Required Lesson
Grades: 9-12
Unit 2
Lesson 2: Who Are You Online?
Estimated Time: 45 Minutes
How do you present yourself to the world online and offline?
Students explore how they and others represent themselves online, and the relationship between online and offline selves. Students begin by looking at a slideshow of people and their avatars and reflecting on how people can present themselves online. Students then watch a video of a teen talking about what it means to be “real” or “fake” online and discuss the video in groups, relating these issues to their own online selves. They learn that assuming different personas online carries both benefits and risks.
Objectives:
Students explore how they and others represent themselves online, and the relationship between online and offline selves. Students begin by looking at a slideshow of people and their avatars and reflecting on how people can present themselves online. Students then watch a video of a teen talking about what it means to be “real” or “fake” online and discuss the video in groups, relating these issues to their own online selves. They learn that assuming different personas online carries both benefits and risks.
Objectives:
- reflect on the similarities and differences in how people represent themselves online and offline.
- understand that they might choose to show different parts of themselves online, depending on context and audience.
- consider the risks and benefits of assuming different personas online, and think critically about what it means to be genuine in an online context.
Key Vocabulary:
Represent: to depict yourself to others as being a certain way or having particular characteristics
Persona: an image and personality that you show to others
Avatar: a graphic image that represents a person online
Anonymous: without a name or other information that identifies who you are
Inhibited: careful or restrained about your actions or impulses
Represent: to depict yourself to others as being a certain way or having particular characteristics
Persona: an image and personality that you show to others
Avatar: a graphic image that represents a person online
Anonymous: without a name or other information that identifies who you are
Inhibited: careful or restrained about your actions or impulses
Materials and Preparation:
- Prepare by reading the Who Are You Online? Full Lesson Plan
- Journals or paper
- Preview The New York Times Magazine “Avatar Slideshow” (www. nytimes.com/slideshow/2007/06/15/magazine/20070617_AVATAR_ SLIDESHOW_5.html) and prepare to show it to students.
- Preview the video, “Ramon’s Story – Being Real Online,” and prepare to show it to students.
Who Are You Online? Full Lesson Plan | |
File Size: | 295 kb |
File Type: |
UNIT 2 Student Packet with Worksheets | |
File Size: | 774 kb |
File Type: |
Required Lesson
Grades: 9-12
Unit 2
Lesson 4: Overexposed: Sexting and Relationships
Estimated Time: 45 Minutes
What are the risks and responsibilities when you share online in a relationship?
Students explore the risks and responsibilities of carrying out romantic relationships in the digital world. Students watch a video about a girl who sent a “sext” message to her boyfriend, which he shared with others. After discussing the video, students create an ending to a story about a girl who is being pressured to “sext.” They brainstorm ways to avoid sexting and to use digital technologies responsibly in romantic relationships.
Objectives:
Students explore the risks and responsibilities of carrying out romantic relationships in the digital world. Students watch a video about a girl who sent a “sext” message to her boyfriend, which he shared with others. After discussing the video, students create an ending to a story about a girl who is being pressured to “sext.” They brainstorm ways to avoid sexting and to use digital technologies responsibly in romantic relationships.
Objectives:
- explore the role of digital technologies in romantic relationships.
- understand risky forms of self-disclosure and their possible consequences.
- identify strategies for avoiding sexting while enhancing positive relationships.
Key Vocabulary:
Self-disclosure: sharing private, sensitive, or confidential information about oneself with others
Reciprocate: to give in return
Sexting: sending or receiving sexually explicit photos or videos by text message or other digital technologies
Self-disclosure: sharing private, sensitive, or confidential information about oneself with others
Reciprocate: to give in return
Sexting: sending or receiving sexually explicit photos or videos by text message or other digital technologies
Materials and Preparation:
- Prepare by reading the Overexposed: Sexting and Relationships Full Lesson Plan (below)
- Make a copy of the How Should It End? Student Handout for each student (found in the Overexposed: Sexting and Relationships Full Lesson Plan)
- Preview the video “Ally’s Story – Second Thoughts on Sexting” an abridged version from MTV’s Sexting in America: When Privates Go Public, and prepare to play it for students. Note: This video addresses the topic of sexting and does not constitute an endorsement of MTV. If you do not feel comfortable showing this material, watch the video, describe the scenario to students, and then have your class complete the lesson based on your description.
