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Jessica Russo - "Living in a Digital World"

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Jessica Russo - "Living in a Digital World"

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Grade Level: 4-8

Link:
http://www.teachinctrl.org/lessons/livingdigitalworld.php

Description: Students begin with an introductory video and then break out into small groups with a question about what interaction online does and should look like. Then the teacher asks how online behavior might differ from face-to-face interaction. The teacher then introduces the concept of a digital citizen and students work as a class to define this term.
After the introduction, students have three activities before closing (I assume this lesson was designed for a block schedule). In the first activity, students use process journals to consider how much of their time in spent in various online activities. They share out in small groups before a whole class discussion and sharing of usage statistics. The second activity is designed for 3-4 person groups in which students are given scenarios form the "Being Digital Citizens" handout. The scenarios are then discussed as a class, allowing time for differing opinions. The final activity is "Blog and Share" in which the teacher sets up a blog for students to contribute to over the course of the class. This will keep the topic of digital citizenship alive throughout the duration of the class. Students end by doing a reflection in their process journals.

Why is it valuable?
There is a lot going on in this lesson, but I think it hits on a couple key points. One of the reasons I liked this lesson was because one of the big topics that the designers hit upon was that kids don't really know the difference between being online and offline. I liked how the lesson kind of teased out the differences slowly.

How I will make this my own:
I don't have a block schedule, but I think that combining some of these activities would be great. I'd definitely be keeping the blog and share activity for students to return to over the course of the class. I love the recursive element and I think it could be a special project that they contributed a post or a piece to every time we read a new book or moved into a new writing unit. Each type of writing has a new, online equivalent these days (arguments and narratives are in blogs, expository writing is in online journals and the social media feeds of traditional news organizations, etc...). It would be cool to always bring a digital citizenship lens to each focus of the class. I would have to combine activities one and two because I don't think there would be enough time otherwise.

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Mitchell Mandell "Oops! I Broadcast it on the Internet"

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Mitchell Mandell "Oops! I Broadcast it on the Internet"

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Grade Level: 9-12

Link: http://bit.ly/1TmlrJ9

Description:
After students finish watching two videos about some of the benefits and risks of sharing information online, they will participate in a discussion. They will also participate in a role-play, in which some scenarios are played out and they need to determine if it is a situation that calls for concern.  The idea behind this lesson is to get students thinking critically about what they choose to post and share about themselves online.

Why is it valuable?
In this day and age, it is almost scary thinking about what sort of information is available to the public.  After having made the decision to become a teacher, this fear grew even more.  Knowing that students might try to "dig up some dirt" on their teacher, it is not only important for us to protect ourselves, but also for our students to know how to prevent certain things from being exposed online.

How Will I Make it My Own?
I know students often think that apps like SnapChat give them freedom without fear of files/pics/vids being saved.  Perhaps I would find stories about how this is not always the case by showing them some of the ways these files can actually be saved.  Or, maybe I will start the class by discussing some of the major cyber attacks that have happened as current events and lead it into a discussion surrounding whether any students have been cyber attacked or how easy it would be to do that to someone.

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Garrett Kuwahara "Turn Down the Dial on Cyberbullying"

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Garrett Kuwahara "Turn Down the Dial on Cyberbullying"

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Grade Level: 9-12

Link: https://www.commonsensemedia.org/educators/lesson/turn-down-dial-cyberbullying-and-online-cruelty-9-10

Description:
Students watch a video detailing a scenario during which a high school student became the victim of cyberbullying. After watching, the teacher will lead a guided discussion regarding how to stand up against cyberbullying wherever it occurs as well as how it can be avoided or mitigated wherever possible.

Why is it valuable?
This lesson becomes more and more valuable as greater numbers of students make use of social media websites. Many of my students even go so far as to take their "news" information from websites such as facebook and I think it's safe to say that social media has become a crucial part of students' identities and everyday lives. Naturally, bullying and how to respond to bullies who make use of this new media should be an integral part of instruction in the twenty-first century.

