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Digital Citizenship » 11th Grade

11th Grade

Lesson 1: College Bound

 
1) Watch the video below and discuss the following questions:
 
  • What were some of the messages that stood out to you in the video?  Can you relate to Abbas?  Why or why not?
  • Abbas says that he thinks colleges would actually "kind of like his Facebook page".  What examples does Abbas give about how he has created a positive digital footprint for himself?
  • Do you think you should judge someone based solely on what you find about them online?  Why or why not?
 
2) You are college admissions officers who must decide which of two college applicants to admit.  The admissions committee has already determined that the candidates, Markus and Tommy, are equally desirable based on their grades, test scores, and personal essays.  The officers also have the following information from an online search of each candidate.  Discuss what information makes each candidate appealing for colleges and what information makes you question whether he should be admitted or not? 
3) Discuss:
  • If you were to choose one candidate over the other, who would you choose and why?  Is there additional information about one candidate that could have made you choose him?
  • Do you think comments made by their peers (such as JJ for Markus and Maggie for Tommy) had a positive or negative effect on their friends' chances for college?  Do you think this is what they intended when they wrote the comments?
  • Do you think this is a good way for a real admissions officer to make a final choice?  Why or why not?
  • Do you think teens share too much information about themselves or about others online?  Why or why not?
 
4) Wrap up by having students answer the following questions in a journal entry:
  • How is a digital footprint created?  Why does information in a digital footprint often become public, and why is it permanent?
  • What types of online information would help present the most positive image of you?
  • What are some of the larger ethical implications of sharing information online about others?
 
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 Lesson 2: Turn Down the Dial on Cyberbullying

 

1) Watch the video below and identify the factors that contribute to online cruelty.

 
  • Do you think Ricardo is a cyberbully?  Why or why not?
  • What does Ricardo mean when he says that information "gets around really quick"?
  • Ricardo thinks that harassing others on the internet, rather than in person, appeals to some teenagers because they can't be attacked back physically?  What do you think?
  • Have you ever encountered online cruelty?
 
2) Watch the video below and identify the roles of various players in the video and describe what upstanders can do to lessen the effects of online cruelty.
 
  • Who was involved in the story and what roles did they play?  Who was the target?  Who were the offenders?  Were there bystanders and/or Upstanders?
  • How do you think the online cruelty might be different from offline behavior?
  • What do you think you might have done if you were Stacey?  What could you have done if you wanted to be an Upstander in this situation?
  • Have you or a friend ever experienced a situation similar to Stacey's?  What strategies could help you or have helped you in those situations?
  • What might prevent a bystander from taking action?  What advice would you give someone to convince them to be upstanding?
 
3) Wrap up by having students answer the following questions in a journal entry:
  • What are some roles that different people play in cyberbullying situations, and how would you describe each one?
  • What are some ways that online cruelty and cyberbullying can escalate or intensify?
  • Why is it important to be and Upstander rather than a bystander?
 
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Lesson 3: Feeling on Display

 
1) Discuss the following questions:
  • On social network sites, how do you decide which picture should be your profile picture?  What do you think makes a "perfect" profile picture?
  • Who sets the standards for what is considered a "good" profile picture?  Where do these standards, or ideas, come from?
  • What would happen if you posted a picture and didn't receive any "Likes" or comments on it?  What would be going through you mind?  What would you do?
  • Discuss the different meanings of the word, image.  How do the different meanings relate to each other?  
 
2) Read the questions in the Feelings on Display Handout, then watch the following video, Feelings on Display and discuss the questions below.
 
Part 1 - Pressure
  • Marco says that people try to “prove something” with the photos they post online.  What do you think he means by this?  Do you agree?
  • Zara says that girls worry about their image all the time – whether online or offline – and that they face more pressure than guys.  Do you agree?  Why or why not?
 
Part 2 - Judgment  
  • Carla says that regardless of gender, all teens judge one another.  Do people judge how others look and act online?  Does it differ for boys and girls?  If so, how does it differ?
  • What do you think of Claudia’s statement that it’s easy to judge other people online because “You have the safety net of being in front of a screen – you’re not face to face”?
 
Part 3 - Comments
  • Both Linh and Leah talked about receiving compliments online.  What do you think of what they said?  Do people fish for compliments online?  How might photos and photo comments boost people’s self-esteem?
  • Do you think that people react differently to a “selfie” taken by a girl versus a “selfie” taken by a boy?  Why or why not? (Note: The term “selfie” is used to describe when someone takes a picture of themselves, either by holding a camera towards them or by using a mirror.)
 
Part 4 - Double Standard
  • Do you think that a double standard exists between boys and girls when it comes to online appearance?  If so, what?
  • Randy says, “Some guys try to play the macho role without necessarily posting pictures of themselves flexing. ... It’s much more subtle but it’s still there.”  What do you think he means by this?  Do you agree?
 
  • Do people create online images of themselves?  Do they try to look, act, or be viewed in certain ways?  Why or why not?
 
3) Discuss the following questions as a class: 
  • Are girls known for posting certain kinds of photos or albums?  If so, what kinds?  Why do you think that is?
  • Are there certain ideas, or social messages, that influence the kinds of photos that girls typically post?  How might these attitudes affect the kinds of photo comments girls post among themselves?  
  • Are boys known for posting certain kinds of photos or albums?  If so, what kinds?  Why do you think that is?
  • Are there certain ideas, or social messages, that influence the kinds of photos that boys typically post?  How might these attitudes affect the kinds of photo comments boys post among themselves?  
 
4) Wrap up by having students answer the following questions in a journal entry:
  • Are people aware of their online images?  Do they try to make themselves look certain ways?  Why or why not?
  • Do we have different expectations for how girls and guys should look or act online?  If so, where do we learn these attitudes?  If not, why not?
  • How aware are you of how you comment on other people's photos?  Do you think this differs for girls and guys?