Required Lesson
Grades: 9-12
Unit 4
Lesson 1: Private Today, Public Tomorrow
Estimated Time: 45 Minutes
How can you respect the privacy of others online?
Students reflect on their responsibility to protect the privacy of others when posting information about them online. Students read a true story about the unintended consequences of sharing a compromising photo, and then they consider how this situation might be different if someone else shared the photo. Next, students brainstorm questions they should ask themselves before posting and tagging photos, videos, or any information about others online, and create a decision tree to guide them through future choices.
Objectives:
Students reflect on their responsibility to protect the privacy of others when posting information about them online. Students read a true story about the unintended consequences of sharing a compromising photo, and then they consider how this situation might be different if someone else shared the photo. Next, students brainstorm questions they should ask themselves before posting and tagging photos, videos, or any information about others online, and create a decision tree to guide them through future choices.
Objectives:
- consider the possible benefits and risks of sharing information online.
- recognize the importance of context in posting or viewing online images.
- understand what choices they need to make to protect the privacy of others online.
Key Vocabulary:
Reputation: the general impression of a person held by others and the public
Persist: to continue and endure
Context: different factors that surround a piece of information that help determine its meaning
Tag: to add a descriptive word, label, or phrase to a photo or video
Reputation: the general impression of a person held by others and the public
Persist: to continue and endure
Context: different factors that surround a piece of information that help determine its meaning
Tag: to add a descriptive word, label, or phrase to a photo or video
Materials and Preparation:
- Prepare by reading the Private Today, Public Tomorrow Full Lesson Plan (below)
- Copy the The Unintended Consequences of Sharing Student Handout for each student (found in the Private Today, Public Tomorrow Full Lesson Plan)
Private Today, Public Tomorrow Full Lesson Plan | |
File Size: | 482 kb |
File Type: |
UNIT 4 Student Packet with Worksheets | |
File Size: | 1372 kb |
File Type: |
Required Lesson
Grades: 9-12
Unit 4
Lesson 3: Breaking Down Hate Speech
Estimated Time: 45 Minutes
How can you create a community culture in which hate speech is unacceptable, both online and offline?
Students learn the definition of hate speech and understand how it affects individuals, groups, and communities. Students learn to recognize hate speech by reading an article or by analyzing a brief video. They then explore school-wide solutions for addressing hate speech by role-playing a student mediation committee and creating guidelines for online and offline communities.
Objectives:
Students learn the definition of hate speech and understand how it affects individuals, groups, and communities. Students learn to recognize hate speech by reading an article or by analyzing a brief video. They then explore school-wide solutions for addressing hate speech by role-playing a student mediation committee and creating guidelines for online and offline communities.
Objectives:
- recognize hate speech and its impact on individuals, groups, and communities, both online and offline.
- analyze situations to determine if they constitute hate speech.
- create a set of community guidelines for dealing with online and offline hate speech at school.
Key Vocabulary:
Hate Speech: making cruel, hostile, or negative statements about someone based on their race, religion, national origin, ability, age, gender, or sexual orientation
Stereotype: a simplified and often negative assumption about a particular group of people
Derogatory: intentionally hurtful and harmful, designed to insult or degrade
Mediation: efforts by someone who is not part of a situation to settle disputes
Hate Speech: making cruel, hostile, or negative statements about someone based on their race, religion, national origin, ability, age, gender, or sexual orientation
Stereotype: a simplified and often negative assumption about a particular group of people
Derogatory: intentionally hurtful and harmful, designed to insult or degrade
Mediation: efforts by someone who is not part of a situation to settle disputes
Materials and Preparation:
- Prepare by reading the Breaking Down Hate Speech Full Lesson Plan (below)
- Make a copy of the “Hate Speech Corrodes Online Games” article excerpt for each student (Teach 1: Option A).
- Preview the video “Library” from MTV’s “A Thin Line” campaign (www.athinline.org/videos/61-library) and prepare to show it to students. (Teach 1: Option B).