How will i make it my own:
I might try to find supplemental examples of cyber-bullying where students can better understand the potential threat that this often overlooked form of bullying can pose. The infamous story of the adolescent girl who committed suicide after being cyber-bullied by a classmate's mother posing as another girl should provide some sobering context for the topic as a whole.
I might also extend the in class discussion by having students fill out an anonymous google form survey to ascertain how many of my students have fallen victim to cyber bullying and have students post to a digital discussion board in response to the results. Students could post responses and respond to one another's questions.

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Grade Level: 9-12

Link to lesson: https://www.commonsensemedia.org/educators/lesson/feeling-on-display

Description:
The lesson begins with students answering a series of questions about posting photos online, and then students watch a video in which males and females speak about posting photos online. After, the students have a class discussion about the video, and work on "decoding the double standard." Finally the lesson wraps up with some reflection questions. The lesson will help students to understand the culture of posting pictures online in hopes of it broadening their perspective about gender norms.

Why is it valuable?
This lesson is incredibly valuable because of the context of many teen-participation in social media – Snapchat and Instagram. Both of these platforms allow teens to post photos of themselves online, and are both incredibly popular and common among teens at my school site. It aims to break down the double standard of posting photos online, and to help teens reevaluate the gender norms present in society.

How I will make it my own:
Because this lesson has students answer many reflective questions, I will have my students posts their responses on a Padlet. This way they can see each other's responses, and I can have them engage in discussions through the comments. I can track student thinking, provide comments, and provide a safe space for students to discuss a highly relevant topic in digital citizenship.

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Hannah Cernicky- "Trillion Dollar Footprint"

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Hannah Cernicky- "Trillion Dollar Footprint"

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Grade Level: 6-8

Link to lesson: https://www.commonsensemedia.org/educators/lesson/trillion-dollar-footprint-6-8

Description:
In this lesson, students will learn about what a digital footprint is by watching several videos and completing an activity worksheet. They will look at several blog posts and articles to decide who they would hire for a job based on what they know about the two candidates. Not only will they learn that what they post is out there for a lot of people to see, they will also realize the way people make opinions about the things they post as well as possible future effects.

Why is it valuable?
This lesson is valuable because students have a hard time grasping all the pieces of the abstract big picture they are painting of themselves as they post on line. Because they are constantly engaging in online activities, communities, and interactions, students desperately need to develop a filter for the content they post. Students need to learn now that their actions have consequences, especially their online actions.

How I will make it my own:
In order to make it my own, I will make a new worksheet to accompany the lesson. It would have memorable facts about digital footprints and popular social medias. I would also include a speaking activity where students have to interview each other or post on a Padlet to realize that many people have the potential of seeing what they post and that the consequences and opinions people make based on what is posted are wide reaching and uncontrollable. I will then have students engage in a quickwrite. They will write about a personal experience, create a possible scenerio about their future self, or a factual warning about what to post and what not to post.

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Grade Level: 9-12

Link to lesson
http://bit.ly/1aObFMn
Description:
Students explore the pressures many teen girls and boys face to keep up appearances online. Students watch a video in which teens candidly discuss the atmosphere of judgement and criticism they associate with photo sharing on social network sites, and the double standard that applies to boys and girls.

Why is it valuable?
Students then reflect on their own experiences with photo editing, posting, commenting, and tagging – and draw connections between these experiences and broader social messages about gender. Depending on the unit/lesson, this can be used as a lens to discuss characters' actions and expectations in regards to gender roles constructed in the novel.
How would I make this lesson my own?
To make this lesson my own, I would connect it with Shakespeare's play Romeo and Juliet. The lesson would be for a 9th grade English class, which is an age group that is familiar with social media and posting online. Ideally, this will educate students to be mindful of their actions and perceptions of themselves and others while keeping in mind that these same gender constructs are prevalent 400 years ago in Shakespeare's time.

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Grade Level: 9-12

Link to Lesson: https://www.commonsensemedia.org/educators/lesson/college-bound-9-12

Description:
Students learn about how their online presence (digital footprints) affect their chance for college and employment. Students should know that their posts are permanent and could be passed on to others. They will watch a video on how a student's positive online presence might make the college admission likes him. Students will role play as a college admission officers. They will look at two candidates' twitters/facebook posts and select one candidate for admission. Through the experience, students are able to see how their digital footprints affect their future.

