Digital+Citizenship+-+iLearn

Using [|Common Sense Media] I created the curriculum for our Digital Citizenship piece.

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 * iLearn Institute **
 * Safety and Security - **
 * Unit 1: Safety- Students learn about the rewards of connecting with others online, but also how to recognize and handle inappropriate contact. They learn why certain online relationships are risky, and how to avoid these types of manipulative situations. **
 * Lesson : Risky Online Relationships **
 * Read “Teacher Backgrounder” found at [|__http://www.commonsensemedia.org/sites/default/files/9-12-safety-riskyonlinerealtionships-teacherbackgrounder.pdf__] Feel free to print this if you need to. It may be handy when you begin teaching the topic.
 * ESSENTIAL QUESTION- How can you tell when an online relationship is risky?
 * Vocabulary: online predator, stereotype, risky, manipulate
 * Needed Materials: group copies of “Sheyna’s Situation Student Handout” (3 - 4 students constitute a group) Student Version: [|__http://www.commonsensemedia.org/sites/default/files/9-12-safety-riskyonlinerelationships-handout.pdf__] Teacher Version: [|__http://www.commonsensemedia.org/sites/default/files/9-12-safety-riskyonlinerelationships-teacherhandout.pdf__]
 * Using the teaching plans, [|__http://www.commonsensemedia.org/sites/default/files/9-12-safety-riskyonlinerelationships-lessonplan.pdf__], on DAY 1, introduce (5 minutes) and Teach 1: Myths and Realities of “Online Predators”. (10 minutes) See PPT #1
 * Using the teaching plans, [|__http://www.commonsensemedia.org/sites/default/files/9-12-safety-riskyonlinerelationships-lessonplan.pdf__], DAY 2, follow Teach 2: Sheyna’s Situation (25 minutes or the full class time) See PPT #2
 * Using the teaching plans, [|__http://www.commonsensemedia.org/sites/default/files/9-12-safety-riskyonlinerelationships-lessonplan.pdf__], Day 3, do Wrap Up and Assess (5 minutes), Extension Activity (5 minutes), and finish up class time with “Nude-e-Calls” from the website That’s Not Cool ( [|__http://www.thatsnotcool.com/Games_NudeECalls.aspx__] aspx ) PPT #3


 * Unit 2 - Security - Students develop strategies for managing their online information and keeping it secure. They explore how individuals and companies collect their data, and learn to guard against identity theft, phishing scams, and other exploitive practices. **

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 * Lesson 1: Scams and Schemes **
 * ESSENTIAL QUESTION - What is identity theft, and how can you protect yourself from it?
 * Vocabulary - scam, identity theft, vulnerable, phishing
 * Materials Needed: group copies of “Spotting Scams - Student Handout” [|__http://www.commonsensemedia.org/sites/default/files/9-12-security-scamsandschemes-spottingscams-handout.pdf__] Teacher version [|__http://www.commonsensemedia.org/sites/default/files/9-12-security-scamsandschemes-spottingscams-teacherhandout.pdf__]
 * Using the teaching plans, [|__http://www.commonsensemedia.org/educators/lesson/scams-and-schemes-9-12__], Day 1, introduce lesson (5 minutes), Teach 1 (5 minutes), Teach 2 ( 15 minutes) PPT #4
 * Using the teaching plans, [|__http://www.commonsensemedia.org/educators/lesson/scams-and-schemes-9-12__], Day 2, Teach 3: Protect Yourself fro Online Scams (15 minutes). View “Facebook Scams You Need to Know About” at [|__http://www.huffingtonpost.com/2011/05/22/facebook-scams-hacks-attacks_n_864906.html#s281483&title=Fake_Page_Spam__] This link takes you to one resource. On the PPT there is a link that takes you to a short video on the bottom of the page and 10 slides to click through. Information on each of the ten slides can be found just to the right of the slide. Take your pick.PPT # 5
 * Using the teaching plans, [|__http://www.commonsensemedia.org/educators/lesson/scams-and-schemes-9-12__], Day 3, Wrap Up and Access (5 minutes), Extension Acitivity - Sap Scam Slam Game [|__http://onguardonline.gov/media/game-0012-spam-scam-slam__] to review what has been learned. PPT #6

