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TABLE OF CONTENTS

Ninth Grade Digital Citizenship.................................................................................3 Ninth Grade Digital Security.....................................................................................9 Ninth Grade Digital Communication........................................................................13 Ninth Grade Digital Media.......................................................................................14 Tenth Grade Digital Citizenship................................................................................16 Tenth Grade Digital Security....................................................................................19 Tenth Grade Digital Communication........................................................................21 Tenth Grade Digital Media.......................................................................................22 Eleventh Grade Digital Citizenship............................................................................30 Eleventh Grade Digital Security................................................................................31 Eleventh Grade Digital Communication....................................................................32 Eleventh Grade Digital Media...................................................................................34 Twelfth Grade Digital Citizenship..............................................................................35 Twelfth Grade Digital Security..................................................................................38 Twelfth Grade Digital Communication.....................................................................41 Twelfth Grade Digital Media.....................................................................................46

NINTH GRADE - DIGITAL CITIZENSHIP - Teens' Online Rights

March 17, 2008, 1:35 am

Cyberspies in Cyberspace
By SARAH KAVANAGH AND ANDREA BROTHMAN Note: This lesson was originally published on an older version of The Learning Network; the link to the related Times article will take you to a page on the old site.

Teaching ideas based on New York Times content.

See all lesson plans

Overview of Lesson Plan: In this lesson, students will explore their parents and/or guardians concerns about safety in cyberspace and draft individually prepared parent/guardian-teen contracts about Internet usage.

Author(s): Sarah Kavanagh, The New York Times Learning Network Andrea Brothman, Bank Street College of Education in New York Suggested Time Allowance: 1 hour Objectives: Students will: 1. Complete a survey about the rights of parents and guardians to monitor teens conversations and discuss the survey results as a class. 2. Examine the arguments for parents listening in on their teenagers online conversations by reading and discussing The Undercover Parent. 3. Explore the dangers that teens face online by reading and discussing reports on teen Internet activity. 4. Draft contracts with the help of parents or guardians detailing how concerns of online safety and privacy will be addressed in practice. Resources / Materials: -pens/pencils -paper -student journals -classroom board -Internet access (optional) -copies of surveys listed under Activities/Procedures -copies of the article The Undercover Parent, found online at http://www.nytimes.com/learning/teachers/featured_articles/20080317monday.html (one per student) 3

NINTH GRADE - DIGITAL CITIZENSHIP - Teens' Online Rights

Activities / Procedures: 1. WARM-UP/DO-NOW: Upon entering class, have students take the following survey (distributed as a handout): A. Is it acceptable for parents or guardians to read their teenagers email? Yes/No B. Is it acceptable for parents or guardians to read their teenagers instant messages? Yes/No C. Is it acceptable for parents or guardians to read their teenagers chat room conversations? Yes/No D. Is it acceptable for parents or guardians to listen in on their teenagers phone conversations? Yes/No E. Is it acceptable for parents or guardians to read their teenagers diary? Yes/No F. Do you think that your parents or guardians believe that it is acceptable to read your email? Yes/No G. Do you think that your parents or guardians believe that it is acceptable to read your instant messages? Yes/No H. Do you think that your parents or guardians believe that it is acceptable to read your chat room conversations? Yes/No I. Do you think that your parents or guardians believe that it is acceptable to listen in on your phone conversations? Yes/No J. Do you think that your parents or guardians believe that it is acceptable to read your diary? Yes/No K. Do you think it is more acceptable for a parent or guardian to read a teenagers emails and/or instant messages than it is to read a teenagers diary? Yes/No L. Are there reasons why a parent and/or guardian might benefit from listening in on their teenagers conversations either online, in their diary, or on the phone? Yes/No M. Are there reasons why teenagers might benefit from having their conversations monitored by their parents or guardians? Yes/No Collect surveys when completed. While you tally results and post them on the board, ask one student to lead a class discussion asking the following questions: -What are the differences between the modes of communication mentioned in the survey? -Are any of them more acceptable for parents or guardians to monitor? Is it more acceptable to listen in on one mode of communication than another? Why or why not? -How might parents benefit from listening in on their teens Internet activity? -How might teens benefit from having their parents listen in on their Internet activity? How might both parties be harmed? When results have been fully recorded on the board, present them to the class. Is the class mostly in agreement? If there are differences, what accounts for them? Let students know that they are about to read an opinion piece explaining one point of view on the issue. 2. As a class, read and discuss the article The Undercover Parent (http://www.nytimes.com/learning/teachers/featured_articles/20080317monday.html), focusing on the following questions: a. What is spyware? b. Why do you think that most parents wouldnt consider putting spyware on their teens computer? c. Why does Harlan Coben, the author of the article, believe that it is a mistake to confuse the government and the family? What does he mean? Do you agree? Why or why not? d. Do you think that parents should fight their kids battles on the playground, berate coaches and fill out college applications? Why or why not? Under what circumstances might any of these actions be acceptable? e. How do the above overprotective actions relate to installing spyware? Do you think this is a helpful comparison? Why or why not? f. Why does Mr. Coben believe that not installing spyware is akin to negligence? Do you agree or disagree? Why? g. Why does Mr. Coben believe that parental blocks are not enough? 4

NINTH GRADE - DIGITAL CITIZENSHIP - Teens' Online Rights

h. Why does Mr. Coben want to know the content of his childrens email and instant message conversations? Do you think these reasons are acceptable? i. What is the difficult ethical ground that Mr. Coben speaks of? j. Do you think teenagers need to learn that the Internet is not a haven of privacy? k. Why is posting on the Internet not the same as writing in a diary? l. What does Mr. Coben mean when he says that parents should be listening for dangerous chatter? How might a parent go about this? m. What are Mr. Cobens thoughts about how teenagers might get around spyware? Does this argument make sense to you? n. What does Mr. Coben suggest parents do with the knowledge that they acquire from spyware? o. What would you do if your parent or guardian told you that he or she had been reading your emails and instant messages? 3. Read the last paragraph of the article to the class for a second time. Remind students that parents are not the only ones who can start discussions about the Internet, safety and privacy. Inform your students that its generally best to discuss issues before arguments begin or crises emerge. Explain that this class period will be devoted to brainstorming ways to begin conversations with their parents about issues of Internet safety and privacy. Divide the class into six groups and have each group read one of the following Pew Internet and American Life Reports. If your class has Internet access students can read these reports online, if not, you will need to print them out prior to class: Group One: Protecting Teens Online: http://www.pewinternet.org/pdfs/PIP_Filters_Report.pdf Group Two: Social Networking Sites and Teens: http://www.pewinternet.org/pdfs/PIP_SNS_Data_Memo_Jan_2007.pdf Group Three: Teens, Privacy. Online Social Networks: http://www.pewinternet.org/pdfs/PIP_Teens_Privacy_SNS_Report_Final.pdf Group Four: Cyberbullying and Online Teens: http://www.pewinternet.org/pdfs/PIP%20Cyberbullying%20Memo.pdf Group Five: Teens and Social Media: http://www.pewinternet.org/pdfs/PIP_Teens_Social_Media_Final.pdf Group Six: Teens and Online Stranger Contact: http://www.pewinternet.org/pdfs/PIP_Stranger_Contact_Data_Memo.pdf Have groups answer the following questions after reading their respective reports: -Is there anything in this report that surprises you? -Is there anything considered dangerous either to the physical or emotional health of teens discussed in this report? Are there ways that teens can limit these dangers? -If you were the parent or guardian of a teen, is there any information in this report that would concern you? -If you were the parent or guardian of a teen and you read this report, would you want to do something to limit potential dangers? What would you do? Once all groups have answered their questions, have each group present information to the class. Ask students if reading these reports helped them to better understand why parents and guardians have concerns about teen safety online. How many have changed their minds about whether or not spyware is a good idea? Ask students what other ways they think parents can address their concerns about Internet safety, if not by using spyware. 4. WRAP-UP/HOMEWORK: Have students work with a parent or guardian to draft a contract about issues of Internet safety and privacy. Their contract should use the following format: I _____________, understand that my parent or guardians concerns about my Internet safety and privacy are as follows and I _____________________, understand that my childs concerns about Internet safety and privacy are as follows The following are solutions that we have agreed to in order to address both of our 5