Why is it valuable?
Students use media space everyday (facebook, twitters, instagram). They share their pictures and thoughts. But they should be know that whatever on there is permanent. Students should keep their presence positive because it might affect their future. Colleges or employers would look for their digital footprints for admission or employment.

How would I make this lesson my own?
The lesson is already good and detailed. I might modify it a little bit. Instead of verbal discussion, I will use Pear Deck because many students in my class are not talkative. Students may be more comfortable to show their ideas on Pear Deck.

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Eduard Yegiazaryan - "A Creator's Rights"

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Eduard Yegiazaryan - "A Creator's Rights"

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Grade Level: 6-8

Link to lesson: http://bit.ly/1vwARgU

Description:

First, the students watch a short video called “Nicole’s Story: Copywriting Creative Work.” The video describes Nicole's experience with posting her writing online and how she ensures others will not label her writing as their own. She uses a website called Booksie to get feedback on her writing while also having her published work automatically be copyrighted. Afterwhich, there is a warm up asking the students to describe a piece of writing they have created. Following the warm up, students are taught a brief lesson on copyrighting and key vocabulary words for creators. The lesson has students explain definitions and vocabulary to the rest of the class. Finally, the students partake in an activity where they work with copyrights and songs. They use the “Happy Birthday” song for this activity. However, for this activity they assume the students do not want to pay for the copyright useage and instead ask the students to create their own song. They then choose how they want to license their original piece to others. The lesson concludes with a wrap up that revisits why it is important to cite sources and give credit to creators.

Why is it valuable?

I think the value in this lesson comes from the fact that it asks the student to consider their own piece of work in the warm up. A lot of the times when students plagiarize or take music that has copyrights, they do not consider what is actually occurring. This activity connects to the students by asking them consider how they would feel if someone else took their own work. A similar idea is seen in the short video before the lesson. The activity also gives a good resource, Booksie, to the students that will help them keep their work as creators safe. I like that it not only talks about copyrights, but shows a quick way to copyright your own material. With regards to digital media, it is very useful that the students learn about “Fair Use,” as it will likely apply to them many times throughout their educational career. Lastly, the lesson does a good job of emphasizing fairness and respect throughout the entirety of the lesson. This is evident in the reflective piece at the end of the lesson.

How would I make this lesson my own?

I would consider using this lesson in connection with student’s writing and critiquing each other's word problems. I think the creation of individual work in mathematics is a strong indicator of mastery. I would also like to see a component where students are creating their own work and properly using other materials through citation, fair use, and public domain. It would be interesting to see some sort of presentation (powerpoint, video, etc) that truly shows an understanding of creator’s rights.

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Joshua Copple - "Oops! I Broadcast It On the Internet!"

Grade Level: 9-12

Link to Lesson: https://www.commonsensemedia.org/educators/lesson/oops-i-broadcast-it-internet-6-8

Description: Five minutes are spent discussing consequences and how sharing works on the Internet for a warm up. Next, ten minutes are spent discussing how fun information is shared on the Internet with kids helping to answer. Twenty-five minutes are spent analyzing the two videos where different students are shown who had bad experiences with oversharing. Each group of students discusses different aspects of the encounters they witness. The last five minutes are spent discussing how the class can share in rewarding ways, and minimizing bad oversharing experiences in their lives.

Why is it valuable?: The lesson teaching students about oversharing. An issue that a great many students, and people in general, struggle with in the 21st century. The lesson is important because it tells students the beneficial side of sharing first which presents a counter to the focus of the lesson. Following the pros, the lesson covers the cons in order to help students understand the necessity of digital citizenship. An understanding is created of the power each student has and the responsibility to use their sharing power wisely. The consequences and reasoning are clearly shown throughout the lesson. The lesson contains Common Core Standards as well as ISTE standards. A rare combination, unless using Common Sense Media.

How would i make this lesson my own?: I would probably use the first question as a Google Question through Google Classrooms. The students could each enter their answers and then I could go over them with the class. Instead of a whole group discussion I would prefer to have quad groups of four formed to discuss the questions addressed in the lesson. Following the quad talks I would have share outs from group leaders. For the video watching I would allow my students to view them individually with their Chromebooks first. Then we would watch parts of the video as a class to recapture their thoughts and make sure the class is on the same page. This would also allow a form of preteaching so the kids could participate better.

