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Valley Academyof Arts & Sciences

Digital Citizenship » 10th Grade

10th Grade

Lesson 1: Digital Life 102

Answer the following questions below:

1. 82% of teens say that they own which of the following?

a) cell phone
b) smartphone
c) iPod Touch or similar device

d) iPad or similar device


2. What percent of teens describe themselves as “addicted” to their cell phones?

a) 11%

b) 27%

c) 41%

d) 63%


3. 68% of teens say they do which of the following at least once a day?

a) text
b) visit a social network

c) instant message (IM)

d) use email


4. What percent of teens agreed they wish they could “unplug” for a while?

a) 13%

b) 27%

c) 29%

d) 43%


5. 51% of teens visit social networking sites _______________.

a) at least once a day

b) several times a day

c) once a week or less

d) never


6. What percent of teens say that they don’t understand their social networking site’s privacy policies?

a) 24%

b) 35%

c) 46%

d) 61%


7. True or false? More teens say they prefer texting with their friends than talking in person.



8. What percent of teens say they have said something bad about someone online that they wouldn’t have said in person?

a) 25%

b) 35%

c) 49%

d) 67%


9. What percent of teens say that social networking helps them connect with people who share a common interest?

a) 35%

b) 42%

c) 57%

d) 66%


10. True or false? More teens say that social media makes them feel better about themselves than worse.



Review using the Answer Key below.

  • How big a role do digital media (Internet, texting, video games) play in your life (little, some, a lot)?
  • What are your favorite and least favorite things to do with your digital media?
  • Do you connect with others or create things with digital media?
  • What are the positive and not-so-positive aspects of having digital media?
Watch the following video and discuss the questions below:
  • What are some of the upsides and downsides of digital life, according to the teens in the video?  What do you think the upsides and downsides are in your own life?
  • What are some of the upsides and downsides of digital media for relationships?
  • What are some of the benefits of digital media for our country as a whole?  What are some of the problems in might cause?
Wrap up by having students answer the following questions in a journal entry:
  • How did the facts you learned in the quiz compare with the way you use digital media in your own life?  Which digital media do you think you use the most and the least, and why?
  • Can you describe one upside and one downside for yourself about living in a digital world?  For your relationships with others?  For society as a whole?  Do you connect with others or created things with digital media?

 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?

Lesson 3: Copyrights and Wrongs

1) Discuss with class the following questions:
  • What do you think we mean when we talk about someone's creative work?
  • Have you ever used creative work you found online - for example a photo or a poem - for personal use?
  • When you use creative work you find online, what considerations do you make about who made it, if any?
2) Watch the following video and discuss the questions below:
  • What are the ways you can be respectful of people's creative work?
  • How do you think you would feel if someone used your creative work?  Would it make a difference whether they did the following:
    • Asked your permission to use it?
    • Gave you credit as the creator?
    • Changed the picture or added a caption without asking you?
  • What do you think it means to use someone's creative work responsibly?  Does it matter where and how you use it?
  • Discuss and define fair use and commercial purposes.
  • What are some ways you might use creative work that would constitute fair use? Which ways wouldn't be covered under fair use?
  • Discuss and define copyright, Creative Commons, and public domain, using the context below:


Imagine you took a photo of your dog and posted it online. Because you are the creator, you own the copyright to this image. This means you have control over how other people use your photo. Copyright law is pretty strict, meaning that people will have to get your permission before they can copy, print, or use your work for any reason.


However, if you use a Creative Commons license, you give people more freedom to copy and share your photo. Some Creative Commons licenses even say it is all right to make money off of the photo, while others say it cannot be used for commercial purposes. People choose Creative Commons licenses because the licenses offer more opportunities for other people to use and share their work.  Optional: show students examples of Creative Commons licenses


Finally, imagine that you want the photo to be used freely by all, without people having to request permission. You then would release the photo into the public domain, which allows others to use your photo however they want to because it is no longer protected by copyright. Copyrights don’t last forever, so works often count as “public domain” after a certain time period. Works from the U.S. government are also in the public domain.


  • If you created a picture, poem, or video and posted it online, what do you think you would do?  Would you make people get your permission every time they used your work, use a Creative Commons license, or put it in the public domain?  Explain your choice.
3) Mad Men Activity
  • In groups of four to five, read the instructions for the Mad Men Activity.  Then each group answers the questions about each photo, determining the owner and copyright status, the creator and original context, and whether the photo would be appropriate for the ad campaign.  Allow 10 minutes to complete.
  • As a class, discuss the students findings and which photo would be best for the ad campaign and why.  If no photo is appropriate, discuss why.
  • Discuss as a class, what issues come up when using someone's creative work?
4) Wrap up by having students answer the following questions in a journal entry:
  • What do you need to do if you want to use someone's creative work?
  • What is copyright, and what does it require people to do?
  • Do you think it is important to give credit and get permission, if needed, when you use someone else's creative work? Why or why not?