NINTH GRADE - DIGITAL CITIZENSHIP - Teens' Online Rights

concerns about Internet safety and privacy To accompany this contract, have students write an introduction that explains the process of creating the contract with their parent or guardian and what they believe the value of the contract is. Make sure they address what will make this contract binding. In an upcoming class, students can share the terms of the contracts they drafted. Further Questions for Discussion: -What are the limits of parents rights to know what is going on in their childrens lives? -Do parents have a greater right to spy on their children than the government has a right to spy on citizens? Why or why not? -Are there other ways of dealing with issues of Internet safety than using spyware? What are they? Evaluation / Assessment: Students will be evaluated based on survey participation, contribution to small group and class discussion, completion of Pew report questions and thoughtful completion of parent/guardian-teen contracts. Vocabulary: Repelled, log, associations, surveillance, bureaucrats, berate, pedophiles, negligence, dismiss, entails, ethical, potential, haven, eavesdropping, protective, irresponsibly, snubbed, lexicon, anonymity, troll, graphic, dialogue, inherent, evolving Extension Activities: 1. Create a How-It-Works poster that explains spyware. What are the different uses for spyware? What are the moral and ethical questions raised by spyware? 2. Create a contract between students about Internet etiquette, safety and privacy. Since so many means of personal identification and communication (photos, videos, chatroom or instant message conversations) can be posted online without the knowledge of the subject, students should agree about what is acceptable to post online and what is not. This contract can be presented at an all-school assembly and signed by all students. 3. Create a fact sheet that provides information about the recent issues about governmental spying and terrorism. What ethical and constitutional issues have arisen around this issue? 4. Write a short story that addresses the tensions between freedom/ independence and safety/protection in the parent-teen relationship. Make sure to approach the issue from both points of view. Interdisciplinary Connections: American History Create a timeline of events relating to spying and surveillance. How has the American government dealt with the tension between safety and privacy for American citizens over time? Why is the tension regarding issues of safety and freedom most salient in times of war? Journalism Interview and/or survey students at your school about their Internet usage habits. Have they encountered cyberbullies and/ or cyber predators? Write an article for your school paper about how teens deal or have dealt with the dangers of the Internet. Mathematics Using studies from different years, http://www.pewinternet.org/, create a series of charts and graphs that illustrate how Internet usage has changed over time. Make predictions about future usage citing examples from your data. Teaching with The Times Write a letter to the editor approaching the issue of spyware from a teens perspective. To order The New York Times for your classroom, click here.

NINTH GRADE - DIGITAL CITIZENSHIP -Teens' Online Rights

background: The Pew Internet and American Life Project Web site, http://www.pewinternet.org/ contains reports, memos and current events relating to the Internet and cyberspace. The U.S. Department of Education has an online Parents Guide To The Internet found online at http://www.ed.gov/pubs/parents/internet/index.html. Academic Content Standards: Grades 6-8: Technology Standard 3- Understands the relationships among science, technology, society, and the individual. Benchmarks: Knows that science cannot answer all questions and technology cannot solve all human problems or meet all human needs; Knows ways in which technology and society influence one another; Knows examples of copyright violations and computer fraud and possible penalties. Civics Standard 25- Understands issues regarding personal, political, and economic rights. Benchmarks: Knows what constitutes personal rights and the major documentary sources of personal rights; Understands the importance to individuals and society of such personal rights as freedom of conscience and religion, freedom of expression and association, freedom of movement and residence, and privacy; Understands basic contemporary issues involving personal, political, and economic rights. Civics Standard 26- Understands issues regarding the proper scope and limits of rights and the relationships among personal, political, and economic rights. Benchmarks: Understands the argument that all rights have limits, and knows criteria commonly used in determining what limits should be placed on specific rights; Understands different positions on a contemporary conflict between rights; Understands different positions on a contemporary conflict between rights and other social values and interests. Language Arts Standard 1- Demonstrates competence in the general skills and strategies of the writing process. Benchmarks: Writes compositions that fulfill different purposes; Writes persuasive compositions that evaluate, interpret, and speculate about problems/solutions and causes and effects; Writes reflective compositions Language Arts Standard 4- Gathers and uses information for research purposes. Benchmarks: Uses a variety of resource materials to gather information for research topics; Determines the appropriateness of an information source for a research topic Grades 9-12: Technology Standard 3- Understands the relationships among science, technology, society, and the individual. Benchmarks: Knows ways in which social and economic forces influence which technologies will be developed and used; Knows that alternatives, risks, costs, and benefits must be considered when deciding on proposals to introduce new technologies or to curtail existing ones; Knows examples of advanced and emerging technologies and how they could impact society. Civics Standard 25- Understands issues regarding personal, political, and economic rights. Benchmarks: Understands the importance to individuals and to society of personal rights such as freedom of thought and conscience, privacy and personal autonomy, and the right to due process of law and equal protection of the law; Understands contemporary issues that involve political rights such as access to classified information and changing the boundaries of congressional and state legislative districts. Civics Standard 26- Understands issues regarding the proper scope and limits of rights and the relationships among personal, political, and economic rights. Benchmarks: Knows how to distinguish among personal, political, and economic rights; Understands different positions on a contemporary conflict between rights such as one persons right to free speech versus another persons right to be heard; Knows examples of situations in which personal, political, or economic rights are in conflict. Language Arts Standard 1- Demonstrates competence in the general skills and strategies of the writing process. Benchmarks: Writes compositions that are focused for different audiences; Writes compositions that fulfill different purposes; Writes expository compositions; Writes persuasive compositions that 7

NINTH GRADE - DIGITAL CITIZENSHIP - Teens' Online Rights

evaluate, interpret, and speculate about problems/solutions and causes and effects; Writes descriptive compositions Language Arts Standard 4- Gathers and uses information for research purposes. Benchmarks: Uses a variety of news source to gather information for research topics; Determines the validity and reliability of primary and secondary source information and uses information accordingly in reporting on a research topic

NINTH GRADE - DIGITAL SECURITY - Making Sure Your Online Image Sends the Right Message
Safety and Security Online: Grades 9-12

Your Online Image

Download Student Sheet(s) for printout in PDF format. Read a Letter to Educators about Internet safety and security from CyberSmart!
Overview

Students explore the consequences of unintended audiences viewing their social network profiles. They consider four key characteristics of social network sites and how they might affect teens as they try out new identities. Then students collaborate to write a letter to parents demonstrating their understanding of issues related to unintended online audiences.
Objectives

Analyze situations in which teens' social networking profiles are viewed by authority figures. Describe four characteristics of social networking sites that cause them to be very public spaces. Use creative thinking to find ways to deal with unintended online audiences.

