Required Lesson
Grades: 9-12
Unit 1
Lesson 1: Digital Life 102
Estimated Time: 45 Minutes
What is the place of digital media in our lives?
Students test their knowledge of digital media and talk about the role media plays in their lives. Students test their knowledge of digital media and learn some statistics about media use by taking the Got Media Smarts? Student Handout quiz. They then create written similes, collages, or digital animations to express the role media plays in their lives. After watching the video, “Perspectives on Social Media,” they draw conclusions about the positive and negative ways digital media affect them and influence the larger culture.
Objectives:
Students test their knowledge of digital media and talk about the role media plays in their lives. Students test their knowledge of digital media and learn some statistics about media use by taking the Got Media Smarts? Student Handout quiz. They then create written similes, collages, or digital animations to express the role media plays in their lives. After watching the video, “Perspectives on Social Media,” they draw conclusions about the positive and negative ways digital media affect them and influence the larger culture.
Objectives:
- learn basic statistics about the current digital landscape.
- explore the role that media plays in their lives.
- reflect on the positive and negative impact digital media have on themselves and on society.
Key Vocabulary:
Digital Media: electronic devices and media platforms such as computers, cell phones, video, the Internet, and video games that allow users to create, communicate, and interact with one another or with the device or application itself
Simile: a figure of speech in which a comparison is made between two different things using the word like or as
Digital Citizenship: navigating the digital world safely, responsibly, and ethically
Digital Media: electronic devices and media platforms such as computers, cell phones, video, the Internet, and video games that allow users to create, communicate, and interact with one another or with the device or application itself
Simile: a figure of speech in which a comparison is made between two different things using the word like or as
Digital Citizenship: navigating the digital world safely, responsibly, and ethically
Materials and Preparation:
- Prepare by reading the Digital Life 102 Full Lesson Plan (below)
- Make a copy of the Got Media Smarts? Student Handout for each student (found in the Digital Life 102 Full Lesson Plan)
- Preview the video “Perspectives on Social Media” and prepare to show it to students.
Teacher Resources:
Watch the Lesson In Action video regarding using Animoto
Watch Perspectives on Social Media video
Watch the Lesson In Action video regarding using Animoto
Watch Perspectives on Social Media video
Digital Life 102 Full Lesson Plan | |
File Size: | 346 kb |
File Type: |
UNIT 1 Student Packet with Worksheets | |
File Size: | 701 kb |
File Type: |
Required Lesson
Grades: 9-12
Unit 1
Lesson 5: Turn Down the Dial on Cyberbullying and Online Cruelty
Estimated Time: 45 Minutes
Which factors intensify cyberbullying and online cruelty, and what can you do to lessen them?
Students learn that cruelty can escalate quickly online because people are often anonymous and posts spread quickly. Students view the video, “Ricardo’s Story – Making Fun of Others Online,” and identify the factors that contribute to online cruelty. Students then watch the video, “Stacey’s Story – When Rumors Escalate,” identify the roles of various players in the video, and describe what upstanders can do to lessen the effects of this online cruelty. Students then create diagrams on their Dial It Down Student Handout to show how online cruelty can either escalate or de-escalate.
Objectives:
Students learn that cruelty can escalate quickly online because people are often anonymous and posts spread quickly. Students view the video, “Ricardo’s Story – Making Fun of Others Online,” and identify the factors that contribute to online cruelty. Students then watch the video, “Stacey’s Story – When Rumors Escalate,” identify the roles of various players in the video, and describe what upstanders can do to lessen the effects of this online cruelty. Students then create diagrams on their Dial It Down Student Handout to show how online cruelty can either escalate or de-escalate.
Objectives:
- reflect on the factors that intensify online cruelty and cyberbullying.
- identify what targets and upstanders can do when online cruelty occurs.
- recognize their own role in escalating or de-escalating online cruelty.