- Optional: Review the Over the Line? Student Handout with vignettes from MTV.
Overexposed: Sexting and Relationships Full Lesson Plan | |
File Size: | 334 kb |
File Type: |
UNIT 2 Student Packet with Worksheets | |
File Size: | 774 kb |
File Type: |
Required Lesson
Grades: 9-12
Unit 2
Lesson 5: Risky Online Relationships
Estimated Time: 45 Minutes
How can you tell when an online relationship is risky?
Students first talk about common impressions of “stranger danger.” Students learn why the term “online predator” is misleading, and how to identify more realistic forms of inappropriate contact. Students then discuss a story about a teen’s risky online relationship, and draw conclusions about how to stay safe online.
Objectives:
Students first talk about common impressions of “stranger danger.” Students learn why the term “online predator” is misleading, and how to identify more realistic forms of inappropriate contact. Students then discuss a story about a teen’s risky online relationship, and draw conclusions about how to stay safe online.
Objectives:
- compare and contrast stereotypes and realities when it comes to Internet “stranger danger.”
- learn guidelines for determining safe online relationships, especially with strangers or casual acquaintances.
- brainstorm ways to help teens avoid risky online behavior.
Key Vocabulary:
Online predator: a commonly used term for someone who uses the Internet to develop inappropriate relationships with kids or teens
Stereotype: a popular belief about a group of people, based on assumptions that are often false
Risky: potentially harmful to one’s emotional or physical well-being
Manipulate: trying to influence somebody to do something they might not otherwise do, for one’s own benefit
Online predator: a commonly used term for someone who uses the Internet to develop inappropriate relationships with kids or teens
Stereotype: a popular belief about a group of people, based on assumptions that are often false
Risky: potentially harmful to one’s emotional or physical well-being
Manipulate: trying to influence somebody to do something they might not otherwise do, for one’s own benefit
Materials and Preparation:
- Prepare by reading the Risky Online Relationships Full Lesson Plan (below)
- Read the Communicating Safely Online Teacher Backgrounder (High School).
- Review the Sheyna’s Situation Student Handout—Teacher Version.
- Make a copy of the Sheyna’s Situation Student Handout for each student. Note: Research suggests that lessons on Internet safety should not shy away from honest conversations about teen risk-taking, relationships, and sexuality. As such, this lesson deals with issues that may be difficult for both teachers and students to discuss openly. Please refer to the Communicating Safely Online Teacher Backgrounder for extra information on the content of this lesson, as well as tips for teaching sensitive topics.
Teacher Resources:
Risky Online Relationships Full Lesson Plan | |
File Size: | 427 kb |
File Type: |
UNIT 2 Student Packet with Worksheets | |
File Size: | 774 kb |
File Type: |
Supplemental Lesson
Grades: 9-12
Unit 2
Lesson 1: My Online Code
Estimated Time: 45 Minutes
What does it mean to do the right thing online?
Students discuss their understanding of ethical behavior and are introduced to the concept of online ethics. Students analyze a mock social networking page based on these ethical considerations. Students then learn about digital citizenship and the different levels of online responsibility (to self, friends and family, and community).
Objectives:
Students discuss their understanding of ethical behavior and are introduced to the concept of online ethics. Students analyze a mock social networking page based on these ethical considerations. Students then learn about digital citizenship and the different levels of online responsibility (to self, friends and family, and community).
Objectives:
- understand the concept of online ethics as it applies to four key areas.
- define digital citizenship and identify their online responsibilities.
- explore online ethics by analyzing a mock social networking page.