ISTE National Educational Technology Standards for Students 2007 Source: International Society for Technology in Education 1. Creativity and Innovation c. use models and simulations to explore complex systems and issues. 4. Critical Thinking, Problem-Solving & Decision-Making d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship a. advocate and practice safe, legal, and responsible use of information and technology. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts a. understand and use technology systems. Home Connection

Download the Home Connection sheet related to this lesson.

Site Preview Optional strategies for using Web 2.0 tools with your students are recommended throughout the lesson plan.

NINTH GRADE - DIGITAL SECURITY - Making Sure Your Online Image Sends the Right Message
Materials

Student Sheets 1 and 2 (one of each for the class) Student Sheet 3 (one per student) Drawing paper

Introduce

Have each student think of three face-to-face places they can be found during a week: at school, hanging out with friends, in a house of worship, or at a family gathering. Then have them draw three large intersecting circles and write the name of each place in a circle. Using pencil, because they will want to make adjustments, have students write words that describe the image of themselves that they present in each place. Suggest that they list the kinds of clothes they might wear, their language style, the topics they talk about, and so on. Demonstrate how to write a trait common to two audiences in the areas where the circles intersect. Discuss how each circle represents a different identity.

Use Web 2.0 tools that will enable students to create three-circle Venn diagrams online.

Teach 1: Analyze the Problem

Cut apart the scenario cards on Student Sheet 1 and give one card to each group of three or four students. Have each group read and discuss their scenario and questions.

Teach 2: Think About It

Next, cut apart and distribute the matching cards on Student Sheet 2. Have each group read and discuss the information and questions under Think About It. Then have each group create a presentation that will inform the other groups about the problem they explored. They may wish to present in the form of a skit, improvisation, debate, news article, or a concept map. Distribute and discuss Student Sheet 3. Make sure students understand the concept of their audience: the group of people who view them at school, at a house of worship, at a park, or online. Explain to students that there are several ways in which information on the Internet is preserved after it is deleted by the creator. Many social networking site companies keep a copy of a profile to make it easy for you to rejoin the network in the future. Search engines archive, or keep copies of, old Web pages as well as current ones. A nonprofit organization called Internet Archive is dedicated to preserving historic Internet records in an electronic library and has its own search tool, called the Wayback Machine, that allows users to find and view old versions of Web pages, software, videos, and audio files.

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NINTH GRADE - DIGITAL SECURITY - Making Sure Your Online Image Sends the Right Message
Teach 3: Find Solutions Ask: How does it make you feel to know that parents, employers, school administrators, and even younger sisters and brothers, may be looking at what you say online? Students may express anger. Explain that it is

natural for teens to want to share and communicate with their peers unwatched by adults. Students may agree that the situation is somewhat unfair, especially when they have little unsupervised time away from teachers, coaches, and parents. Ask: What are some solutions to the problem of dealing with unintended audiences online? Some students may say that teens should find some other means to socialize online. Others may say that the solution is for employers and school administrators and parents to leave teens alone and give them their space.

Teach 4: Take Action

Have students write a letter to their parents explaining their understanding of unintended audiences online and their feelings about how it affects their use of social networking sites. Whatever else they say in their letter, guide students to reassure their parents that they get what it means to manage the identity they present to others online.

Use Web 2.0 tools such as a wiki to have students collaborate in writing a class letter to parents. Then publish the letter on a class wiki or a blog, where parents can post comments. Assess

The following items assess student mastery of the lesson objectives.

Ask: What audiences other than teens might be interested in viewing teens' social networking profiles? Why? Ask:What characteristics make social networking sites very public spaces? Ask: What are some solutions for dealing with unintended online audiences?

Extend

Students will benefit by revisiting this lesson each year. For students who completed this lesson in a previous grade, have them create a comparison chart like the one below and fill it in. Some possible responses are shown in italics. Advantages Disadvantages Weirdos might contact me Comments can be rude or mean Strangers can copy my photos and videos and do whatever with them College admissions people and potential employers can see what I do with my friends

I could become famous I can be friendly with celebrities I can practice writing skills I can be creative on my profile

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It costs nothing to publish my work

My work lasts forever somewhere, to be seen years from now.

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NINTH GRADE - DIGITAL COMMUNICATION - Safe or Unsafe Communication This Lesson Plan could not be copied and pasted into a document for copyright reasons. Lesson Plan URL:
http://pasdcybersafety.wikispaces.com/file/view/js_lessonplan+-+grade9_chat+safety.pdf

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NINTH GRADE - DIGITAL MEDIA - Copyright & Fair Use

Section 1. Understanding Copyright Learning Objectives

Students will understand:

that copyright law is designed to promote creativity and the growth of knowledge by considering both the rights of owners and the rights of users how fair use ensures that copyright law does not limit First Amendment rights the ways in which copyright law has expanded to protect owners over a period of time that the flexibility of fair use enables it to be relevant and useful to many different kinds of creative communities

Materials
Song: "What's Copyright?" PDF of Copyright Song Lyric

Readings
PDF Attached Reading (A): Understanding Copyright This reading provides basic concepts about the relationship between copyright, fair use and free speech. Reading (B): Loren, L.P. (2008). The purpose of copyright. Open Spaces Quarterly, 2(1). Available at: http://www.open-spaces.com/article-v2n1-loren.php The core purpose of copyright is to promote creativity and the spread of knowledge. Reading (C): Tushnet, R. (2004, December). Copy this essay: How fair use doctrine harms free speech and how copying serves it. Yale Law Journal, 14(3), 535-589. Available at: http://www.yalelawjournal.org/114/3/535_rebecca_tushnet.html Copying serves valuable First Amendment purposes, both for audiences and for speakers, for whom copying often serves interests in self-expression, persuasion, and participation.

Lesson Plan: Understanding Copyright

Engage interest. Find out what students already know about copyright. Ask students to share with partners their answers to the question, "What is the purpose of copyright?"

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NINTH GRADE - DIGITAL MEDIA - Copyright & Fair Use

Listen and discuss. Listen to the "What's Copyright?" song. The lyric sheet is attached as a PDF file. Ask students to share their thoughts about copyright with their partners. Then replay the song. Ask students how their perception of copyright has changed. Check reading comprehension. After reading the selected article, invite students to: (1) explain the concept of fair use in their own words; (2) explain why the article claims that without fair use, copyright law would limit people's First Amendment rights. Critical thinking. In responding to the reading, encourage students to: (1) offer inferences about why copyright law has expanded in recent years; and (2) explain why computer industry leaders believe that a robust interpretation of fair use will create new business opportunities. RESEARCH AND WRITING ACTIVITY: After listening to the song and discussing the reading, have students work with a partner to complete the worksheet , Section 1, Understanding Copyright. Then invite each student to select one of the questions s/he generated and explore answers using library and online search strategies. For homework, students share what they learned by writing a short paragraph for a wiki or blog or composing an email to the instructor. PRODUCTION ACTIVITY. Encourage students to download the "What's Copyright?" song and insert their own examples of their creative uses of copyrighted materials. Students can create short video clips to create a version of the song with their own relevant visual examples.

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TENTH GRADE - DIGITAL CITIZENSHIP - Cyberbullying

Cyberbullying: Grades 9-12

Connected, 24/7
Download Student Activity Sheet(s) for printout. Read a Letter to Educators about cyberbullying from CyberSmart!