Lesson 2: Does It Matter Who Has Your Data? > > > > > > >
 * Essential Question: What are the upsides and downsides of companies collecting your data online?
 * Vocabulary - track, target, demographic, cookies
 * Materials Needed: group copies of “Same Search Student Handout” [|__http://www.commonsensemedia.org/sites/default/files/9-12-security-doesitmatterwhohasyourdata-samesearch-handout.pdf__]
 * Intro Video http://www.commonsensemedia.org/educators/lesson/does-it-matter-who-has-your-data-9-12
 * Using teaching plans, [|__http://www.commonsensemedia.org/sites/default/files/9-12-security-doesitmatterwhohasyourdata-lessonplan.pdf__], Day 1, Intoduce (15 minutes) PPT #7
 * Using teaching plans, [|__http://www.commonsensemedia.org/sites/default/files/9-12-security-doesitmatterwhohasyourdata-lessonplan.pdf__], Day 2, Teach 1: No Two Seaches Are Alike ( 25 minutes). Students will work in groups to complete “Same Search Student Handout”. Discuss, turn in. PPT #8
 * Using teaching plans, [|__http://www.commonsensemedia.org/sites/default/files/9-12-security-doesitmatterwhohasyourdata-lessonplan.pdf__], Day 3, Teach 2: How to Protect Your Data (15 minutes), Wrap Up and Assess (5 minutes) PPT #9

Digital Citizenship - Students reflect on how to behave ethically online.

Unit 1:Digital Life - Students explore the role that digital media play in their lives and for our society. They are introduced to the concept of digital citizenship and digital ethics, and consider how they can harness the power of digital media for good.

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 * Lesson 1: My Online Code Students are introduced to the concept of digital ethics and citizenship, and reflect on how to be ethical community members when they are online. **
 * Essential Question: What does it mean to do the right thing online?
 * Vocabulary: ethics, online ethics, digital citizenship
 * Needed Materials: group copies of “Judging Jeff’s Profile Student Handout” [|__http://www.commonsensemedia.org/sites/default/files/9-12-digitallife-myonlinecode-judgingjeffsprofile-handout.pdf__] Teacher version [|__http://www.commonsensemedia.org/sites/default/files/9-12-digitallife-myonlinecode-teacherhandout.pdf__]
 * Using lesson plans, [|__http://www.commonsensemedia.org/sites/default/files/9-12-digitallife-myonlinecode-lessonplan.pdf__], Day 1, Introduce (10 minutes), Teach 1: Analyze Jeff’s Profile. PPT# 10
 * Using lesson plans, [|__http://www.commonsensemedia.org/sites/default/files/9-12-digitallife-myonlinecode-lessonplan.pdf__], Day 2, Teach 2: Introduce Digital Citizenship., (10 minutes) Using Wordle, capture students’ responses in a word cloud to A good ditizen of the digital world.... Wrap Up and Assess (5 minutes) PPT#11

