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Substandard 2a: "Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world."

An interesting activity you could do with students is to give them all cards, each with a "character" (a figure from history/literature) who has a variety of qualities and achievements and then ask them to create (2) social media profiles for this person each of emphasizes a different aspect of their personality/character etc. For example you could do one for Lady Macbeth, one of which focuses on her evil deeds and lust for power and one which emphasizes her feelings of loss and spiritual connection to nature. This will help students think about how they may have many aspects to their personality and history and allow them to think critically about how to present themselves publicly through their social media.

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Substandard 2a: "Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world."
An activity that students can do to better understand and enhance their digital identity is a Google search and speech assignment, where they have to Google themselves and then write an explanation for the information that Google comes up with on them. To kick off the activity, the teacher should provide students with recent article on gaffes in social media, such as this one (https://learningenglish.voanews.com/a/harvard-cancels-admissions-offers-over-social-media-behavior/3889322.html) where Harvard rescinded admission offers to students who had acted poorly on social media. The teacher should then lead students through a guided Google search of a celebrity, holding a discussion over whether or not the students think that celebrity wants to have all of the information out there. Then, they can relate the same idea to their own lives, asking what information they would want to keep secret if they got that level of attention from the world, and also why it might be best to keep some of their information private.

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This substandard addresses student's cultivation of digital identity as well as remain aware of the potential repercussions due to the permanence of their digital identity.

I would present the students with 5 different digital identities I've created of fictitious people. I would then ask them to  consider their personal judgements of the characters. Lastly I would assign different table groups varying roles such as employers, parents, friends, etc. They would then consider, from the perspective of their assigned roles, how their judgements may change.

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Substandard 2a: Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

Teacher presents anonymous examples of people in popular culture or the news that have run into trouble by not being a good digital citizen or not managing their digital identify competently.  Students attempt to guess the identity of the person that is being discussed.  Then their identify is revealed.  After each story, students write a paragraph on the potential consequences for the digital misstep, how this effected the person in question's digital image and how they were remiss in their digital citizen responsibilities.  Students then provide an example in paragraph form of what would be a better way of operating in the digital world.

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ISTE substandard 2a "Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world."
By creating an in game avatar and working together as a team with their group members, their behavior both good and bad has a lasting outcome with their group members.

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I think it would be great to really look in depth at how one portrays themselves online and treats others. I'm sure every student has a story of being cyber bullied or witnessing cyber bullying and it is a very important topic to explore. It is also a great lesson to teach teenagers to be careful with their online identity due to future job or school opportunities. I think free writing about an instance of negative online identity would be important. They could also think of some ways they could improve their online presence to be professional. There are many documentaries that would portray this message in a visual way that would show the true reality of how people represent themselves and treat others online. A big class discussion would be beneficial to hearing everyone's opinions and creating a plan for how the students will go about their internet use with each other.

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"Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices."
Warm up: We often discuss the negative impacts of the internet and social media, but what are some positive ways we can use social media?
Students can respond in writing, then discuss with groups, and share with the class.
Listen to beginning of "This American Life" episode
https://www.thisamericanlife.org/radio-archives/episode/573/status-update
Questions for group discussion:
-Can you relate to the girls in this podcast? Is there a hidden language in comments on social media?
-Do you expect your friends to comment on your posts? Do you pay attention to comments on other people's posts?
-Do you think the way the girls interact online is inauthentic? Or is it supportive?
-In what ways is your social media presence negative? In what ways is it positive?
Group Activity:
Group comes up with a "guide" to having a positive social media presence. Students can use Canva or similar program to create an infographic, prepare a presentation, write a "how-to" guide, etc. and prepare to present them to the class.

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"Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices."

In order to best impart this lesson on a class I would play a "game" with the students where they're shown a quote and they have to guess if it's fictional or real (there would obviously be a class discussion about trigger warnings and expectations during the lesson). The idea is that the process of critically examining toxic behavior within the context of deciding whether or not it's something a villain would say is meant to impart the moral significance of being a good person on and off the internet. This also allows us to discuss "authorial intent" in a productive, relevant manner.

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Substandard 2b; "Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices."