Overview
Students explore how bullying behaviors on social networking sites and cell phones can affect teens around the clock. They identify positive actions that bystanders can take to alleviate a particular scenario. Then they write a letter to the editor discussing the positives and negatives of social networking sites, messaging, and cell phone technologies used by teens.

Objectives

Analyze online behaviors that could be considered cyberbullying. Generate multiple solutions for dealing with a cyberbullying situation. Communicate positives and negatives related to Internet and cell phone technologies by teens.

National Educational Technology Standards for Students 2007

Source: International Society for Technology in Education 2. Communication and Collaboration a. interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media. 5. Digital Citizenship a. advocate and practice safe, legal, and responsible use of information and technology. d. exhibit leadership for digital citizenship.

Home Connection
Download the Grades 9-12 Home Connection page related to this lesson.

Site Preview
Optional online research is suggested under Teach 4. An optional strategy for using Web 2.0 tools with your students is recommended under Teach 4.

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TENTH GRADE - DIGITAL CITIZENSHIP - Cyberbullying

Materials

Student Sheets (2)

Introduce

Discuss with students how eager many middle school students are to join social networking sites such as MySpace and Facebook, even going so far as to disregard the age rules to sign up. Ask: What advice would you give to middle school students about using these sites?

Teach 1: What's the Problem?

Distribute the student sheets. Have students read the scenario about Nicole and the social networking group. Have students write their answers to the questions under What's the Problem? Look for responses that show empathy for Nicole, realizing that she might be angry, upset, frightened, or even depressed by the behavior of her so-called friends. Because the harassment is also taking place at school, students may conclude that the school has a responsibility to help resolve the situation. Allow students to share their own stories. Ask: Have you ever witnessed social networks being used to cyberbully a person or a group? Without names, share the story with your class.

Teach 2: Think About It

Tell students that researchers have found while some teens say they are not bothered by cyberbullying behavior, others report feelings of anger, sadness, and frustration. Because cyberbullying can take place 24/7, the effects on teens can be very intense.

Teach 3: Find Solutions

Have students work in pairs to discuss and answer the questions on their activity sheet. Have students role-play some ways to handle this situation. Take roles of Nicole, the other girls, Nicole's parents, a trusted teacher, and the school principal. Discuss each person's point of view. For example, teens often say the last person they would ask for help is a parent because parents, in an attempt to protect their children, often react by taking away their child's Internet privileges.

Teach 4: Take Action

Write a Letter to the Editor Have students choose a local or national news story related to teens' questionable use of Internet or cell phone technologies. If they wish to do an Internet search, suggest the keyword cyberbullying. They may also read letters to the editor online to get a feel for the format. For example, many letters begin by referring to the title, author, and date of an article published in that paper.

Have students use Web 2.0 tools, such as a wiki, so that they can brainstorm, post the information they find during research, and collaborate in writing their letters to the editor. 17

TENTH GRADE - DIGITAL CITIZENSHIP - Cyberbullying

Assess
The following items assess student mastery of the lesson objectives.

Ask: What are some advantages and disadvantages of 24/7 communications technologies? Ask: What are some reasons that schools might need to get involved in resolving technologyrelated incidents? Ask: What should parents, teachers, and other community members know about teen use of Internet and cell phone technologies?

Extend

Students will benefit by revisiting this lesson each year. For students who completed this lesson in a previous grade, have them find news stories related to the ever-changing ways teens use Internet and communications technologies and analyze the positive and negative aspects of each.

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TENTH GRADE - DIGITAL SECURITY - Creating a Safe Online Profile

http://www.readwritethink.org/parent-afterschool-resources/tips-howtos/safe-online-30119.html

How to Be Safe Online

Grades

6 12

Author

Traci Gardner Blacksburg, Virginia

Publisher Tip Topic Tips for Teaching With Technology See all tips in this series

About This Tip Why Use This Tip

Whether teens want to connect with someone across the street or across the state, the Internet makes it easy. With online sites like Facebook and Twitter, teens can talk to friends and family anywhere in the world. The challenge is to make sure that they carry on these conversations safely. Every time a teen goes online, he or she must make decisions about what to share with others. To create a site login, for instance, teens may be asked to provide their real names, home addresses, and age. While chatting online, they may talk about their relationships with others, their jobs, and the school they attend. In the hands of the wrong person, this information can place a teen in danger. By teaching teens some basic guidelines about online safety, you can help make sure the time they spend online is safe.

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TENTH GRADE - DIGITAL SECURITY - Creating a Safe Online Profile

What To Do

Discuss the kind of information people post online. Ask teens to talk about information people post on profiles, status updates, and blogs. Have teens talk about what people who read this information online might say or do. Teens can think about how friends and family, teachers, employers and coworkers might react. Also ask teens to discuss how people they do not know might respond (like the admissions staff at a college or a future employer). Some information to talk about includes: o Name, address, phone numbers, and other contact informatio o Things that happen at school and during after-school activitie o Where the teen works and the things that happen there o Things the teen does with friends and family Ask teens to talk about whether it's safe to post personal information online. Talk about how online predators can use personal information to locate someone at home, school, and work. Talk to the teen about how to choose a safe nickname. Some tips to share include: o Do not use your real name or location. Your real name or location can give an online predator enough information to find your street address o Do not include your age or date of birth. Some online predators target young people, so it's best not to tell people your age o Avoid nicknames related to where you go to school or where you work. This information tells an online predator another place to find you. Use the Online Profile Tips to talk about information teens can usually share safely. Talk about how the tips also apply to blogs, email, and instant messages (IMs). Practice creating a safe profile with the Profile Publisher. Ask the teen to use the Online Profile Tips as you work together. For more help, use material from NetSmartz. The site includes comics, worksheets, and videos that talk about how to be safe online. You can also find useful resources on these sites: o Digizen from Childnet International http://www.digizen.org/ o X-Block, from iSafe http://xblock.isafe.org/ o Wired Safely http://www.wiredsafety.org/ If you like, read a book together that explores online situations. Choose a book from the Text Messages podcast Teen Literature and Technology. Talk about whether the characters make smart choices about what they share online back to top

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TENTH GRADE - DIGITAL COMMUNICATION - Texting & Distracted Driving Websites for lesson:
http://www.safeteens.com/ http://ht.ly/2gmxb

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TENTH GRADE - DIGITAL MEDIA - Copyright & Music Downloads

Lesson Plan

Copyright Infringement or Not? The Debate over Downloading Music

Grades 9 12 Lesson Plan Type Unit Estimated Time Ten 50-minute sessions Suzanne Taylor Lesson Author Frostburg, Maryland Publisher SUB TABS Preview Standards Resources & Preparation Instructional Plan Related Resources Comments

Preview OVERVIEW
This lesson takes advantage of students interest in music and audio sharing as part of a persuasive debate unit. Students investigate the controversial topic of downloading music from the Internet. They draw upon their prior knowledge and experience by discussing their own sources of music and Internet practices then conduct Internet research to investigate the history and legal issues of copyright infringement related to sharing audio files. Students use graphic organizers and interactive Web tools to synthesize information as well as to evaluate content and point of view. After students map their information, they take a stand on the controversy and develop persuasive arguments on their position that they present in a class debate on the subject of downloading.

FEATURED RESOURCES
Debating Music Downloads Travelogue: Students can use this online tool to explore Web resources related to music downloads. 22

TENTH GRADE - DIGITAL MEDIA - Copyright & Music Downloads

Analyzing Opinions on Music Downloads Chart: Students can use this online chart to analyze how the music download debate from multiple perspectives.