Key Vocabulary:
Ethics: a set of principles and morals governing people’s behavior, including honesty and respect toward others
Online Ethics: a set of principles and morals governing people’s behavior as it relates to the Internet and digital devices
Digital Citizenship: navigating the digital world, safely, responsibly and ethically
Ethics: a set of principles and morals governing people’s behavior, including honesty and respect toward others
Online Ethics: a set of principles and morals governing people’s behavior as it relates to the Internet and digital devices
Digital Citizenship: navigating the digital world, safely, responsibly and ethically
Materials and Preparation:
- Prepare by reading the My Online Code Full Lesson Plan (below)
- Make a copy of the Judging Jeff’s Profile Student Handout for each student. (found in the My Online Code Full Lesson Plan)
- Review the Judging Jeff’s Profile Student Handout – Teacher Version.
Teacher Resources:
My Online Code Full Lesson Plan | |
File Size: | 760 kb |
File Type: |
UNIT 2 Student Packet with Worksheets | |
File Size: | 774 kb |
File Type: |
Supplemental Lesson
Grades: 9-12
Unit 1
Lesson 3: Copyrights and Wrongs
Estimated Time: 45 Minutes
How can I make responsible choices when I use other people's creative work?
Students are introduced to copyright, fair use, and the rights they have as creators. Students explore the legal and ethical dimensions of respecting creative work. First, they learn a basic foundation of legal principles and vocabulary related to copyright. They understand how such factors as the rules of copyright law, the values and intent of the original creator, and the audience and purpose should affect their decisions about using the creative work of others. Using the Mad Men Student Handout, students then apply these principles to a simulation activity in which they act as advertising executives who have to choose a photo for an ad campaign.
Objectives:
Students are introduced to copyright, fair use, and the rights they have as creators. Students explore the legal and ethical dimensions of respecting creative work. First, they learn a basic foundation of legal principles and vocabulary related to copyright. They understand how such factors as the rules of copyright law, the values and intent of the original creator, and the audience and purpose should affect their decisions about using the creative work of others. Using the Mad Men Student Handout, students then apply these principles to a simulation activity in which they act as advertising executives who have to choose a photo for an ad campaign.
Objectives:
- identify the legal and ethical considerations involved in using the creative work of others.
- understand an individual’s rights and responsibilities as a creator and consumer of content.
- practice critical thinking and ethical decision making about the use of creative works.
Key Vocabulary:
Fair Use: the ability to use a small amount of someone’s creative work without permission, but only in certain ways
Commercial purposes: a use in connection with a business, usually for profit
Copyright: a law that protects a creator’s ownership of and control over the work he or she creates, requiring other people to get the creator’s permission before they copy, share, or perform that work
Creative Commons: a kind of copyright that makes it easy for people to copy, share, and build on someone’s creative work – as long as they give the creator credit for it
Public Domain: creative work that’s not protected by copyright and is therefore free for one to use however one wants
Fair Use: the ability to use a small amount of someone’s creative work without permission, but only in certain ways
Commercial purposes: a use in connection with a business, usually for profit
Copyright: a law that protects a creator’s ownership of and control over the work he or she creates, requiring other people to get the creator’s permission before they copy, share, or perform that work
Creative Commons: a kind of copyright that makes it easy for people to copy, share, and build on someone’s creative work – as long as they give the creator credit for it
Public Domain: creative work that’s not protected by copyright and is therefore free for one to use however one wants
Materials and Preparation:
- Prepare by reading the Copyrights and Wrongs Full Lesson Plan (below)
- Preview the video “Copyright and Fair Use Animation” and prepare to show it to students.
- Make a copy of the Mad Men Student Handout for each student. (found in the Copyrights and Wrongs Full Lesson Plan)
- Review and print out the Mad Men Student Handout– Teacher Version.
Copyrights and Wrongs Full Lesson Plan | |
File Size: | 997 kb |
File Type: |
UNIT 1 Student Packet with Worksheets | |
File Size: | 701 kb |
File Type: |