Required Lesson
Grades: 9-12
Unit 3
Lesson 2: Taking Perspectives On Cyberbullying
Estimated Time: 45 Minutes
How does online cruelty affect the people involved?
Students learn about the dynamics of online cruelty and how it affects all of the people involved. Students begin by exploring a scenario from the TV show Friday Night Lights, in which a teen girl creates a hate website about another girl. Students take the perspective of different characters and brainstorm alternative decisions each character could have made. Finally, students discuss what actions they can take when they encounter online cruelty in their own lives, including how to be an upstander. (Note: The term “online cruelty” encompasses what is often referred to as “cyberbullying,” but it covers a broader range of behaviors and may speak more effectively to teens than the term cyberbullying. We use the term “online cruelty” throughout this lesson.)
Objectives:
Students learn about the dynamics of online cruelty and how it affects all of the people involved. Students begin by exploring a scenario from the TV show Friday Night Lights, in which a teen girl creates a hate website about another girl. Students take the perspective of different characters and brainstorm alternative decisions each character could have made. Finally, students discuss what actions they can take when they encounter online cruelty in their own lives, including how to be an upstander. (Note: The term “online cruelty” encompasses what is often referred to as “cyberbullying,” but it covers a broader range of behaviors and may speak more effectively to teens than the term cyberbullying. We use the term “online cruelty” throughout this lesson.)
Objectives:
- articulate why it’s important to consider the perspectives of others in online (and offline) communities.
- consider the motivations and feelings of all the parties involved in an incident of online cruelty.
- draw conclusions about how they should respond when someone is the target of online cruelty.
Key Vocabulary:
Perspective: the view or outlook of someone, based on their thoughts, feelings, experiences, and background
Target: a person who is the object of an intentional action
Offender: a person who intentionally commits acts to hurt or damage someone
Bystander: a person who passively stands by and observes without getting involved
Upstander: a person who supports and stands up for someone else
Perspective: the view or outlook of someone, based on their thoughts, feelings, experiences, and background
Target: a person who is the object of an intentional action
Offender: a person who intentionally commits acts to hurt or damage someone
Bystander: a person who passively stands by and observes without getting involved
Upstander: a person who supports and stands up for someone else
Materials and Preparation:
- Prepare by reading the Taking Perspectives On Cyberbullying Full Lesson Plan (below)
- Make a copy of the Taking Perspectives Student Handout for each student.
- Review the Taking Perspectives Student Handout–Teacher Version.
- Preview the video “Friday Night Lights Video Clips” and prepare to show it to students. Note: The “Friday Night Lights Video Clips” video in this lesson portrays a cyberbullying situation. It includes some sexual references, including “whore” and “slut,” and the term “jackass” is used once. If you do not feel comfortable showing this material, describe the scenario and have your class complete the handout based on your description. The use of these clips does not constitute an endorsement of the show.
Taking Perspectives On Cyberbullying Full Lesson Plan | |
File Size: | 423 kb |
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UNIT 3 Student Packet with Worksheets | |
File Size: | 7469 kb |
File Type: |
Required Lesson
Grades: 9-12
Unit 3
Lesson 3: What's the Big Deal About Internet Privacy?
Estimated Time: 45 Minutes
How do websites collect your personal information, and what can you do about it?
Students explore the concept of privacy in their everyday lives, and as it relates to using the Internet. Students examine a scenario in which a research company collects information about them. They reflect on concerns they might have, and they learn about the kinds of information websites collect. They learn that sites are required to post their privacy policies and that kids should check those policies on the sites they visit.
Objectives:
Students explore the concept of privacy in their everyday lives, and as it relates to using the Internet. Students examine a scenario in which a research company collects information about them. They reflect on concerns they might have, and they learn about the kinds of information websites collect. They learn that sites are required to post their privacy policies and that kids should check those policies on the sites they visit.
Objectives:
- explore the concept of privacy in both a real-world setting and online.
- understand how and why companies collect information about visitors to their websites.
- learn and use online privacy terms.
- learn that websites are required to post privacy policies.