FROM THEORY TO PRACTICE

Providing students with an opportunity to explore contemporary issues through formal debate focuses instruction on argumentative and persuasive structures within the context of an active rhetorical situation with a clear audience. As Randi Dickson explains, "Integrating writing and debate encompasses multiple strands of language arts: students read and view a variety of texts for information and understanding, write for real purposes, hone their listening skills, and practice speaking in front of an audience. They incorporate research and library skills and often include historical and scientific texts. A unit on argument also moves the traditional literary texts out of the forefront and makes room for teaching through a variety of texts" (35). Second, the focus of debate on contemporary issues increases student engagement in the project and prepares students for participation in a democratic society. Dickson asserts, "Students who engage in writing and debating about current social, political, and historical issues learn to participate in making judgments and understand why beliefs are formed and held" (35). This process of informed exploration and debate encourages critical analysis rather than snap decisions and encourages students to consider building support for the positions that they take. Further Reading Dickson, Randi. "Developing Real-World Intelligence': Teaching Argumentative Writing through Debate." English Journal 94.1 (September 2004): 3440.

Standards NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS

1.Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 4.Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 6.Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. 7.Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 8.Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 11.Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

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TENTH GRADE - DIGITAL MEDIA - Copyright & Music Downloads

Resources & Preparation STUDENT INTERACTIVES

Persuasion Map The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

PRINTOUTS

Point of View Chart Debate Rubric

WEBSITES

Debating Music Downloads Travelogue Analyzing Opinions on Music Downloads Chart Online Point of View Chart Debate Roles and Rules

PREPARATION

Preview the Debate Over Downloading Music Links to check that the school's firewall will allow the sites to be viewed. Reserve computer lab time to conduct research as well as to work with the Persuasion Map. Make copies of the Debate Rubric. Test the Point of View Chart on the computer, or make copies of the print chart. Test the Persuasion Map on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page. See Debate Central from the University of Vermont for a wide variety of information about debate, including learning materials, videos of debates, instructional videos, debate news, and links to debate organizations.

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TENTH GRADE - DIGITAL MEDIA - Copyright & Music Downloads

Instructional Plan STUDENT OBJECTIVES
Students will

evaluate Websites and online information. extract main ideas and supporting details from online resources. analyze arguments for and against a position, paying particular attention to the role of point of view. take a stance on a controversial issue, based on their research. defend their positions in classroom debate, providing supporting facts and details for their arguments.

SESSION ONE
1. Ask students to respond to the following questions in their journals:
o o o o

What do you know about downloading music on the Internet? Have you ever downloaded music? What Web resources have you used? What do fans, artists, and companies think about this practice? Do you feel it is okay to download music? Why or why not?

o Why would some people call it piracy? 2. After about 1520 minutes, ask students to discuss their responses with the rest of the class.

3. Through the discussion, identify some class experts, students who frequently use downloading technology. 4. Invite the class experts to share what they know about the ways that the technology works and how they use it. 5. Ask students to record their questions about the legalities of downloading in their journals. 6. Explain that during the following sessions, the class will complete Internet research on these questions and related issues.

SESSION TWO
1. Ask students to use the Debating Music Downloads Travelogue to explore four Websites on the subject of downloading music. 25

TENTH GRADE - DIGITAL MEDIA - Copyright & Music Downloads

2. Encourage students to take notes in the Travelogue as they examine the sites. 3. If students need additional practice evaluating Web resources, conduct a mini-lesson using the resources from the Inquiry on the Internet: Evaluating Web Pages for a Class Collection lesson plan. 4. At the end of the session, ask students to share some of the information they have discovered.

SESSION THREE
1. Arrange students in small groups or partners for the next stage of research in the computer lab. 2. Ask students to complete Analyzing Opinions on Music Downloads chart with partners or group members in order to explore information on music downloads further. 3. At the end of the session, ask students to share some of the information they discovered.

SESSION FOUR
1. Ask students to respond to the following questions in their journals:
o o

What makes a source reliable? What biases did you encounter during your research?

o How did the audience and purpose for the site relate to the information included? 2. Allow students to share their journal entries, if desired.

3. Based on the information they've gathered, ask groups of students to compile their information, using the online or print point of view chart. 4. Remind students to print the charts, and bring the notes to the next session.

SESSION FIVE
1. Ask students to compile their research, notes, and printouts to prepare for further examination of the related issues. 2. As a full class, in small groups, or in their journals, ask students to share their opinions on the controversy surrounding music downloads, using the following questions to guide discussion:
o o o

Do they agree with record companies, artists, or fans? What are the arguments for downloading? What are the arguments against downloading?

3. Explain the final project to students: Students will join teams of 3 or 4 students. Working together, teams decide whether to take a pro or con stance with regard to music downloading. Using the Persuasion Map, teams will outline their main arguments and supporting facts and details. 26

TENTH GRADE - DIGITAL MEDIA - Copyright & Music Downloads

4. Present information on debate roles and rules. Point to the information on the site on organizing arguments for debate and planning strategies. 5. Pass out and discuss the Debate Rubric, so they know what they are aiming towards with their debate. 6. Allow the rest of the session for students to choose a project and stance, join groups, make plans, and gather ideas.

SESSION SIX
1. Remind students of the assignment, and answer any questions. 2. Demonstrate the Persuasion Map for the class, and answer any questions students have about the final project options. 3. Allow students the remainder of the session to complete the Persuasion Map and work on their debates. 4. Circulate through the room, and assist them as they work on the pros and cons of downloading music. 5. Encourage students to refer all of their collected information as they make points and structure their arguments. 6. Remind students to print out their Persuasion Map by the end of the session.

SESSION SEVEN
1. Remind students of the project criteria, pointing to the Debate Rubric. 2. Answer any questions students have about the project and the criteria. 3. Discuss the importance of structuring debates with the information from Debate Structure or Lincoln/Douglas and Team Debate Format. 4. Allow students the reminder of the session to structure and prepare their debates using index cards (where they can record notes and key points). 5. Provide assistance and feedback as necessary. Encourage students to share questions with peers for feedback and support as well.

SESSION EIGHT
1. Remind students of the project criteria, and answer any questions students have about the project and the criteria. 2. Allow students to work on their arguments and notes for the majority of the session. 27

TENTH GRADE - DIGITAL MEDIA - Copyright & Music Downloads

3. With approximately 30 minutes remaining in the session, gather the class and assign groups to debate each other. 4. Present the debate guidelines, and encourage students to use the list to assess and clarify their positions. 5. Answer any questions and assign groups to different areas of the classroom where they can practice their debates. 6. Provide assistance and feedback as necessary. 7. Remind students to come to the next session ready to present their arguments.

SESSIONS NINE AND TEN

1. Remind students of the criteria for their presentations, and allow a few minutes at the beginning of the session for students to make last minute preparation. 2. Structure student debates so that students turn-taking flows smoothly. 3. As students present their positions, assess their work using the Debate Rubric. 4. When the debates are completed, invite classmates to provide others with verbal feedback.