Lesson 2: Digital Life 102 Students explore the role of digital media in their lives and in society by keeping a media log of their media use and reflecting on it. > > > > > > > >
 * Essential Question: What is the place of digital media in our lives?
 * Vocabulary: digital media, simile, digital citizenship
 * Materials Needed: pair copies of “Got Media Smarts? Student Handout” [|__http://www.commonsensemedia.org/sites/default/files/9-12-digitallife-digitallife102-quiz-handout.pdf__] (I HAVE PUT THIS ENTIRE HANDOUT IN THE PPT - QUESTIONS 1 - 14 ARE 14 DIFFERENT SLIDES.NO NEED TO COPY!! The answers are: 1.d, 2. d, 3. d, 4. c, 5. d, 6. a, 7. d, 8. d, 9. c, 10. d, 11. d, 12. d, 13. d, 14. a)
 * Introductory Video [|__http://www.commonsensemedia.org/educators/lesson/digital-life-102-9-12__]
 * Using teaching plan, [|__http://www.commonsensemedia.org/sites/default/files/9-12-digitallife-digitallife102-lessonplan.pdf__], Day 1, Introduce (15 minutes) PPT #12
 * Using teaching plan, [|__http://www.commonsensemedia.org/sites/default/files/9-12-digitallife-digitallife102-lessonplan.pdf__], Day 2, Teach 1: My Digital Life Similes (15 minutes), PPT #13
 * Using teaching plan, [|__http://www.commonsensemedia.org/sites/default/files/9-12-digitallife-digitallife102-lessonplan.pdf__], Day 3, Teach 2: Digital Life Sutdent Video Vignettes (20 minutes) PPT #14
 * Hand out a revised version of My Media Log Student Handout for students to keep for one week. Turn in after tallying times and writing descriptions.

Unit 2: Privacy and Digital Footprints - Students learn to manage their own privacy and respect the privacy of others. They reflect on how information they post online can affect getting into college or other future opportunities, as well as how it might impact others.

Lesson 1: Private Today, Public Tomorrow - H ow can you respect the privacy of others online? Students reflect on their responsibility to protect the privacy of others when posting information about them online. > > > > >
 * Essential Question: How can you respect the privacy of others online?
 * Vocabulary: reputation, persist, context, tag
 * Materials Needed: group copies of “Unintended Consequences of Sharing Student Handout
 * Using the teaching plan, [|__http://www.commonsensemedia.org/sites/default/files/9-12-privacy-privatetoday-lessonplan.pdf__], Day 1, Introduce (5 minutes) and Teach 1: A Picture is Worth a Thousand Words (15minutes) PPT #15
 * Using the teaching plan, [|__http://www.commonsensemedia.org/sites/default/files/9-12-privacy-privatetoday-lessonplan.pdf__], Day 2, Teach 2: Think Before You Post (10 minutes), Teach 3: Create a Decision Tree (10 minutes), Wrap Up and Assess (5 minutes) PPT #16

Lesson 2: College Bound - How can information you post on the Internet affect getting into college or future opportunities? Students learn about the impact of their digital footprint on their future. > > > > >
 * Essential Question: How can information you post on the Internet affect your future opportunities?
 * Vocabulary: digital footprint, admission, candidate
 * Needed Materials: Admissions Packet Student Handout for groups of 3 students each.
 * Using teaching plan, [|__http://www.commonsensemedia.org/sites/default/files/9-12-privacy-collegebound-lessonplan.pdf__], Day 1, Introduce (15 minutes). PPT #17
 * Using teaching plan, [|__http://www.commonsensemedia.org/sites/default/files/9-12-privacy-collegebound-lessonplan.pdf__], Day 2, Teach 1: Review Collebe Applications and Teach 2: Select a Candidate (20 minutes) PPT #18

Unit 3: Connected Culture - Students reflect on what they can do to strengthen online relationships and communities. They also consider how anonymity and public posting can intensify bullying, hate speech, and abusive relationships online.

Lesson 1: Breaking Down Hate Speech - How can you create a community culture in which hate speech is unacceptable, both online and offline? Students learn how hate speech affects individuals, groups, and communities. > > > >
 * Essential Question: How can you create a community culture in which hate speech is unacceptable, both online and offline?
 * Vocabulary: hate speech, stereotype, derogatory, mediation
 * Materials Needed: “Hate Speech Corrodes Online Games” article excerpt, one copy for each student.
 * Using teaching plans, [|__http://www.commonsensemedia.org/sites/default/files/9-12-connectedculture-breakingdownhatespeech-lessonplan.pdf__], Introduce (10 minutes), Teach 1 option B (15 minutes), HOMEWORK assignment - Hate Speech survey on campus. PPT #19

