to train the model. | | | | | | | Lesson   | | | | | | | 1. Introduction (5 minutes)
  1. Briefly explain the purpose of the lesson: to assess the reliability and accuracy of AI-generated content in the context of history. 

2. AI Generation (5 minutes)

   1. Choose a historical event or figure that the class has been studying.Use ChatGPT to generate a description of the chosen topic.
   2. Project the output so all students can read it.

3. Class Dissection (12 minutes)

   1. Distribute the handout with the guiding questions or write/project the following questions on the board:

      1. How is this person/event portrayed?
      2. What information needs to be verified?
      3. What did ChatGPT leave out that you would have included?
      4. Are there any potential biases in the portrayal? If so, what might be their origin

   2. Read the AI-generated content aloud and lead a discussion with the students based on the guiding questions Encourage students to point out inaccuracies, omissions, and biases

4. Reflection (5 minutes)

   1. Ask students to reflect on the following questions, individually, in pairs, or as a class:

      1. What did you learn about the way AI presents historical information?
      2. How does this AI-generated content compare to other sources you've studied?
      3. How might you approach AI-generated content in the future, in light of this exercise?

5. Wrap-Up (3 minutes)

   1. Summarize the class findings. Emphasize the importance of cross-referencing information and being critical consumers of AI-generated content.Highlight the need for continued AI literacy, especially as technology continues to evolve. | | | | | | | Sources to Learn More | | | | | | | - Chatbots sometimes make things up. Is AI’s hallucination problem fixable?(AP Article)

• Eliminating bias in AI may be impossible – a computer scientist explains how to tame it instead | | | | | |

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AI-Literacy-in-History-Class-2Download

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