One of the most important pieces of this substandard in my opinion is safety. I would ask the students to complete an activity that brings the concept closer to home for my students; I would ask students to pull out their phones or other digital devices and choose the means of social media they use most often. Once they have identified their platform I would ask them to count how many followers, friends, etc. are strangers and find the percentage of overall online connections that are complete strangers (something that can relate to my math content, while still talking about online procedures). I would then lead the class into a discussion on why these strangers may be interested in us, how they found us, what they could be doing with the content we create, etc. An activity to cultivate awareness of online relations

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This substandard emphasizes the behaviors expected of students when cultivating their digital identity and interacting with others online. To examine this substandard with students, I would first have them create some kind of anonymous graphic representation of themselves (such as on Canva) and include one thing they think they have in common with everyone in the class, one thing they think they have in common with half the class, and one thing they don’t think they have in common with anyone. I would make sure that students know these items will eventually be shared with the class, and choose one or two graphics each day to share out loud. For each shared graphic, the students must try and guess who they think it belongs to. I would then facilitate a discussion about how it might make you feel if somebody attacked the thing that makes you individual (what they guessed they won’t have in common with anyone)— this is an example of unacceptable behavior when using technology. The discussion could also include how students felt if they found other people did have their last item in common— this could be an example of positive connections that technology can facilitate. This would be an ongoing activity during the first part of the school year to demonstrate positive behaviors and the implications of negative behaviors.

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Students will read these two articles “Identity Crimes: Prevention Methods” and “Victims of Identity theft, 2014” (you can skim the second one after the first two pages). Students will use the information acquired to try to assess their own risk of being a victim of identity theft, expressed as a percent chance of being a victim, per year. Students should use the information provided in the first article about prevention methods to assess which categories they aren’t good at protecting, and the BJS article to assess the chances those areas are exploited, based on the 2014 data. Students done early should consider future ways that identities can be stolen, and brainstorm what basic practices might protect you, before the criminals realize it can be exploited. Addresses CCSS.Math.Practice.MP1-MP5.

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Substandard 2a: “Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.”

For this substandard I think I would keep it simple and have the students to a group brainstorm where they contributed ideas (I would let them just popcorn out, but would moderate so that the conversation reamined orderly). I would include a visual element of writing answers on the whiteboard, or on a word doc projected on the wall. I think it is particularly important for students to come up with their own ideas of what it means to cultivate & manage their digital identify, and to make connections with how they can be affected by the permanence created in a digital world — I think if they are going to really latch onto these ideas and concepts, they have to be personally relevant to the students. I think as a part of this discussion, I might ask them to consider what some of the possible outcomes could be of creating an undesirable digital identity, that they might later feel the need to “erase,” and to consider how effective they think the digital erasure would truly be (permanence). It may be beneficial if I were able to show some examples (of celebrities perhaps) who have permanent digital identities, and what messages these images send to us.

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“Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.”

Student should read the article: What are Cookies?

Have you ever searched for an item at a shopping site and then for weeks later see ads for this item on all the web pages you visit?  Hold a discussion on tracking cookies and how web sites store information on your computer to remind them who you are when you return.

Essential Question: Are cookies good or bad?

Have students brainstorm in pairs and create a short list of good uses and bad uses of this technology, then follow up with a class report-out on responsible online activities.

Follow lesson up with instruction on web browser settings.

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2c) Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

This a non-intuitive lesson for many young people because there are many forms of entertainment based around sharing and editing content "found" on the internet (many even in this class!). Some of the most popular Youtube categories are mashups and compilations of other content. It's generally assumed that anything is fair game. Not the case, legally!
I would give a quiz with questions like:
"You found a perfect infographic for your science presentation in a google image search. Is it ok to use it?"
"You see an artwork you really love on pinterest. Can you take it to a tattoo shop and ask them to copy it onto you exactly?"

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"Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online."

If you have a history of searching for videos about training a dog,  you would be likely to see results related dog training on your search. Do you wonder why?

Every single time we log onto the Internet, we leave traces of our identity via IP addresses, MAC addresses, and other unique identifiers. In addition, most web browsers, sites, and applications require the user to opt in to the utilization of cookies.

However, the above is only about the time when  you log onto the internet. Have you ever lookup your name on the internet, and see what the result is? Cyber stalers can know you and your family’s address from your digital profile. They can use your pictures to study your hobby, your lifestyle, your home. They have many stuff to process a crime.

Everything you upload or make online, it is in a record, and it's hard for you to control it, but  if you start being aware of what you are sending to the online world, you will be safe and secured.

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Andy McAlister "Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices."

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Andy McAlister "Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices."

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Let’s look at a couple of websites selling cheap watches. One of these websites is a scam, the other is a legitimate online discount store. How can we tell the difference? What do we mean when we talk about “scams?” What questions should we ask to determine the credibility of an online retailer? Most importantly, what are the possible ramifications, for the world and for ourselves, when we impulse buy super-cheap consumer goods, even if they are from a “real” online retailer?

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"Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices."

I would like to do a lesson on cyberbullying. Cyberbullying is a huge problem among today's adolescents, and it relates to the standard because of the ethics of online behavior.

This lesson would entail the teacher giving an introduction about what cyberbullying is, and what is acceptable online and what is not. After introducing the topic, the teacher would ask students to start a journal, and document instances of cyberbullying that they see online. They should document all forms of cyberbullying they see, whether it involves them or not. After keeping this journal for about a month, I would have students discuss their findings in small groups. Hopefully this would highlight just how prevalent cyberbullying is. As a closing activity, students could create a brochure on cyberbullying in their small groups. They would then present these brochures to the whole class.