- Facing History and Ourselves: www.facinghistory.org
- Teaching Tolerance: www.tolerance.org
- Anti-Defamation League Curriculum Connections: www.adl.org/education/curriculum_connections
- Review the article “Confronting Hate Speech Online” from the Anti-Defamation League for useful background about addressing hate speech (www.adl.org/main_internet/hatespeechonline2008.htm).
Breaking Down Hate Speech Full Lesson Plan | |
File Size: | 352 kb |
File Type: |
UNIT 4 Student Packet with Worksheets | |
File Size: | 1372 kb |
File Type: |
Required Lesson
Grades: 9-12
Unit 4
Lesson 2: Does It Matter Who Has Your Data?
Estimated Time: 45 Minutes
What are the upsides and downsides of companies collecting your data online?
Students consider the ways websites and companies collect data online and utilize it to personalize content for their users, as well as consider companies’ motives in doing so. Students then break into small groups and, using the Same Search Student Handout, examine the fictionalized Web results of two people with different demographic backgrounds who search on the same topic. Based on this analysis, they explore the benefits and risks of online tracking and targeting, and learn strategies for managing what happens with their own online data.
Objectives:
Students consider the ways websites and companies collect data online and utilize it to personalize content for their users, as well as consider companies’ motives in doing so. Students then break into small groups and, using the Same Search Student Handout, examine the fictionalized Web results of two people with different demographic backgrounds who search on the same topic. Based on this analysis, they explore the benefits and risks of online tracking and targeting, and learn strategies for managing what happens with their own online data.
Objectives:
- recognize that companies collect several types of information about them when they go online.
- think critically about the benefits and risks of online tracking and targeting, and of the content that is offered based on collected data.
- learn strategies for managing what happens with their information online.
Key Vocabulary:
Track: when companies collect information about you based on your online behavior
Target: when companies tailor content to you based on the information they have collected about you
Demographic: common categories of the population, such as age, gender, and race
Cookies: data files that are stored on your computer when you visit certain sites, often used by companies to identify repeat customers and personalize visitors’ experiences
Track: when companies collect information about you based on your online behavior
Target: when companies tailor content to you based on the information they have collected about you
Demographic: common categories of the population, such as age, gender, and race
Cookies: data files that are stored on your computer when you visit certain sites, often used by companies to identify repeat customers and personalize visitors’ experiences
Materials and Preparation:
- Prepare by reading the Does It Matter Who Has Your Data? Full Lesson Plan (below)
- Make a copy of the Same Search Student Handout, one for every four or five students.
- Review the Same Search Student Handout – Teacher Version.
- Optional: Preview the videos “Online Targeting and Tracking Animation” and “Husband Sees Wife on Facebook Dating Ad” (www.youtube.com/watch?v=Ns6Aa3CeKas) and prepare to show one or both of them to students.
- Prepare a chart as shown on Question 3 of the Same Search Student Handout – Teacher Version, with room to fill in class responses.
Teacher Resources:
Watch the Husband Sees Wife on Facebook Dating Ad video
Watch Online Targeting and Tracking Animation video
Watch the Husband Sees Wife on Facebook Dating Ad video
Watch Online Targeting and Tracking Animation video
Does It Matter Who Has Your Data? Full Lesson Plan | |
File Size: | 731 kb |
File Type: |
UNIT 4 Student Packet with Worksheets | |
File Size: | 1372 kb |
File Type: |
Supplemental Lesson
Grades: 9-12
Unit 4
Lesson 4: Retouching Reality
Estimated Time: 45 Minutes
What are the creative and ethical aspects of digital-photo manipulation?
Students think critically about the different purposes and contexts of digital image editing. Students explore various benefits and drawbacks of photo manipulation with three case studies. The first prompts students to think about photo editing as a fun and artistic activity. The second raises ethical questions about altering photos, specifically within the context of journalism. The third invites students to think about the impacts that digitally manipulated photos have on different audiences. All three case studies highlight various ways that online communities both celebrate and regulate digital photo manipulation.
