The 5 Habits Framework

1) Evidence (How do I know what's true?)

2) Perspective (Who might think differently?)

3) Connections (What other areas of knowledge are connected?)

4) Supposition (How might it be different if..?)

5) Significance (Is this important?)

Wednesday, August 26, 2015

Strict Dress Code Enforcement in Kentucky School

Kentucky Teen Sent Home for Showing Collarbone


1)  When do clothes become a distraction?  In what ways could you prove that certain policies affect groups disproportionately?  How can we prove a concept like decency?  Who gets a say?  

2)  Why might the girl's grandmother feel differently about this issue than her grandfather?  Why might a teenager in 1940 feel differently about this than a current teenager?  A woman from Iran?

3)  How is this connected to geography?  In what ways is this connected to science?  Censorship of books?

4)  What if  a male had word the same outfit?  If she were brunette?  Heavier?

5)  To what extent does this affect you?  What are underlying assumptions about physical appearance?  What are the short term consequences of this issue?  Long?  

Extension Activities:

1)  Students can create objective measures of dress code which factor in mathemathical concepts such as percent of skin showing, length of shorts, width of sleeves, proportional measures, etc.

2)  Students can research the bikini or other fashion trends and how it is perceived through time.  They can then predict what their school's dress code policy will be in 25 years.

AoK:  Ethics

WoK:  reason, emotion


  1. do you think that other schools would start using that dress code to?

  2. I don't. The reason this story went viral is because it appears to be an extreme and inherently unreasonable dress code. Do you think other schools will adopt it?