EXTENSIONS

Instead of debating their positions, have students write persuasive papers summing up their positions on downloading music. The paper should include their main arguments for or against and to support their arguments with facts or details. Students will use the Persuasion Map, outline their main arguments and supporting facts and details. Pass out the example position statement and go over the persuasive writing scoring guide so they understand the criteria for the project. Once students have completed the lesson and their debates, the class can periodically revisit this topic and any updates or changes in the legal status of music downloads. Students can give multimedia presentations on downloading, including some of the programs they use and the music they download. Students can access and view current editorial cartoons regarding downloadingnote that this site does include adverstisements that may be inappropriate. You can print out the cartoons and trim the pages before sharing with students if desired. Students can respond to the cartoons in their journals or in class discussion. Students can go on to create their own cartoons on the subject with the use of Comic Creator. The EconEdLink lesson plan Online Mayhem I: Metallica Versus Napster presents additional information on copyright infringement and music downloads. The information provides a useful supplement to the debate process. 28

TENTH GRADE - DIGITAL MEDIA - Copyright & Music Downloads

STUDENT ASSESSMENT/REFLECTIONS
This lesson lends itself to a great deal of teacher observation during each session. Take notes on students progress, comments, and work habits throughout the research and composing process. If desired, respond informally to the ideas that students gather in their journals. Use the Debate Rubric to assess the final presentation formally.

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ELEVENTH GRADE - DIGITAL CITIZENSHIP - Acceptable User Policy Lesson Plan URL: http://www.isafe.org/imgs/pdf/education/AUPs.pdf

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ELEVENTH GRADE - DIGITAL SECURITY - Be Aware of Online Predators Lesson Plan URL: http://pasdcybersafety.wikispaces.com/file/view/IS_HS_AmysChoice.pdf

31

ELEVENTH GRADE - DIGITAL COMMUNICATION - Sexting

Digital Rights & Responsibilities (Secondary): the privileges and freedoms extended to all digital technology users, and the behavioral expectations that come with them Sexting: Lesson Plan PDF

Part I Introduction
"Sexting" is defined as "the sending or receiving of sexually-suggestive or explicit text or pictures via one's cell phone." Source In this lesson students will define the term sexting and outline the dangers of sharing explicit photos or other images online. Part II Class/Advisory Activities Videos Mom Loses Daughter Over 'Sexting ,' (4:28 minutes) Dangers Of Teen 'Sex-ting' (3:12 minutes) 'Sexting' bullying cited in teen's suicide - Teen sucide due to Sexting (7:25)

Discussion Questions

1. 2. 3. 4.

What is Sexting? Is Sexting illegal? How can you prevent Sexting? Who is affected by Sexting?

Activities

1- What is Sexting? Watch: Sexting PSA video and the Teens sharing nude photos online video. Class Discussion: What is Sexting? Is Sexting illegal? Teacher Tips: After watching the videos, have the students define the term sexting. Discuss the possible consequences of sexting- legal and emotional. Stress the fact that once something is online or sent to someone's phone it can NEVER be retrieved or taken down. Activity Suggestion: writing prompt 1 and 2, journal 1 and Sexting Awareness activity. 2- The Dangers of Sexting Watch: Mom Loses Daughter over Sexting and Dangers of Teen Sexting videos. 32

ELEVENTH GRADE - DIGITAL COMMUNICATION - Sexting

Class Discussion: Who is affected by sexting, and how can sexting be prevented? Teacher Tips: The videos outline the extreme consequences of teen sexting. Most teens do not think before they post or send images online. Handout and discuss the Tips to Preventing Sexting worksheet. Suggested Activity: writing prompt 3, journal 2, and sexting fact cards (option- cut out the cards and post them on a fact wall in the room). Part III Reflection Writing Prompt(s) 1. Sexting is: 2. Sexting can be harmful because: 3. Sexting can be prevented by: 1. Write about an experience that have heard about or experienced with posting or texting information that was then sent out or shared. 2. Write a persuasive essay on why sexting should or should not be considered illegal. Tips to Preventing Sexting

Journal Writing

Other Part IV Extension Activities Class/Advisory School Activities

To demonstrate the affects of online exploitation and for further classroom discussion, show the videos in the home interaction links: Bulletin Board and Everyone Knows Your Name.

Home Interaction Links

Bulletin Board: Online Exploitation Everyone Knows Your Name

Part V Resources How to Handle Sexting Sexting and Child Porn Charges Mom Loses Daughter over Sexting Dangers of Sexting Sexting Tips Sexting is Illegal Connect Safely http://today.msnbc.msn.com/id/26184891/vp/28793204#28793204 http://www.youtube.com/watch?v=0mEky0KdHPk http://www.youtube.com/watch?v=VLTj3WBmY1k&feature=related http://www.youtube.com/watch?v=cNwm4YH9xYg&feature=fvw http://www.safeteens.com/teen-sexting-tips/ http://www.safeteens.com/2009/03/30/teen-sexting-stupd-illegal/ http://www.connectsafely.org/pdfs/sexting_tips.pdf

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ELEVENTH GRADE - DIGITAL MEDIA - Peer to Peer File Sharing (P2P) No lesson plan; only resources

34

TWELFTH GRADE - DIGITAL CITIZENSHIP - Unethical Online Behaviors & Identity Theft
Safety and Security Online: Grades 9-12

Online Identity Theft: Information is Power

Download Student Sheet(s) for printout in PDF format. Read a Letter to Educators about Internet safety and security from CyberSmart!

Overview
Students learn about the methods criminals use to steal identities online. They develop an identity theft prevention tip list and propose ways to communicate their tips to their families.

Objectives

Define online identity theft and describe several ways it can occur. Research online identity theft and create a tip list for preventing it. Communicate good online identity theft prevention practices to family members.

ISTE National Educational Technology Standards for Students 2007

Source: International Society for Technology in Education 2. Communication and Collaboration a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. 3. Research and Information Fluency b. plan strategies to guide inquiry. 5. Digital Citizenship a. advocate and practice safe, legal, and responsible use of information and technology. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts a. understand and use technology systems.

Home Connection
Download the Home Connection sheet related to this lesson.

Site Preview
Several Web sites are recommended for optional student research: 35

TWELFTH GRADE - DIGITAL CITIZENSHIP - Unethical Online Behaviors & Identity Theft

Federal Trade Commission's Identity Theft Site Stay Safe Online Bank of America's Helpful Tips: Identity Theft Your Access to Free Credit Reports Citibank Identity theft commercials ID Theft FaceOff!

An optional strategy for using Web 2.0 tools with your students is recommended under Teach 4.

Materials

Student Sheet 1 (one copy per group) scissors (one per group) Student Sheet 2

Introduce

Have students close their eyes for a moment. Tell them to imagine the following scene: It's the big day! You arrive at your state motor vehicle office, several forms of identification in hand, ready to get your driver's license. The official tells you that a driver's license has already been issued to a person with your name and Social Security number, so you cannot get one. Have students open their eyes and ask: How are you feeling? (upset, depressed, scared, angry, disappointed, confused) Tell students that today you will explore the problem called identity theft.

Teach 1: Analyze the Problem

Divide the class into small groups. Distribute one copy of Student Sheet 1 to each group and have students cut apart the cards on their sheet. Depending on the number of groups in the class, allow each group to choose a different subset of cards from among the 12 cards on the sheet. Make sure that every card is assigned to at least one group. Then have each group record what they know about the term and three essential questions describing what they think they need to know related to identity theft. Allow the groups to present to the rest of the class what they know and need to know and why they need to know it. In a discussion, they may discover disagreements or realize they hold misconceptions.