Objectives:
Students think critically about the different purposes and contexts of digital image editing. Students explore various benefits and drawbacks of photo manipulation with three case studies. The first prompts students to think about photo editing as a fun and artistic activity. The second raises ethical questions about altering photos, specifically within the context of journalism. The third invites students to think about the impacts that digitally manipulated photos have on different audiences. All three case studies highlight various ways that online communities both celebrate and regulate digital photo manipulation.
Objectives:
- consider both the creative benefits and ethical drawbacks of digital photo manipulation.
- understand the importance of purpose and context in evaluating digitally edited images.
- think critically about how the Internet allows users to both celebrate and regulate our “copy-change-paste” culture.
Key Vocabulary:
Digital photo manipulation: using digital technology to change the content or appearance of a photo
Deceive: to mislead someone into believing something that’s not true
Retouching: to improve a photo by adding or changing small details
Controversy: public disagreement or debate
Context: the setting in which something develops or occurs: the setting in which something develops or occurs
Digital photo manipulation: using digital technology to change the content or appearance of a photo
Deceive: to mislead someone into believing something that’s not true
Retouching: to improve a photo by adding or changing small details
Controversy: public disagreement or debate
Context: the setting in which something develops or occurs: the setting in which something develops or occurs
Materials and Preparation:
- Prepare by reading the Retouching Reality Full Lesson Plan (below)
- Prepare to project the websites used in the activities so that students can view them as a class, or have students view them on shared computers.
- Make a copy of the Photo Fuss Part I and Photo Fuss Part II Student Handouts for each student. (found in the Retouching Reality Full Lesson Plan)
Teacher Resources:
Retouching Reality Full Lesson Plan | |
File Size: | 622 kb |
File Type: |
UNIT 4 Student Packet with Worksheets | |
File Size: | 1372 kb |
File Type: |
Supplemental Lesson
Grades: 9-12
Unit 4
Lesson 5: Collective Intelligence
Estimated Time: 45 Minutes
What are the benefits and drawbacks of people working together to create information online?
Students analyze the statement, “The whole is better than the sum of its parts,” to understand the concepts of synergy and collective intelligence. Students consider both the benefits and drawbacks of using collective intelligence in different contexts. Students work in groups to develop materials for a website about their school, and then compare their experiences.
Objectives:
Students analyze the statement, “The whole is better than the sum of its parts,” to understand the concepts of synergy and collective intelligence. Students consider both the benefits and drawbacks of using collective intelligence in different contexts. Students work in groups to develop materials for a website about their school, and then compare their experiences.
Objectives:
- learn about the concept of collective intelligence, and how it works both online and offline.
- consider when collective intelligence may be valuable or not.
- explore the benefits and drawbacks of working as a team to create new information or products.
Key Vocabulary:
Synergy: two or more things working together to produce something that each could not achieve separately
Collective intelligence: knowledge collected from many people towards a common goal
Wiki: a website created by a group that allows all users in a group to add or edit content
Synergy: two or more things working together to produce something that each could not achieve separately
Collective intelligence: knowledge collected from many people towards a common goal
Wiki: a website created by a group that allows all users in a group to add or edit content
Materials and Preparation:
- Prepare by reading the Collective Intelligence Full Lesson Plan (below)
- Make a copy of the MySchool Student Handout, one for each group of four or five students.
- Preview the PhilaPlace website (www.philaplace.org) and be prepared to explore it with students.
- Butcher paper, or computers with access to Google Docs (docs.google.com) as a high-tech option.
Teacher Resources:
Collective Intelligence Full Lesson Plan | |
File Size: | 340 kb |
File Type: |
UNIT 4 Student Packet with Worksheets | |
File Size: | 1372 kb |
File Type: |