Lesson Topic: Digital Etiquette and Communication

Essential Question: How does my behavior online affect my life offline?

Learning Target: I will know tactics for dealing with my emotions other than cyberbullying or fighting online.

Success Criteria: I can describe positive behaviors that will prevent problems from escalating due to my use of social media and texting.

Activities:
1. Show “Split Decisions” video. ​https://www.nsteens.org/Videos/SplitDecisions
2. Lead a discussion using the following questions.
a. Do you think either Lily or Gabriela saw themselves as causing drama? Why or why not? ​(The girls may have believed they were
defending themselves after being attacked.)
b. When Lily saw the video Gabriela posted, she thought Gabriela was flirting with her boyfriend Kevin. Let’s try to see things from
Gabriela’s perspective. Why do you think she posted the video? ​(Gabriela thinks of Kevin as a friend. Teens often post silly videos
with their friends.)
c. What do you think Lily’s friend said to help her calm down? What would you say to a friend who wanted to fight with someone
online? ​(Tell them to calm down, to consider the consequences, etc.)
d. What are some of the reasons you think teens may have drama online? ​(Because they are angry, they want to get revenge, they
don’t like the other person, etc.)
e. What are some methods Lily used to keep herself from lashing out online? ​(She called a friend, she took a break, and she talked
with Gabriela.)
3. Ask students to write a letter to a friend who is dealing with digital drama. What would they say to encourage their friend to take more
positive actions?

This lesson was modified from ​https://www.nsteens.org/Videos/SplitDecisions

Lesson Topic: Digital Security

Essential Question: How can I protect my digital footprint?

Learning Target: I will know that everything I post online contributes to my digital footprint and can be used by others.

Success Criteria: I can evaluate and reduce my digital footprint.

Activities:
1. Show “6 Degrees of Information” video ​https://www.nsteens.org/Videos/6DegreesOfInformation
2. Discuss the following questions with students.
a. How was Matt able to find so much information with just six clicks?
b. What are some things Matt found that the teens didn’t want him to find?
c. Why was Elise not bothered by how much Matt found out about her?
d. Why do some people, like Will, post so little online?
e. How can you prevent people from finding information you don’t want them to find?
3. Give students the “What’s your Digital Footprint?” worksheet to complete. See attached.
4. If time remains, discuss the following questions: ​Are you comfortable with your digital footprint? What can you do to reduce it?

This lesson was modified from ​https://www.nsteens.org/Videos/6DegreesOfInformation

Lesson Topic: Digital Law

Essential Question: How can I make responsible choices when I use other people’s creative work?

Learning Target: I will understand an individual’s rights and responsibilities as a creator and consumer of content.

Success Criteria: I can practice critical thinking and ethical decision making about the use of creative works.

Activities:
1. Show “Copyright and Fair Use Animation” video. ​https://www.commonsense.org/education/lesson/copyrights-and-wrongs-9-12
2. Discuss the following questions with students.
a. What counts as someone else’s “creative work”? Writing? Photos? Drawing? Poems? Comments? Music?
b. Have you ever had an experience when someone didn’t give you credit for your creative work? What would you want people to do
if they wanted to use your creative work — perhaps a song or something else you wrote or a picture you took?
c. What is a copyright? If something is copyrighted but you still want to use it, what do you need to make sure to do?
d. The narrator talks about four points of fair use:
i. Only use a small amount of the work;
ii. Add new meaning to the work to make it original;
iii. Rework it and use it in a totally different way; and
iv. Use it for nonprofit purposes.
What does it mean that you have to use it for “nonprofit purposes”? Which of these four points do you think is hardest to always
do?
e. The narrator mentions that there are both “legal” and “ethical” issues about copyright. What does he mean?
f. What is a “mash-up”? What should you do if you want to use someone else’s work as part of your mash-up?
g. Have you ever been in a situation — perhaps unknowingly — when you used someone else’s work and didn’t appropriately give
credit? What could you have done differently?

This lesson was modified from ​https://www.commonsense.org/education/lesson/copyrights-and-wrongs-9-12

At the end of the three lessons, students will create a culminating product to demonstrate learning of the three concepts of the digital citizenship
lessons.

Student Product:
Students will create an advertisement for how to protect your digital footprint and prevent problems through positive online interactions
with others. This can be a digital poster, infographic, video, presentation, or another type of digital advertisement.​ ​The best
advertisements, as deemed by the administration, will be used throughout the school to promote positive online behaviors.

Grading Rubric for Product

Activity 4 3 2 1 Score

Digital Footprint Included at least 5 Included 3 or 4 Included 1 or 2 Did not include

suggestions for suggestions for suggestions for suggestions for
protecting your digital protecting your digital protecting your digital protecting your digital
footprint footprint footprint footprint

Digital Included at least 5 Included 3 or 4 Included 1 or 2 Did not include

Communication suggestions for suggestions for suggestions for suggestions for
actions to take before actions to take before actions to take before actions to take before
responding negatively responding negatively responding negatively responding negatively
online online online online

Digital Law Followed all copyright Followed some Followed some Illegally used creative
and fair use policies copyright and fair use copyright and fair use work of others
and correctly cited policies and correctly policies but did not
sources cited sources correctly cite sources

Creativity of design Design was very Design was creative Design was Design was not
creative and and interesting somewhat creative creative or interesting
interesting and interesting

Neatness of Very clear, organized, Clear, organized, and Somewhat clear, Messy and hard to
Advertisement and easy to read easy to read (May be organized, and easy read
lacking in one area) to read