Teach 2: Think About It

Distribute Student Sheet 2. Have students read and discuss each section. This sheet provides an overview of identity theft. 36

TWELFTH GRADE - DIGITAL CITIZENSHIP - Unethical Online Behaviors & Identity Theft

Have students refer to the essential questions they wrote in Teach 1 and determine which ones were answered and which ones were not. If groups have unanswered or additional questions, allow them to seek answers by planning and carrying out online research at the Federal Trade Commission's Identity Theft Site, the National Cyber Security Alliance's site called Stay Safe Online, or Bank of America's Helpful Tips: Identity Theft. If any group completes its research before the others, have those students visit the Federal Trade Commission's Your Access to Free Credit Reports page to learn how to order a free credit report. Then have the students in that group present what they learned to the rest of the class.

Teach 3: Find Solutions

Review with students the Be CyberSmart! tips. Then have them add more tips to the list based on what they learned in class and their research on their essential questions.

Teach 4: Take Action

Have students brainstorm ways to communicate messages about online identity theft that they can use to remind themselves and their families when they go online. They may choose to make their own videos, posters, cartoons, or reminders on sticky notes. To inspire their creativity, allow students to view the popular Citibank Identity theft commercials.

Use Web 2.0 tools, such as a wiki, to enable students to post and discuss their ideas regarding ways to communicate identity theft messages. Include in the wiki any cartoons, posters, or videos they create.

Assess
The following items assess student mastery of the lesson objectives.

Ask: What does it mean to have your identity stolen, and how does it happen online? Ask:What are three ways that people can avoid online identity theft? Ask: How can you remind family members about online identity theft prevention?

Extend

Students will benefit by revisiting this lesson each year. For students who completed this lesson in a previous grade, have them play the online game from the U.S. government called ID Theft FaceOff!

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TWELFTH GRADE - DIGITAL SECURITY - Online Social Networking

Digital Rights & Responsibilities (Secondary): the privileges and freedoms extended to all digital technology users, and the behavioral expectations that come with them Social Networking: Lesson Plan PDF

Part I Introduction
Social networking is the practice of expanding the number of one's business and/or social contacts by making connections through individuals. While social networking has gone on almost as long as societies themselves have existed, the unparalleled potential of the Internet to promote such connections is only now being fully recognized and exploited, through Web-based groups established for that purpose. Based on the six degrees of separation concept (the idea that any two people on the planet could make contact through a chain of no more than five intermediaries), social networking establishes interconnected Internet communities (sometimes known as personal networks) that help people make contacts that would be good for them to know, but that they would be unlikely to have met otherwise. In general, here's how it works: you join one of the sites and invite people you know to join as well. Those people invite their contacts to join, who in turn invite their contacts to join, and the process repeats for each person. In theory, any individual can make contact through anyone they have a connection to, to any of the people that person has a connection to, and so on. Source The Dangers of Social Networking: While the number of ways to interact via the Internet are rapidly increasing, so are the types of online social networking dangers. Long gone are the days of innocently thinking that the individual who you are conversing with online is really who he or she claims to be. Children are especially susceptible to online social networking dangers. There are many kinds of online social networking dangers. Individuals -- both adults and teens -- need to be fully aware of what type of information can be traced back to their person through simple conversations in a chat room. For instance, telling a virtual stranger that you live in a certain town and attend a certain high school can lead that person straight to your classroom. But there are other types of dangers, too. People have been known to have their identity stolen, be stalked by sexual predators, or have their photos taken from their online profiles and used in unauthorized ways. People also need to realize that just because you've chatted with someone online, doesn't mean you really know that person. Source

38

TWELFTH GRADE - DIGITAL SECURITY - Online Social Networking

Part II Class/Advisory Activities Videos Social Networking in Plain English (1:48 minutes) The Dangers of Online Social Networking (3:35 minutes)

TWELFTH GRADE DIGITAL SECURITY Julie's Journey (3:11 minutes)

Amy's Choice (3:48 minutes) Tracking Teresa (4:58 minutes)

Discussion Questions

1. 2. 3. 4. 5.

What is social networking? What types of items do you post on your MySpace or Facebook accounts? How do you determine who is on your buddy list? Do you know how to remove a buddy from your buddy list? How can your personal networking sites affect your future?

Activities 1- Social Networking Watch : Social Networking in Plain English and Tracking Teresa Class Discussion : What is social networking? What types of items do you post on your MySpace or Facebook account? Teacher Tips : Read or summarize the social networking introduction above. Stress the fact that one buddy can be linked to multiple people. Once you connect one person to your account you are potentially inviting others that you may not want to see your site. Activity Suggestion : Print and complete the Tracking Teresa Activity. Writing prompt 1. 2- Social Networking and the Buddy List Watch : Julie's Journey, Amy's Choice, and/or The Dangers of Online Social Networking. Class Discussion : How do you determine who is on your buddy list? Do you know how to remove a buddy from your buddy list? Teacher Tips : Each activity listed above gives specific instructions on how to complete the assignment. If students are unfamiliar with how to remove a buddy, then consider showing the Cyberbullying PSA video. Activity Suggestion : Writing prompt 2 & journal 1. 3- A New Kind of Resume Class Discussion : How can your personal social networking sites affect your future? 39

TWELFTH GRADE - DIGITAL SECURITY - Online Social Networking

Teacher Tips : Have the students read aloud the article: A New Kind of Resume and fact sheet. This will help promote the class discussion on how social networking sites can affect their future.

Activity Suggestion : Print the A New Kind of Resume Game. In groups of 2-4 players the students should roll the dice to find out if their social networking sites affect their future employment. Journal 2 assignment.

Part III Reflection Writing Prompt(s) Journal Writing 1. My social networking sites includes information and pictures that are: 2. My buddy list includes: One of your friends has requested to be included on your buddy list. You accept them as a buddy. The next day you see comments posted on your friend's page about you from other people. After viewing your friend's buddy list, you realize there are a lot of people on there you do not know, and you want to block them from seeing your site. What do you do? You are going for a job interview. Before you turn in your resume, you check out your social networking sites. What items on your site will need to be checked or removed so that your chances of getting this job are good? Watch: Your Kid's Cyber Secrets, a MSNBC documentary that helps to explain what social networking is and how it is dangerous for teens.

Other

Part IV Extension Activities Class/Advisory School Activities Home Interaction Links Part V Resources Social Networking in Plain English Dangers of Online Social Networks Netsmartz http://www.youtube.com/watch?v=6a_KF7TYKVc http://www.msnbc.msn.com/id/21134540/vp/11066322#11066322 http://www.netsmartz.org/resources/reallife.htm 40 A New Kind of Resume Game- Extension Activity. After the students complete the game, have them visit the Occupational Outlook Handbook and select a job that meets the yearly salary that have earned. Your Kid's Cyber Secrets

TWELFTH GRADE - DIGITAL COMMUNICATION - Cellphone Use & Distracted Driving

Lesson Plan: Dangers of Distracted Driving Subject: Health, Language Arts Grades: 9-12 Description This lesson will educate students on the dangers associated with distracted driving (texting while driving, talking on the phone while driving). According to a 2009 Pew Internet Study: One in three (34%) texting teens ages 16-17 say they have texted while driving. That translates into 26% of all American teens ages 16-17; Half (52%) of cell-owning teens ages 16-17 say they have talked on a cell phone while driving. That translates into 43% of all American teens ages 16-17; 48% of all teens ages 12-17 say they have been in a car when the driver was texting; 40% say they have been in a car when the driver used a cell phone in a way that put themselves or others in danger. Learning Objectives Upon completion of this lesson, students will have a better understanding of the risks associated with distracted driving. Teen drivers will gain a perspective in recognizing unsafe driving situations and selecting the correct response or reaction. Teaching teen drivers to be aware is also teaching them to be responsible for themselves and to use their best judgments. Keywords texting, driving, distracted driving, drivers education, mobile phones, teen culture, teen health, cognitive distraction, cell phones, health

