Digital Citizenship Unit 1 * Digital Life * Strategic Searches Scams and Schemes * Cyberbullying * Which Me Should I Be? Material referenced from Common Sense Education (October 2015) https://www.commonsensemedia.org/educators/curriculum

Digital Life Media - communication, including television, radio, and newspapers, that often reaches and impacts a large audience Digital Media - electronic devices and media platforms such as computers, cell phones, the Internet, digital video, social networking sites, video games, and virtual worlds that allow users to create, communicate, and interact with one another or with the device or application itself Simile - a literary device for comparing two unlike things

Got Media Smarts? 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 What percent of teens describe themselves as “addicted” to their cell phones? a) 11% b) 27% c) 41% d) 63% 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 How many characters (letters, punctuation marks, symbols, and spaces) can you send in a regular text message? a) 110 b) 140 c) 200 d) 250

Got Media Smarts? How often do 34% 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 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% What percent of teens still prefer face-to-face communication with their friends over communication online or via texting? a) 22% b) 36% c) 49% d) 61% What percent of teens say they have said something bad about someone online that they wouldn’t have said in person? a) 33% b) 67% c) 49% d) 25%

Got Media Smarts? 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% What percent of teens agreed they wish they could “unplug” for a while? a) 13% b) 27% c) 29% d) 43%

Unit 1 – Strategic Searching

Key Vocabulary effective: achieving a desired goal or result efficient: doing something in a way that saves you time and energy strategy: a course of action designed to help you reach a specific goal or result

Know, Want, and Learn (KWL) What search strategies do I KNOW? What do I WANT to know about strategic searching? What did I LEARN about strategic searching? Use quotes around words or phrases you want to find Use specific words Check out multiple search results – don’t just use Wikipedia! How to keep from getting a lot of results I don’t need What to do when a search term can mean two different things How to search for two different things at once

Plan and Perform “SEARCH” Select research questions and search tools Extract keywords and terms Apply search strategies Run your search CHart your search

Unit 1 – Scams and Schemes

Key Vocabulary scam: an attempt to trick someone, usually with the intention of stealing money or private information identity theft: a type of crime in which your private information is stolen and used for criminal activity

Key Vocabulary vulnerable: in a position that makes it easier for you to be harmed or attacked phishing: when people send you phony emails, pop-up messages, social media messages, texts, calls, or links to fake websites in order to hook you into giving out your personal and financial information

Identity Theft Full name Date of birth and where you were born Current and previous addresses phone numbers Driver’s license or passport number Account numbers and the companies where you hold accounts (e.g., Amazon, PayPal, etc.) Passwords Social Security number

Protect Yourself! Avoid opening the message or email in the first place. Don’t click on any links or download any attachments. They might contain viruses or spyware. Don’t reply. Mark as “junk mail” or “spam” for your email provider, or report it to your social network site. If you are concerned about an account you have with a company, contact its customer service by phone. Make sure you verify the company’s contact information elsewhere online first.

Identify Phishing Emails Sense of urgency: When the message says you only have a limited time to respond, it is often the sign of a scam. Spelling errors: Scam emails often include spelling and grammatical errors. A real company would not send out messages containing such errors. Alert that account is in trouble: Identity thieves try to make you worry that something is wrong with your account, so you will feel you must immediately respond to the email to fix it.

Identify Phishing Emails Link in email or attachment: Phishing emails often have a link within the email or an attachment that you are urged to click on. Instead, go directly to the main website, and from there check your account. Too good to be true: Scam emails often offer things that are too good to be true, like the easy chance to win free money or prizes. Generic greeting: You might see a generic greeting that does not personally address you. Reputable companies send emails where they address their customers by name.

Reporting Scams or Identity Theft www.ftc.gov/idtheft Forward Emails to: spam@uce.gov

Unit 1 – Cyberbullying

Key Vocabulary bystander: someone who sees cyberbullying happening, but does nothing to help upstander: someone who helps when they see cyberbullying occur empathize: to imagine the feelings that someone else is experiencing

Unit 1– Cyberbullying: Crossing the Line Goal and objectives: analyze online bullying behaviors that “cross the line.” learn about the various ways that students can be cyberbullied, including flaming, deceiving, and harassing. adopt the point of view of teens who have been cyberbullied, and offer solutions.

Key Vocabulary harassing: bombarding someone with messages over digital media, or repeated contact when it is least expected deceiving: using fake names, posing as someone else, or creating a fake profile about someone else

Key Vocabulary flaming: saying mean things, usually in ALL CAPS, and often in a public forum with the intention to humiliate hate speech: a verbal attack targeting someone because of their race, gender, religion, ability, or sexual orientation

Case Study 1 - Attacked from All Sides Eric gets a lot of pressure from his parents to do well in school. Other kids in school tease him because he works so hard but still gets poor test scores. He gets instant messages and text messages during the day and at night about his poor grades. The word “loser” is in most of them, and the language becomes stronger every day. Today he received a text from a number he did not recognize, with a photo of his body with a turkey’s head. A thought bubble above the picture reads: “Why am I so STUPID? What a *!*#&** I am.” Eric thinks Alexis, the most popular girl in the eighth grade, is behind the message.

Case Study 1 Questions What forms of cyberbullying did the students use on Eric? What is your evidence? How do you think Eric feels? What elements of this situation make him feel this way? Do you think Eric should tell his parents about the cyberbullying?

Case Study 1 Questions continued What qualities do you think a “trusted adult” should have? Who are these people in your life? In what ways can a trusted adult actually be effective? If Alexis was the bully, what could school personnel, such as the principal, do or say to Alexis to make her realize that her behavior is wrong? Have you ever been part of, or heard of, a situation similar to this? If so, share the story with the group without using names or details.

Case Study 2 - Election Sabotage Tanya is pretty popular. She is running for class president. The election is a week away, and Tanya is neck and neck with Sara. Sara’s friends decide to sabotage Tanya. They create a fake social network page for Tanya. They use a photo of Tanya for her profile picture, and for her interests, they write: “partying, making fun of anything ASIAN, loving myself.” Most of the students at the school are Asian, and rumors start to spread that Tanya is a racist. As election day nears, Sara’s friends start to flame Tanya with texts that say things like “racist” almost every hour.

Case Study 2 Questions What forms of cyberbullying did Sara’s friends use on Tanya? What is your evidence? Do you think there is ever a good reason for impersonating someone else online or creating a profile about them? Do you think Sara knew what her friends were doing? What is Sara’s responsibility in this?

Case Study 2 Questions continued What do you think the consequences should be for Sara and her friends if the school finds out? If you found out about what happened, would this be a reason not to vote for Sara? Have you ever been part of, or heard of, a situation similar to this? If so, share the story with the group without using names or details.

Unit 1 – Which Me Should I be? Goal and objectives: reflect on the benefits and risks of presenting their identities in different ways online. evaluate – from an ethical point of view – the feelings, motivations, contexts, and possible outcomes associated with adopting different roles online. judge whether certain ways people present themselves online are harmless or harmful.

identity: all of the factors that make up who you are Key Vocabulary identity: all of the factors that make up who you are exaggerate: to say something is more or greater than it actually is deceive: to mislead or falsely persuade others

motivate: to have a reason or purpose to do something Key Vocabulary motivate: to have a reason or purpose to do something consequences: results; something that happens as an effect of a certain cause anonymous: having an unknown identity

HARMLESS-------------------------------HARMFUL Take a Stand HARMLESS-------------------------------HARMFUL