Key Vocabulary:
Target: a person who is the object of an intentional action
Offender: a person who has malicious intent to hurt or damage someone bystander: a person who does nothing when they witness something happening
Upstander: a person who supports and stands up for someone else
Escalate: to increase or make more intense
De-escalate: to decrease or make less intense
Target: a person who is the object of an intentional action
Offender: a person who has malicious intent to hurt or damage someone bystander: a person who does nothing when they witness something happening
Upstander: a person who supports and stands up for someone else
Escalate: to increase or make more intense
De-escalate: to decrease or make less intense
Materials and Preparation:
- Prepare by reading the Turn Down the Dial on Cyberbullying and Online Cruelty Full Lesson Plan (below)
- Preview the videos “Ricardo’s Story – Making Fun of Others Online” and “Stacey’s Story – When Rumors Escalate” and prepare to show them to students.
- Make a copy of the Dial It Down Student Handout for each student (found in the Turn Down the Dial on Cyberbullying and Online Cruelty Full Lesson Plan)
- Review the Dial It Down Student Handout–Teacher Version (found in the Turn Down the Dial on Cyberbullying and Online Cruelty Full Lesson Plan)
Teacher Resources:
Watch Stacey's Story - When Rumors Escalate video
Watch Ricardo's Story - Making Fun of Others Online video
Watch Stacey's Story - When Rumors Escalate video
Watch Ricardo's Story - Making Fun of Others Online video
Turn Down the Dial on Cyberbullying and Online Cruelty Full Lesson Plan | |
File Size: | 351 kb |
File Type: |
UNIT 1 Student Packet with Worksheets | |
File Size: | 701 kb |
File Type: |
Required Lesson
Grades: 9-12
Unit 1
Lesson 2: Oops! I Broadcast It on the Internet
Estimated Time: 45 Minutes
What are the consequences of oversharing online?
Students are introduced to the benefits of sharing information online and the potential risks of sharing inappropriate information. Students view one of two student vignette videos. Students then discuss, role-play, and offer solutions to an online privacy dilemma from the corresponding video discussion guide to demonstrate their understanding of the possible consequences of inappropriate sharing (oversharing).
Objectives:
Students are introduced to the benefits of sharing information online and the potential risks of sharing inappropriate information. Students view one of two student vignette videos. Students then discuss, role-play, and offer solutions to an online privacy dilemma from the corresponding video discussion guide to demonstrate their understanding of the possible consequences of inappropriate sharing (oversharing).
Objectives:
- identify some of the benefits of sharing information online.
- reflect on the risks of sharing inappropriate information (oversharing) online.
- think critically about what they choose to post and share about themselves online.
Key Vocabulary:
Consequence: the effect of something that happened earlier
Consequence: the effect of something that happened earlier
Materials and Preparation:
- Prepare by reading the Oops! I Broadcast it on the Internet Full Lesson Plan (below)
- Preview the videos “Eva’s Story – When Messages Spread” and “Brittney’s Story – Posting Something You Regret” and select which one you would like to use in the lesson. Prepare to show the video to students. • Copy the Eva’s Story Discussion Guide, one for each student, if you are showing students the “Eva’s Story” video. • Copy the Brittney’s Story Discussion Guide, one for each student, if you are showing students the “Brittney’s Story” video. • Review the corresponding Video Discussion Guide –Teacher Version.
Teacher Resources:
Watch Eva's Story - When Messages Spread video
Watch Brittney's Story - Posting Something You Regret video
Watch Eva's Story - When Messages Spread video
Watch Brittney's Story - Posting Something You Regret video
Oops! I Broadcast it on the Internet Full Lesson Plan | |
File Size: | 449 kb |
File Type: |
UNIT 1 Student Packet with Worksheets | |
File Size: | 701 kb |
File Type: |
Supplemental Lesson
Grades: 9-12
Unit 1
Lesson 4: Feeling On Display
Estimated Time: 45 Minutes
Are girls and guys judged differently when they post photos online?
Students explore the pressures many teen girls and boys face to keep up appearances online. Students watch a video in which teens candidly discuss the atmosphere of judgement and criticism they associate with photo sharing on social network sites, and the double standard that applies to boys and girls. Students then reflect on their own experiences with photo editing, posting, commenting, and tagging – and draw connections between these experiences and broader social messages about gender.