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TWELFTH GRADE - DIGITAL COMMUNICATION - Cellphone Use & Distracted Driving

Lesson Materials To complete this lesson, students will need access to the following: No Phone Zone Pledge Distracted Driving Safety Quiz Video Clip (15 Minutes) | Oprah Winfrey: Americas New Deadly Obsession http://www.oprah.com/oprahshow/Americas-New-Deadly-Obsession-Partial-Episode-Video Video Clip ( 3 Minutes) University of Utah | Applied Cognition Lab http://www.psych.utah.edu/AppliedCognitionLab/ PSA Project Resources: If students choose to make a PSA, they can use an easy and free online editor to combine their media with Oprah's voiceover, footage, music from The Oprah Winfrey Show and the No Phone Zone logo. http://www.citizenglobal.com/harpoproductions/nophonezone/ Additional Teacher Materials Web Resource: NPR and Car Talk http://www.cartalk.com/content/features/Distraction/ Web Resource: The National Safety Council: http://www.nsc.org/safety_road/Distracted_Driving/Pages/KeyResearch.aspx#cognitive. Pew Internet Report: Teens & Distracted Driving http://www.pewinternet.org/Reports/2009/Teens-and-Distracted-Driving.aspx

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TWELFTH GRADE - DIGITAL COMMUNICATION - Cellphone Use & Distracted Driving

Activity 1 Learning About the Dangers of Distracted Driving 1. The teacher will ask students to watch video clips and take notes on key distracted driving risk behaviors. 2. After watching the videos, students will be break into groups and given time to discuss the video. Each group will identify the key risk behaviors associated with distracted driving and then present them to the class. 3. As each group shares their findings, the teacher will facilitate a discussion on the dangers of distracted driving and ask students to share what theyve learned as a result of watching the videos. 4. Students will take the Distracted Driving Safety Quiz. When students have finished the quiz, the teacher will review the answers with the class. Activity 2 Reflection on Distracted Driving 1. Students will reflect on both the class discussion and the video and then write a short essay or blog post stating what they have learned about distracted driving. 2. In their essay or blog post students will: Outline the steps they will take to educate their peers, siblings and parents on the dangers of distracted driving. Explain why they have decided to sign, or not sign, the No Phone Pledge. Activity 3 Create a Public Service Announcement (PSA) 1. Option 1: Students will create a Public Service Announcement (PSA) poster that helps to detail one of the dangers of distracted driving. Students will present their signs in class before posting them around the school. 2. Option 2: Students will create a Public Service Announcement (PSA) video that details the dangers of distracted driving. Have the students talk to the principal about posting their PSA on the school website. Encourage students to post their video on their own social networking profiles.

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TWELFTH GRADE - DIGITAL COMMUNICATION - Cellphone Use & Distracted Driving

Assessment Based on Objectives 1. Student should be able to pass the No Phone Zone Quiz 2. Student should be able to define what activities contribute to distracted driving. 3. Teacher will evaluate the reflective writing exercise to see if the student has an understanding of the essential concepts and practices concerning injury prevention and safety while driving; 4. Essay or blog post should demonstrate competence in the general skills and strategies of the writing process; National Academic Content Standards These standards are provided by the Mid-continent Regional Educational Laboratory (McREL) online publication, Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education. The following standards are addressed by the activities of this lesson: Health Level IV: High School (Gr. 9-12) Standard 5: Knows essential concepts and practices concerning injury prevention and safety; Benchmark: Knows injury prevention strategies for community health (e.g., neighborhood safety, traffic safety, safe driving); Language Arts Level IV: High School (Gr. 9-12) Standard 1: Demonstrates competence in the general skills and strategies of the writing process; Benchmark: Writes compositions that are focused for different audiences (e.g., includes explanations and definitions according to the audience's knowledge of the topic, adjusts formality of style, considers interests of potential readers); To see additional related learning standards for your state, search: http://www.achieve.org/K12Benchmarks
This lesson plan was created by Derek E. Baird, M.A. and is licensed under a Creative Commons AttributionNonCommercial-ShareAlike 2.5 License

Distracted Driving Safety Quiz Name:

Circle the most correct answer to each question. 1. Driving while texting on your phone is the equivalent to consuming: a. 2 alcoholic drinks b. 4 alcoholic drinks c. 6 alcoholic drinks d. 0 alcoholic drinks 2. How many people a year die from distracted driving related accidents? a. 2,000 b. 4,000 c. 6,000 d. 8,000 6. True or False: Singing along to a song playing on your car radio or iPod while driving is a form of distracted driving.

7. Which of the following contribute to distracted driving: a. Being alert for potential road hazards b. Speed of the windshield wipers c. Talking on the phone to someone who is driving d. Focusing on the weather conditions

44

3. True or False: 8. True or False: Statistics show that talking on the phone or texting while A driver talking on the phone is four times driving is just as dangerous as driving drunk. more likely to get in an accident. 4. How many people a year are involved in 9. How many cell phone owning teens distracted driving related accidents? ages 16-17 say they have talked on a a. 100,000 cell phone while driving? b. 300,000 a. 32% c. 500,000 d. 700,000 b. 42% c. 52% d. 62% 5. True or False: Using a headset or other hands free device eliminates the effects of distracted driving. 10. True or False: Talking or texting on a phone while driving is a skill that you can learn to do safely.

45

TWELFTH GRADE - DIGITAL MEDIA - Research & Plagiarism

12th Grade Internet Safety Lesson Plan-4 Subject: Intellectual Property Grade Level: 12 Standards Addressed For This Lesson: 12.8 a, e Essential Skills: The Student will be able to: - identify the ethical issues of documentation in research writings - collect and synthesize information, using a variety of print and electronic sources - cite sources of information, using MLA or APA style - avoid committing plagiarism. Resources: Grade 12 Article: Research and Plagiarism Teaching Objectives: Literacy Obj.: Students will read the above article, apply the corresponding vocabulary and answer the questions in correct form. Behaviour Obj.: Students must avoid committing plagiarism. Vocabulary: Plagiarism Cursory Breach of contract Intellectual property Veracity Plethora Endeavour Emblazoned Condense information Internet Topic: Research and Plagiarism

C/T 9-12.3, C/T 9-12.4, C/T 912.5

Timing 5 mins 5 mins 5 mins

Planned Content/ Lesson Outline Discuss: What is copying? What is borrowing? What is stealing? What is copyright? Do any students have a copyright on anything? Read: Research and Plagiarism article Answer questions: 1. True/False It isnt plagiarism if you have paid for the research paper. 2. True/False Altering some of the wording on a purchased research paper prevents plagiarism. 3. True/False There is a contract between the author and reader that says the work is original. 4. True/False The Internet is the only source for information for research papers. 5. True/False Wikipedia is a current, popular and accurate source for information appropriate for research paper writing. 1.) False 2.) False 3.) True 4.) False 5.) False

Differentiation: Pair students for reading. Mark text for stops for Read/Retell summary to facilitate comprehension. Students can be provided with adapted reading materials for struggling readers. Assessment: There will be an oral review for understanding of vocabulary terms. Also, any reading comprehension questions can be assessed for correct answers according to the text. Extension/homework: Students explore a selection of websites related to plagiarism on the Internet and copyright ethics.

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