Through discussing fraud, learners discuss communicative justice and the relationship between power and data. Learners practice the fundamentals of story-telling and discuss aspects of storytelling like content and delivery. After finding surer footing with these fundamentals, learners discuss their responsibilities as community members to tell and report fraud.
Contributors:
Dealing with Fraud
Activity Goals
Through discussing fraud, learners discuss communicative justice and the relationship between power and data. Learners practice the fundamentals of story-telling and discuss aspects of storytelling like content and delivery. After nding surer footing with these fundamentals, learners discuss their responsibilities as community members to tell and report fraud.
Key Objectives
UD.2 Define “communicative justice”
UD.3 Explain the connections between power and data DS.2 Adapt language
DS.3 Promote data-storytelling
DS.6 Make your voice heard
Steps
Beginning by discussing different kinds of crime and fraud that we can report and where or to whom we can report it.
In pairs or small groups, pick a specic crime/fraud(e.g.,phone scam, identity theft, missing person, etc.)and find a place (in person and/or online) where you can report it. List the steps you need to take to report it, thinking about:
Where and when should the person go? (setting)
Who should the person talk to? (characters)
What should the person say about the fraud or crime (plot)
Then, discuss storytelling, what makes a good storyteller, and why storytelling is important.
“It’s important because we can share our experiences and connect with others.”
“It’s important because we can transfer, teach, or share parts of our culture.”
“It’s important because we can teach a lesson.”
Look at dierent images/cartoons and practice guring out the story behind them. What story is the
image/cartoon telling? How?