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Grade Level: 9-12

Link to Lesson: http://bit.ly/2rGzkHN

Description: This lesson is concerned with how information that you post on the internet can affect future job and schooling opportunities. If they don't know already, students need to be aware of the fact that their "digital footprint" is a very real thing, and that their public presence online can be seen by others. Students start with a warmup by watching a video about digital footprints, which acts as an intro to the concept. There is then some role play where students act as admissions officers that research two different candidates and their footprints. During the lesson, students will recognize that information they post online can both help and hurt their image, and will affect their chances of getting into colleges or getting a job. By presenting positive images of themselves, just as they do in "real life", students will be more prepared to act professionally and respectfully on the internet.

Why is it valuable?
This can be a very influential lesson for upperclassmen, as this really strikes close to home for those that are applying to schools. By shedding light on the fact that people's actions online can have an impact on future schooling and job prospects, students will be more mindful of the actions they take online.

How would I make this lesson my own?
While I like the example profiles used for the role play portion of the lesson, I may create other profiles with more relevant info to my students. By using examples from the community, or showing how small jokes they have can be taken out of context, they will identify what others might find offensive or inappropriate I think this could be a way for students to get more engaged and hopefully take something away from the lesson. By using them as examples, students will begin to understand that their digital footprints are just as important to maintain as is their "overall footprints".

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Grade Level: 9 - 12

Link to lesson:
http://bit.ly/2qKURkx

Description:
The essential question of this lesson is "How can information you post on the Internet affect your future opportunities?"
This lesson helps students understand about "digital footprint" that every information they post online becomes a public resources by being copied and passed on by other users that they may or may not know. These digital footprints then can play for or against them in the future by college admissions and employers. Students role play as college admission officers to evaluate 2 online profiles and list the pros and cons about each in order to choose one student to be admitted. Through this activity, students know how each post and comment can reveal something about a person's relationship with others, interests, identity and other info.

Why is it valuable?
This lesson is valuable because it forces students to evaluate and interpret the implications of each online post and comments that sometimes seem to be "harmless." It helps students become aware about things they post online and how it could eventually go back to play for or against them in the future. Most importantly, digital footprint will not go away, even if deleted.

How would I make this lesson my own?
I can make this lesson my own by having students go through this  lesson as it is for practice evaluating online profiles. Then, they will take screenshots of 3 of their social media pages and evaluate their own posts and write a summary about it, also stating what they can do to positively present themselves on social media.

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Grade Level: 6-8

Link:
http://bit.ly/2qNa8iR

Description: This lesson has students log their social medial habits. Students record how much time on social media and what they spend their time on and bring a log to class. To start, students are taken on a mental journey with the teacher about their daily life and when they might use social music. Students then use their logs to graph their time on social using a bar graph. Students summarize, compare, and discuss their social media habits. A whole class discussion is held asking about interesting findings from classmates social media habits. To close, students are asked to write reflectively on what was discussed during the lesson. Questions asked calls students to compare their habits to others and what they might consider changing in their habits.

Why is it valuable?
This lesson is valuable because it makes students aware of their daily social media habits. Students are required to log what they spend time on and how much they spend on it. The bar graph gives students a visual representation of what their social media habits look like. Students are then asked to compare their social media habits to others. This a chance for students to realize other students have rules or restricitions or may use social media less frequently. This opens discussion with students about how much social media is too much and what a healthy amount looks like. What is the most valuable is students reflection at the end where they are asked if they would make any changes to their current habits.

How would I make this lesson my own?
Overall, I really appreciate the motive of this lesson and the reflective questions presented to students. I think I would eliminate the warm-up that guides students through a mental journey of their day with social media. While students log their habits, they are made aware of when, where, and how they are using social media. As a warm-up instead I would have students fill out their bar graphs so they are ready to present their information in the small groups. Other than this, I would not change much about the lesson because I value how this lesson utilizes habits, logs, and bar graphs to make students aware of their habits and how it may be healthy to make some changes.