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"Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world."

At the World Conference of Science Journalists in Seoul, South Korea, Tim Hunt said, “Let me tell you about my trouble with girls … three things happen when they are in the lab … You fall in love with them, they fall in love with you and when you criticise them, they cry.” (https://www.theguardian.com/uk-news/2015/jun/10/nobel-scientist-tim-hunt-female-scientists-cause-trouble-for-men-in-labs)

Using the the above article and your own internet searches:
Discuss with a partner the following:
Who is Tim Hunt?
What are his accomplishments? How did the digital community react to his comment?
Do you think the response was just?
How would you respond to this comment?
How is he and/or his work viewed today?
How does this example relate to the substandard 2b?

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"Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices."
Middle school students are beginning to develop their own identity and a sense of how their actions impact others. Both of these things can be leveraged in talking about this standard by examining cases. I might start by asking students to reflect on the text of the standard (think-pair-share). Then I'd have students consider fictional stories/situations and have them focus on thinks like how the situation fits with the standard, what you might think about the person in the case, etc...

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Standard 2b refers to the way in which students interact in digital platforms and that their behavior should be done in a positive, safe, legal and ethical way.

How we engage online and in social media platforms has a  strong influence  on our bodies chemistry.  The impact of which can greatly dictate our behavior and mental well being.

Discuss with a partner the time dedicated to digital platforms on a daily basis and how those interactions make you feel. Have the students then read the article:  Why Are More American Teenagers Than Ever Suffering From Severe Anxiety? It addresses anxiety levels seen in adolescents today and how social media platforms are impacting our behavior in negative ways.

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Standard 2a says "students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world." In a class, students would read an article on digital identity in science and explore links to scientific research institutes and medical communities for students to explore. Students would then share their opinions and personal experiences relating to the topic.

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Activity focus: How valuable is a digital identity?
Students will response to a journal prompt in free-write form then bring ideas together in a class discussion.
PROMPT:
Imagine a dystopian future in which every piece of physical media (legal documents, letters, family photos, etc.) has been lost or destroyed. You need to cross a militant political border. How do you prove your identity in order to escape?

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"Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world."

I would pick a few well known celebrities and compile a portfolio of their digital identities from social media, new sources, etc (or ask students to do the searches themselves though this could lead to unsuitable content based on who was chosen.  I would then ask students to form groups of 3-4 and role play as if they were managers as a company looking to hire a new employee and were doing online checks on candidates.  I would ask them to decide who they would like to hire and explain why based on what they found online.

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Standard 2c refers to the understanding and respect of other's intellectual property, when students are using and sharing information from others' work, they should be aware of what plagiarism is and that violates intellectual property rights.

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Standard 2c:
"Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property."

In math, the idea of plagiarism is a hard one to uphold, because individuals can come to the same answer in identical fashions. However, there are many resources where students can learn the same content in a different manner. For an activity, I would have my students review two different videos where they are solving similar equations by different approaches. After they watch the two videos I would have them chose which method they preferred and give credit to the video that they watched. I would also ask for an explanation about why they preferred one method to the other.

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2A Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.

To make students aware of their digital identity,
1) have them google their name.
see what pops up
2) have  paired conversations about the different forms of represented in their searches ( pictures, blog, HW, group membership).
3) Share out about what we found and what we were surprised about.
4) Talk about how manage online identity,  review permanence and  digital identity management.

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Standard 2a: Digital Identity is basically a summary of a person's actions in the digital world. One thing that comes to mind is behaving responsibly and the good and bad consequences that can happen if you don't. One activity to share with students could be an exercise that shows how a person's professional life and personal life aren't separated in the digital world. The teacher can scroll through their social media in class to show how these separate spheres overlap for example.

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"Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world."

According to the Business Insider
employers use Facebook to research potential interviewees. I would have students look at a partner's Facebook post and have them imagine themselves as a potential employer preparing to interview their partner. Students will then take turns providing feedback and evaluations of what can be assumed by their posts and activity and if they think they would hire based solely on their social media (digital) identity. Later, we would brainstorm the possible risks associated with careless posts and status updates and reflect on the permanence of digital content and their future consequences. Then, we will submit in a presentation possible strategies to avoid harmful representations of digital identity. For extra credit, students can evaluate the teacher's or principal's digital identity in addition to their selected partner's.

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Students behave and engage socially online in positive, ethical and safe ways when online.