Key Vocabulary:
Anonymous: someone who can’t be identified based on the information at hand
Cookies: small computer text files placed in your computer by the sites you visit that collect information about your computer system and the webpages you view
Third Party: a person or company other than you and the owner of the website you visit
Privacy Options: choices a website might give you about what it does with your information
Anonymous: someone who can’t be identified based on the information at hand
Cookies: small computer text files placed in your computer by the sites you visit that collect information about your computer system and the webpages you view
Third Party: a person or company other than you and the owner of the website you visit
Privacy Options: choices a website might give you about what it does with your information
Materials and Preparation:
- Prepare by reading the What's the Big Deal About Internet Privacy Full Lesson Plan (below)
- Paper and pens
- Make a copy of the What’s Private? Student Handout for each student (found in the What's the Big Deal About Internet Privacy Full Lesson Plan)
- If students will not have access to computers with an Internet connection, print out privacy policies from two websites that students commonly use. Make copies for each pair of students.
Teacher Resources:
What's the Big Deal About Internet Privacy Full Lesson Plan | |
File Size: | 319 kb |
File Type: |
UNIT 3 Student Packet with Worksheets | |
File Size: | 7469 kb |
File Type: |
Required Lesson
Grades: 9-12
Unit 3
Lesson 5: College Bound
Estimated Time: 45 Minutes
How can information you post on the Internet affect your future opportunities?
Students learn that everything they or anyone else posts about them online becomes part of a public online presence known as a digital footprint. Using the Admissions Packet Student Handout, they view elements of two students’ digital footprints and consider how the footprints might affect those students’ admission to college. Students then discuss what kinds of information they would want included in their own digital footprints, and learn strategies for shaping a positive online presence.
Objectives:
Students learn that everything they or anyone else posts about them online becomes part of a public online presence known as a digital footprint. Using the Admissions Packet Student Handout, they view elements of two students’ digital footprints and consider how the footprints might affect those students’ admission to college. Students then discuss what kinds of information they would want included in their own digital footprints, and learn strategies for shaping a positive online presence.
Objectives:
- learn that they have a public presence online called a digital footprint.
- recognize that any information they post online can help or hurt their image and future opportunities, including their chances for college admission or employment.
- consider how to present an authentic and positive image of themselves online.
Key Vocabulary:
Digital Footprint: all of the information about a person that can be found online
Admission: to let in or to be given entrance
Candidate: someone seeking entrance to a school or placement in a job, usually competing with others for the position
Digital Footprint: all of the information about a person that can be found online
Admission: to let in or to be given entrance
Candidate: someone seeking entrance to a school or placement in a job, usually competing with others for the position
Materials and Preparation:
- Prepare by reading the College Bound Full Lesson Plan (below)
- Preview the video “Abbas’s Story – Pride in Your Digital Footprint” and prepare to show it to students.
- Preview the Admissions Packet Student Handout– Teacher Version.
- Make a copy of the Admissions Packet Student Handout for each student. (found in the College Bound Full Lesson Plan)
- Prepare a list of search results for a celebrity or other well-known person in a form that all students can see, perhaps on an interactive white board or overhead projector.
College Bound Full Lesson Plan | |
File Size: | 7964 kb |
File Type: |
UNIT 3 Student Packet with Worksheets | |
File Size: | 7469 kb |
File Type: |
Supplemental Lesson
Grades: 9-12
Unit 3
Lesson 1: Rights, Remixes, and Respect
Estimated Time: 45 Minutes
What should you consider when you use other people's creative work?
Students reflect on the differences between taking inspiration from the creative work of others and appropriating that work without permission. Students review their knowledge of copyright and fair use, and examine a case study involving the appropriation of music by a popular band. Students then form groups in which they role-play different stakeholders in the music industry, and then debate the ethical and legal issues involved in using other people’s creative work in practices such as remixes and sampling.
Objectives:
Students reflect on the differences between taking inspiration from the creative work of others and appropriating that work without permission. Students review their knowledge of copyright and fair use, and examine a case study involving the appropriation of music by a popular band. Students then form groups in which they role-play different stakeholders in the music industry, and then debate the ethical and legal issues involved in using other people’s creative work in practices such as remixes and sampling.
Objectives:
- define the key concepts of inspiration, appropriation, copyright, and fair use and examine how they relate to creative work.
- understand the legal and ethical debates that surround using other people’s creative work.
- consider the perspectives of the original creator, potential audiences, and the broader community when using others’ material.