Objectives:
Students explore the pressures many teen girls and boys face to keep up appearances online. Students watch a video in which teens candidly discuss the atmosphere of judgement and criticism they associate with photo sharing on social network sites, and the double standard that applies to boys and girls. Students then reflect on their own experiences with photo editing, posting, commenting, and tagging – and draw connections between these experiences and broader social messages about gender.
Objectives:
- identify examples of teens evaluating one another’s photos online.
- compare and contrast attitudes toward boys and girls regarding editing, posting, and commenting on personal photos that are posted on social network sites.
- analyze broader gender norms and media messages that may frame the way people use and interpret photos on social network sites.
Key Vocabulary:
Image: a representation of someone or something, such as a photograph or drawing; the way someone or something is perceived by others
Double Standard: a rule that is unfairly applied to different people or groups of people
Image: a representation of someone or something, such as a photograph or drawing; the way someone or something is perceived by others
Double Standard: a rule that is unfairly applied to different people or groups of people
Materials and Preparation:
- Prepare by reading the Feeling On Display Full Lesson Plan (below)
- Review the Gender and Digital Life Teacher Backgrounder (High School).
- Preview the video, “Feeling on Display” and prepare to show it to students.
- Make a copy of the Video Discussion Guide Student Handout, one for each group of four or five students.
- Family Resources: Send home the Boys, Girls, and Media Messages Family Tip Sheet (Middle & High School). (below)
Family Tip Sheet - Boys, Girls, & Media Messages | |
File Size: | 222 kb |
File Type: |
Feeling On Display Full Lesson Plan | |
File Size: | 660 kb |
File Type: |
UNIT 1 Student Packet with Worksheets | |
File Size: | 701 kb |
File Type: |
Supplemental Lesson
Grades: 9-12
Unit 2
Lesson 3: Building Community Online
Estimated Time: 60 Minutes
How can websites foster community online?
Students examine websites that foster positive community. Students explore the factors that increase community engagement on the Internet, such as social media messaging and sharing photos, videos, information, or opinions. They then apply what they have learned about building online community by designing their own websites that foster community.
Objectives:
Students examine websites that foster positive community. Students explore the factors that increase community engagement on the Internet, such as social media messaging and sharing photos, videos, information, or opinions. They then apply what they have learned about building online community by designing their own websites that foster community.
Objectives:
- observe and analyze the factors that foster positive community, both offline and online.
- identify characteristics of websites that excel at creating positive online community.
- demonstrate their understanding of how to build positive community online.
Key Vocabulary:
Foster: to nurture or encourage
Social Media: online communications that promote user interaction, feedback, and content sharing
Foster: to nurture or encourage
Social Media: online communications that promote user interaction, feedback, and content sharing
Materials and Preparation:
- Prepare by reading the Building Community Online Full Lesson Plan (below)
- Large sheets of drawing paper or butcher paper, several for each group of four or five students, and colored markers
- Make a copy of the Design a Community Website Student Handout for each student (found in the Building Community Online Full Lesson Plan)
- Browse the following websites listed in the chart in Teach 1, such as Facebook, LinkedIn, Wordpress, Twitter, Flickr, YouTube, Goodreads, Yelp, Wikipedia, and Digg. Students will be asked to describe how some of these sites help build community. (Note: Make arrangements to get access to sites that might be blocked by the school filter.)
- Be prepared to project or recreate the Sites That Build Community – Blank Version
- Read over the Sites That Build Community – Sample Completed Version. Family Resources
- Send home the Connected Culture Family Tip Sheet (Middle & High School) (below)
Teacher Resources:
Building Community Online Full Lesson Plan | |
File Size: | 361 kb |
File Type: |
UNIT 2 Student Packet with Worksheets | |
File Size: | 774 kb |
File Type: |
Connected Culture Family Tip Sheet | |
File Size: | 227 kb |
File Type: |