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Grade Level: 9-12

Link to lesson: http://bit.ly/2jJzEEq

Description: This lesson introduces students to the concept of online ethics and digital citizenship. The teacher asks students to consider the meaning of these terms and to think of real-world examples. Students are prompted to consider four main elements of online ethics: privacy, self-expression and identity, connected culture, and respecting creative work. The instructional strategies incorporate collaborative group discussion of several hypothetical-yet-realistic scenarios that challenge students to think about ethical online behavior.

Why is it valuable? This lesson is valuable because it connects to situations that students deal with on a daily basis, particularly in regards to social media usage. The scenarios provide context for students to consider their own online behavior.

How would I make this lesson my own? Similar to Tricia’s lesson, I think this lesson would lend itself well to a PearDeck upgrade to guide the group discussions with additional visual cues while at the same time providing students with an anonymous platform to offer responses to some of the discussion questions—ethics can be a touchy subject, and the anonymity would allow students to participate without anxiety.

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Grade Level: 6-8

Link to lesson: http://bit.ly/1FGGLzg

Description:
The Digital Life 101 lesson introduces to students the notion of interconnectivity in the modern digital world.  This lesson creates a foundation of understanding among students as to the reaches of the digital world, having them watch an animated depiction of the reaches of social media and then asking them to explore and detail their "Media Life", their feelings about it, and their parents' feelings.  To encourage a more nuanced understanding of their digital lives, the lesson asks students to craft similes that reflect their individual experiences with the digital world.  Finally, students reflect on digital media and its importance in their lives.

Why the lesson is valuable:
Technology now reaches broadly and deeply into almost every facet of a young person's life; awareness of this notion and its implications are important to developing strategies for responsibilty.  Subsequent lessons will certainly endeavor to equip students with specific ways to combat the dangers of the digital world; this lesson illustrates the world that exists to students, and encourages them to recognize its direct, personal, and far-reaching implications.

How I would make this lesson my own:
While I support the structure of the lesson, including simile creation and personal reflection, I would endeavor to situate such writings into the digital world upon which they reflect. Instead of having students write down similes, turn their desks, and share with groups, I would instead have them post their reflections to a digital workspace (such as padlet) for the whole class to read. Classmates can read, comment on, or respond to their classmates ideas. This would serve to display the impact of technology not just in the words students use but also in the very medium those words appear. This would help foster a stronger connection to the lesson through reinforcing the notion of the pervasive reach of the digital world.

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Grade level: 9-12

Link to lesson: http://bit.ly/2qJg5x3

Description: In this lesson, students explore and discuss the ethical dilemma of altering or retouching photos. Students learn about both the benefits of having the creative ability to alter photographs, but they will also learn about the drawbacks (i.e. changing how someone looks and how this may influence an audience). Throughout the unit, students will be able to see different tools that editors use to change (or manipulate) photos and explore how manipulating photos can be a positive or negative tool.

Why is it valuable: This lesson is valuable for many reasons. First, this lesson is valuable because it is extremely relevant. Today, students are surrounded by retouched photos in magazines, advertisements, television, social media, etc. Students, themselves, even have the possibility to retouch their own photos on common applications, like Instagram and Facebook. Many female and male students often have bad body images of themselves because they are constantly surrounded by images “perfect,” airbrushed bodies. It’s important that students see that what they are viewing in society is not “real,” and that they should not base their feelings towards their body on the images they see around them. Additionally, it’s valuable for students to explore the role that they, themselves, play in retouching photographs. It’s good ethical exercise for students to evaluate if they, too, cross ethical lines by altering their “selfies.” Lastly, the lesson is valuable because it ties in with ELA curriculum. Common Core focuses on arguments, so this is a perfect topic to debate and for students to practice argument and counter arguments.

How would I make this lesson my own: I would make this lesson my own by incorporating debates, Socratic seminars, or a Four Corners activity. I think that this lesson has too many “worksheet” activities that may become too repetitive and boring. In order to design this lesson for UDL, I would provide multiple opportunities for engagement by adding discussion activities like those listed above. In addition to incorporating this lesson into an argumentative unit, I could also incorporate this into an information writing unit in which students create a campaign to inform others about manipulation of photography.

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Grade Level: 6-8

Link to lesson: http://bit.ly/2q17zLs

Description: This lesson teaches students that in order to conduct effective and valid research from online resources, they must use multiple sources and multiple searching strategies. “Strategic Searching” illustrates a five-step method for how to conduct on online search. At the end of the lesson,  students put their new knowledge to the test in a real-world scenario, acting as if they are searching for information about a job.