Key Vocabulary:
Inspiration: something that influences, propels, or inspires you to create something new
Appropriation: to use someone else’s creative work to make something new, often without their permission
Copyright: a law that protects ownership of and control over the work someone creates, requiring other people to get the creator’s permission before they copy, share, or perform that work
Fair Use: the ability to use a small amount of copyrighted work without permission, but only in certain ways
Sample: to use a small piece of an existing creative work, usually music, in creating a new work
Remix: to use an existing creative work and add to it, rearrange it, or mix it with other material to create something new
Inspiration: something that influences, propels, or inspires you to create something new
Appropriation: to use someone else’s creative work to make something new, often without their permission
Copyright: a law that protects ownership of and control over the work someone creates, requiring other people to get the creator’s permission before they copy, share, or perform that work
Fair Use: the ability to use a small amount of copyrighted work without permission, but only in certain ways
Sample: to use a small piece of an existing creative work, usually music, in creating a new work
Remix: to use an existing creative work and add to it, rearrange it, or mix it with other material to create something new
Materials and Preparation:
- Prepare by reading the Rights, Remixes, and Respect Full Lesson Plan (below)
- Make a copy of the Music Industry Debate Student Handout for each student (found in the Rights, Remixes, and Respect Full Lesson Plan)
- Preview the opening minute and forty seconds (1:40) of the video “Everything is a Remix: Part 1: The Song Remains the Same” (www.vimeo.com/14912890) by Kirby Ferguson (2010). You may choose to show only the central section of the video, from 2:26 through 6:30. (Note: The entire mini-documentary is 7:18)
Rights, Remixes, and Respect Full Lesson Plan | |
File Size: | 352 kb |
File Type: |
UNIT 3 Student Packet with Worksheets | |
File Size: | 7469 kb |
File Type: |
Supplemental Lesson
Grades: 9-12
Unit 3
Lesson 4: Becoming a Web Celeb
Estimated Time: 45 Minutes
What does it mean to become an Internet celebrity?
Students reflect on the possibilities and perils of an online world in which anyone can become a celebrity overnight. Students analyze the journeys of real “Web celebs,” including some of the harsh comments they’ve received online, and recognize how these comments may affect other viewers as well as their targets. Students then engage in a discussion about gender roles, thinking critically about the different pressures men and women may face in the public eye.
Objectives:
Students reflect on the possibilities and perils of an online world in which anyone can become a celebrity overnight. Students analyze the journeys of real “Web celebs,” including some of the harsh comments they’ve received online, and recognize how these comments may affect other viewers as well as their targets. Students then engage in a discussion about gender roles, thinking critically about the different pressures men and women may face in the public eye.
Objectives:
- evaluate the benefits and drawbacks of becoming an online celebrity, using case studies to frame and support their arguments.
- identify the different kinds of criticism that men and women receive as they gain public attention, and how this reflects broader gender roles.
- discuss the impact that negative comments can have on both their targets and their viewers.
Key Vocabulary:
Internet meme: an idea – whether a phrase, expression, image, or video – that gains widespread recognition online
Viral: the rapid spread of information, particularly online
Gender roles: a set of rules and expectations that govern how both men and women, as well as boys and girls, are supposed to look and act with in a certain culture
Internet meme: an idea – whether a phrase, expression, image, or video – that gains widespread recognition online
Viral: the rapid spread of information, particularly online
Gender roles: a set of rules and expectations that govern how both men and women, as well as boys and girls, are supposed to look and act with in a certain culture
Materials and Preparation:
- Prepare by reading the Becoming a Web Celeb Full Lesson Plan (below)
- Review the Gender and Digital Life Teacher Backgrounder (High School).
- Preview the Dude Perfect™ website (www.dudeperfect.com), along with the YouTube video, “Dude Perfect™ | Backyard Edition | Our 1st Video!” (www.youtube.com/watch?v=PD6eQY7yCfw&feature=plcp) and prepare to show both to students.
- Preview the video “Rebecca Black Video Case Study” and prepare to show it to students.
- Make a copy of the Don’t Be a Hater Student Handout for each student (found in the Becoming a Web Celeb Full Lesson Plan)
- Review the Don’t Be a Hater Student Handout – Teacher Version.
Becoming a Web Celeb Full Lesson Plan | |
File Size: | 976 kb |
File Type: |
UNIT 3 Student Packet with Worksheets | |
File Size: | 7469 kb |
File Type: |