Lesson 2: Taking Perspectives on Cyberbullying > > > > >
 * Essential Question:How does online cruelty affect the people involved?
 * Vocabulary: perspective, target, offender, bystander, upstander
 * Materials Needed: “Taking Perspective Student Handout, one copy per group of six students.
 * Using teaching plans, [|__http://www.commonsensemedia.org/sites/default/files/9-12-connectedculture-takingperspectives-lessonplan.pdf__], Day 1, Introduce (5 minutes), Teach 1: Introduce Characters (5 minutes), Teach 2: Taking Perspectives (15 minutes) PPT #20
 * Day 2, in groups fill out perspective sheets. (Watch clips again if you need to.) PPT #21

Unit 4: Self-Expression and Identity - Students think critically about how they present themselves online. They consider what their profiles, posts, and avatars convey to others about them, and reflect on whether this image is "true" to who they are.

Lesson 1: Who Are You Online? - What kind of person are you online, and how is this similar to or different from your offline self? Students explore how they represent themselves online, reflecting on what it > > > > >
 * Essential Question: How do you present yourself to the world online and offline?
 * Vocabulary: represent, persona, avatar, anonymous, inhibited
 * Materials Needed:
 * Using teaching plan, [|__http://www.commonsensemedia.org/sites/default/files/9-12-selfexpression-whoareyouonline-lessonplan.pdf__], Day 1, Introduce (5 minutes), Teach 1(15 minutes) PPT#22
 * Using teaching plan, [|__http://www.commonsensemedia.org/sites/default/files/9-12-selfexpression-whoareyouonline-lessonplan.pdf__], Day 2, Teach 2: Being “Real” or “Fake” Online (20 minutes), Homework: have students create 3 avatars. PPT #23

Unit 5: Respecting Creative Work - Students reflect on how to respectfully give and get credit in an age of remixed work. They consider opportunities for creating using new media tools, and debate thorny ethical topics ranging from copyright to licensing.

Lesson 1: Rights, Remixes, and Respect - What are different perspectives of the ethical dimensions on remixing and appropriating other people’s work? Students apply their knowledge of copyright and fair use by debating. > > > > > >
 * Essential Question: What should you consider when you use other people’s creative work?
 * Vocabulary: inspiration, appropriation, copyright, fair use.
 * Materials Needed: “Music Industry Debate Student Handout.”
 * Using teaching plans, [|__http://www.commonsensemedia.org/sites/default/files/9-12-respectingwork-rightsremixesrespect-lessonplan.pdf__], Day 1, Intoduce ( 10 minutes), Teach 1: Copyright and Fair Use (10 minutes). PPT # 24
 * Using teaching plans, [|__http://www.commonsensemedia.org/sites/default/files/9-12-respectingwork-rightsremixesrespect-lessonplan.pdf__], Day 2, Teach 2: Music Industry Debate ( 20 minutes) PPT#25
 * Using teaching plans, [|__http://www.commonsensemedia.org/sites/default/files/9-12-respectingwork-rightsremixesrespect-lessonplan.pdf__], Day 3, Wrap Up ( 5 minutes), Extension Activity (10 minutes) PPT#26