Why is it valuable? This digital citizenship lesson is valuable for students to understand the importance of using multiple sources of data as opposed to just trusting one source. Students will also understand the importance of using multiple search strategies in their research. The search strategies taught throughout the lesson will also help students in their future careers. Especially as a middle school student, it is essential that these students learn how to effectively research for information online for future projects, papers, and assignments in high school and beyond.

How would I make this lesson my own? I could see myself implementing this lesson (or a modified version of it) into the beginning of the school year or at the beginning of a new unit. Throughout several units in the school year, students learn about multiple approaches to solve the same problem. I could implement this particular lesson into a unit on say, percentages. I could teach students one way to think about solving for percentages of particular items and ask students to research other ways that mathematicians solve for percentages online. While there are several videos online that are not helpful or not the most accurate, this would be a great learning experience for the students to understand the concept of multiple approaches as well as valid and effective research.

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Karen Zhou - "Breaking Down Hate Speech"

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Karen Zhou - "Breaking Down Hate Speech"

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Grade Level: 9-12
Link: http://bit.ly/2qW8aPU

Description:
In this lesson, students first learn about the definition of hate speech, as well as how it affects victims and bystanders. They are guided through practice recognizing hate speech, and in Mediation Committees discuss ways to deal with hate speech when it happens offline and offline.

Why is it valuable?
Students' lives have ever-increasing connectivity and access to information; many of these include communities in which hateful speech is a norm. Regardless of generation, offline hate speech has always been a problem. New modes of communication such as social media can further escalate hate speech and increase the impact, scale, and numbers of victims. Students may not realize what constitutes hate speech nor the impact it may have, and this lesson can guide students to begin to learn to recognize, mediate, and address it.

How would I make this lesson my own?
The lesson as it is now provides two options to assist students in beginning to recognize hate speech. I would replace this segment with a pre-assessment in which students are asked to categorize hate speech incidences (much like the summative assessment of this lesson). I would not use the cases in the provided assessment, but write my own based on what is most relatable to my students' community and from my own student teaching experience. I would then ask students to share their perspectives and guide them in recognizing a wider variety of possible instances of hate speech.

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Kimberly Roberts - "Cyberbullying: Be Upstanding"

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Kimberly Roberts - "Cyberbullying: Be Upstanding"

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Grade Level: 6-8

Link to Lesson: http://bit.ly/1yvBbgX

Description: This lesson teaches the students to actively stand up for victims of cyberbullying. During the lesson, the students read a possible cyberbullying situation. The students create a drawing or diagram of the different roles of the characters in the story: bully, victim, and bystanders. The students then answer questions about what it means to be a bystander and what they could do in the situation to help the victim. The questions guide the students to be an upstander: someone who is brave and stands up for the victims.

Why is it valuable? This lesson is valuable because it teaches the students the importance of standing up for victims of cyberbullying.  It also let's them talk about what they would say to the bully, the victim, or to bystanders in the given situation.

How would I make this lesson my own?  I would have the students answer the questions on Peardeck, so they can see each others’ responses anonymously and in real time.  This would also allow me to see what each student is thinking about each question.

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Grade Level: 6-8

Link:
https://d2e111jq13me73.cloudfront.net/sites/default/files/uploads/classroom-curriculum/6-8-unit1-strategicsearching.pdf

Description:
This lessons guides students in coming up with the best "search strategies" when having to research something online. The goal is for students to be both effective and efficient in their search. Through running a real search, students get exposure to the the SEARCH algorithm.

Why is it valuable?
This lesson focuses on personal searches that students do everyday. However, the strategy that the students use in these searches can also be extended to academic use. As we prepare students for the 21st century world, we have to realize that this will most likely be their way of answering their own question. Learning these strategies can help them do it more effectively and efficiently and realize which sources are reliable.

How would I make this lesson my own?
I would extend this use of this lesson to apply to academic tasks. Maybe as a first run, I would allow students to practice researching a personal question so that they can become comfortable with their own strategy. My extension of this would be to have the students use their practiced strategy to research how others may have solved a math problem. A specific example could be the different ways of proving the Pythagorean Theorem. Students can research the different proofs, choose one to elaborate on and present to the class. With a task like this, students can virtually engage in the mathematical practices by critiquing the reasoning of others and persevere in problem solving.

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Grade Level: 9-12

Link:
https://d2e111jq13me73.cloudfront.net/sites/default/files/uploads/classroom-curriculum/9-12-unit2-whoareyouonline.pdf

Description: This lesson covers how and why people represent themselves a certain way online. The lesson also has students coming up with risks and benefits of having an online persona after a watching a video interview with a student. The "big idea" or takeaway is that the way you choose to represent yourself online can affect your personal life, so be mindful of how the persona will affect your.

Why is it valuable: The ultimate value of this lesson is it's ability to influence students to be considerate and thoughtful when they represent themselves online. In a time where social media is common place, and adolescents have instant access to these platforms, it is paramount for them to understand how important it is to be cautious when they represent themselves online. They should understand that how they represent themselves and how they act toward others online should not differ from how they would act normally.

How would I make this lesson my own?
I would use this lesson to connect to a theme of how appearances can be deceiving or that sometimes a mask can become the person wearing it. Students would work to compile a list of the values that they would like people (employers/colleagues/colleges) to see and work to create a profile to effectively represent these values. The teacher could also work backwards by working with students to analyze profiles to identify the values that stand out to them and then compare the profile with an actual description of that person. It should be stressed that individuality should be respected: however, every choice that you make when representing yourself will affect people different ways. So, what do you want people to see when they look at your profile?

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Grade Level: 9-12

Link: https://d2e111jq13me73.cloudfront.net/sites/default/files/uploads/classroom-curriculum/9-12-unit1-feelingondisplay.pdf

Description: In this lesson students explore the different pressures men and women have in order to keep appearances online. The students watch a video about judgment and criticism other teens feel online and then they reflect on their own experiences. Finally the students make connections between their own online pressures and societal gender roles.

Why is it valuable?
This lesson allows students to use cognitive critical thinking skills in order to analyze, determine, evaluate, and reflect. In addition to the inquiry they experience, the students are taken into the larger scope of the world and asked how men and women are held to certain standards, why those standards exist, and if people can abolish those standards at all. This lesson becomes larger that "digital citizenship."

How would I make this lesson my own?
I would use this lesson as a closing or a post-writing activity in my English class where our unit focused on identity. I would connect the "English-ey" text to how our identities are shaped due to the influences around us so that students can see what their mark on the world is. In order to do this, I would want to create a mini-experiment for my students and have them post a picture that reflects them as not the stereotypical girl or boy and then see how it plays out on their instagram or snapchat. Then, I would have my students reflect on this activity and connect what they experienced with non-fiction articles about gender roles and our canonical text based on identity.

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Vanessa D. Valdes - "Turn Down the Dial on Cyberbullying"

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Vanessa D. Valdes - "Turn Down the Dial on Cyberbullying"

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Grade: 9-12
Link: https://d2e111jq13me73.cloudfront.net/sites/default/files/uploads/classroom-curriculum/9-12-unit1-turndownthedial.pdf

Description: This lesson educates students with regard to what escalates to cyberbullying, how to identity it, and how to prevent it. The students begin by viewing two videos with student testimonies on the cruelty of bullying and how it does damage to others online. The teacher uses guiding questions in conjunction with the videos to help students to think more deeply about the process for the bullies, victims, and upstanders. The students then complete a handout and reconstruct the process of how cruelty escalates into cyberbullying.

Why is it valuable? This lesson is highly valuable because it helps to teach/remind students to reflect on their actions and begin to empathize with others whom may be negatively affected by their actions and behavior.

How would I make this lesson my own? I would incorporate this lesson into a historical dilemma tied to bullying, even oppression. Using historical content to teach this lesson can be powerful when the students see the connections between historical and modern-day conflicts, particularly ones that they encounter in their own lives. Because our school has its own case of cyberbullying, I drew a connection between bullying in our school and a segment of the German population professing not to know (or speak up) about the concentration camps in their own backyard. The students reflected on how destructive it is to see something that you know is wrong and not say anything about it. They also began a discussion about compassion after we looked at the material from multiple perspectives.

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