Lesson 2: Copyrights and Wrongs - How does copyright affect our choices in using images? Students learn about respecting creative work through learning about copyright and licensing. > > > > > Research and Information Literacy - Unit 1: Searching - Students learn effective, efficient strategies for conducting everyday searches. They learn how to plan out a search, and why it is important to use precise keywords and to carefully evaluate search results. > > > > > Unit 2: Research and Evaluation - Students think critically about how information is collected, reshaped, and shared online. They consider the upsides and downsides of collective intelligence and photo alteration, and how these practices impact online communities. Lesson 1: Retouching Reality - Students evaluate the upsides and downsides of digital photo manipulation. They explore how digital image editing can be a creative activity, but also deceptive in the context of > > > > > Lesson 2: Collective Intelligence - Students explore the benefits and drawbacks of online collective intelligence. They analyze how information is pooled on Wikis and user review sites. > > > >
 * Essential Question: How can I make responsible choices when I use other people’s creative work?
 * Vocabulary: fair use, commercial purposes
 * Materials Needed: Mad Men Student handout
 * Using teaching plans, [|__http://www.commonsensemedia.org/sites/default/files/9-12-respectingwork-copyrightswrongs-lessonplan.pdf__], Day 1, Introduce (5 minutes), Teach 1: Respect Creative Work (15 minutes) PPT #27
 * Using teaching plans, [|__http://www.commonsensemedia.org/sites/default/files/9-12-respectingwork-copyrightswrongs-lessonplan.pdf__], Day 2, Teach 2: Choose Your Photo (20 minutes) PPT # 28
 * Essential Question:hat seps can help you find what you’re looking for when you search online?
 * Vocabulary:effective, efficient, strategy
 * Materials Needed: Tips for Strategic Searching student handout, one per student. [|__http://www.commonsensemedia.org/sites/default/files/9-12-searching-strategicsearching-tipsforstrategicsearching-handout.pdf__] “Make a Search Plan” (on the back of tips) - whole class activity [|__http://www.commonsensemedia.org/sites/default/files/9-12-searching-strategicsearching-makeasearchplan-handout.pdf__]
 * Using teaching plan, [|__http://www.commonsensemedia.org/sites/default/files/9-12-searching-strategicsearching-lessonplan.pdf__], Day 1, Introduce (10 minutes), Teach 1: Searching Strategies (15 minutes). PPT#29
 * Using teaching plan, [|__http://www.commonsensemedia.org/sites/default/files/9-12-searching-strategicsearching-lessonplan.pdf__], Day 2,Teach 2: Plan and perfom a Search (30 minutes), do “Make a Search Plan” a whole class project, taking turns using the projected device. PPT#30
 * Essential Question:What are the creative and ethical aspects of digital photo manipulation?
 * Vocabulary:digital photo manipulation, deceive, retouching, controversy, context
 * Materials Needed: Photo Fuss - Part I- one copy for groups of 4 [|__http://www.commonsensemedia.org/sites/default/files/9-12-evaluation-retouchingreality-photofussparti-handout.pdf__] Photo Fuss - Part II - one copy for groups of 4 [|__http://www.commonsensemedia.org/sites/default/files/9-12-evaluation-retouchingreality-photofusspartii-handout_0.pdf__]
 * Using teaching plans, [|__http://www.commonsensemedia.org/sites/default/files/9-12-evaluation-retouchingreality-lessonplan.pdf__] Day 1, Introduce (10 minutes), Teach 1: Photo Fun link to The Pioneer Woman blog (15 minutes).PPT#31
 * Using teaching plans, [|__http://www.commonsensemedia.org/sites/default/files/9-12-evaluation-retouchingreality-lessonplan.pdf__] Day 2, Teach 2: When Retouching Gets Touchy - Part I (15 minutes), Teach 3: When Retouching Gets Touchy - Part 2 (15 minutes) PPT#32
 * Essential Question:What are the benefits and the drawbacks of people working together to create information online?
 * Vocabulary:synergy, collective intelligence, wiki
 * Materials Needed: My School Student Handout - one copy per group [|__http://www.commonsensemedia.org/sites/default/files/9-12-evaluation-collectiveintelligence-myschool-handout_0.pdf__]
 * Using teaching plan, [|__http://www.commonsensemedia.org/sites/default/files/9-12-evaluation-collectiveintelligence-lessonplan.pdf__], Day 1, Introduce (10 minutes), Teach 1: Explore Collective Intelligence (25 minutes or the remaining time). PPT#33
 * Using teaching plan, [|__http://www.commonsensemedia.org/sites/default/files/9-12-evaluation-collectiveintelligence-lessonplan.pdf__], Day 2, Teach 2: Tell Your Stories (15 minutes), Teach 3: Tell Your Stories (15 minutes) PPT#34 **