Activity: https://www.iste.org/explore/articleDetail?articleid=188&category=ISTE-Connects-blog&article=3-strategies-for-using-empathy-as-an-antidote-to-cyberbullying

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Standard 2c:
Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

This conversation/lesson could take place as part of a larger lesson about plagiarism, citation, and online research. I would ask students to participate in a Socrative quiz in which I'd give a number of examples of digital intellectual property and ask them whether, in each scenario, citation would be necessary. This would be a sort of pre-test to assess their knowledge prior to an interactive lesson about ways to ensure proper credit is given for other people's work. This lesson would also include ways to protect one's own intellectual property and as part of that, I would ask them to publish something online and take steps to ensure its protection.

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"Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices."

An activity I would do to help communicate this standard while also teaching some common core stuff would be a close reading of comments/videos left by people who went on to commit a crime. It seems a little scary/dangerous, but we would draw parallels with other written examples of bad people saying bad things and it would drive home the overall point that being respectful on the internet is important, because your words have a weight to them that is dangerous to ignore. Being "internet literate" can save you from trouble on a variety of fronts and it'd be unwise to ignore it.

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Substandard 2a discusses students' digital identity, including how students present themselves in the digital world. It also discusses students' understanding of the internet's permanence.

An activity I would do to increase students' awareness of their digital identity is to have them read "mean tweets" without knowing the identity of the tweeter, and then discuss what kind of person they think the tweeter is based on the tweet.  I would then reveal the identity of the tweeter and ask students if their opinion of the tweeter has changed based on knowing who it is.

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"Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical."

For an activity I would assign students a historical figure and have them create a social media account for that figure (assuming we have access to technology in the classroom). Students will think about what information about that figure they want to include on the profile, and what they think they should leave out. Students would then look at the created profiles, then write a reflection on the challenges they faced creating theirs. Part of the reflection would include students discussing how they are going to think about their own online presence and what they want others to see

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Standard 2b encourages students to maintain "positive, safe, legal and ethical behavior when using technology."  The standard critically points to the need to educate students about the risks involved with digital citizenship and encourages us to teach and enforce behavior that minimizes the risk for averse results from poor behavior on the internet and other technological platforms.  An activity that could be used to do this is to explore prominent examples of people who have run into serious legal or personal trouble for inadvisable behavior online.

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Standard 2a: Andrew Hoeflein: Keep our awareness of our individual digital identity while being cognizant of the permanence of our web activity.Digital permanence is a concept that many students do not see the negative consequences of. What can people do if something gets on the internet that we did not authorize or we find offensive or unflattering.  Students will look up familiar people and events that have taken place over the years of someone who actively tried to "scrub" a certain image or article they wrote off the internet giving examples of how successful their efforts were. This phenomenon has been known as the "Streisand Effect" in various circles. http://www.wired.co.uk/article/streisand-effect

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Standard 2a: Andrew Hoeflein: Keep our awareness of our individual digital identity while being cognizant of the permanence of our web activity.Digital permanence is a concept that many students do not see the negative consequences of. What can people do if something gets on the internet that we did not authorize or we find offensive or unflattering.  Students will look up familiar people and events that have taken place over the years of someone who actively tried to "scrub" a certain image or article they wrote off the internet giving examples of how successful their efforts were. This phenomenon has been known as the "Streisand Effect" in various circles. http://www.wired.co.uk/article/streisand-effect

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Then students will then search for resources that may help them get something taking off the internet and then post something and see if it works.

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Students identity online is important to them as teenagers so I would ask the students to look at different social media accounts and ask them what kind of identity these people they think these people are portraying, and then I would have them think about their own accounts and ask them what can of identity are they portraying. I would then have them reflect on how their social media identity may be different from the identity of social media, and they can create a true identity for self and online.

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Standard 2b: ClairUnderstanding that the repercussions of your online activities are the same, if not more haunting, than your actions outside of the digital world is the key to this standard. One's online actions should be taken as seriously as those in daily life. I think an activity exploring the tweets of politicians and the responses they elicited would be a good way to illustrate this standard. Even those that had been deleted, but are still in existence thanks to screen shots and the like, play into this. 

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Standard 2b: ClairUnderstanding that the repercussions of your online activities are the same, if not more haunting, than your actions outside of the digital world is the key to this standard. One's online actions should be taken as seriously as those in daily life. I think an activity exploring the tweets of politicians and the responses they elicited would be a good way to illustrate this standard. Even those that had been deleted, but are still in existence thanks to screen shots and the like, play into this. 

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An activity you might do to explore this is to explore and discuss a recent twitter controversy (e.g. Trump's ban on transgender folks serving in the military).  (1) Have students write timed 140 character responses.  (2) Then Have students group different kinds of reactions to the tweet:  what kind of responses did it generate?  Who posted the tweet?  Who saw it?  Was it confusing?  Could it have been misinterpreted?  How would deleting the tweet or the twitter account effect the outcome?  Do you think saying something on twitter holds more or less or equal to saying something in a text? on the phone? face to face? On facebook?  During a national news broadcast?

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Students need to be cognizant that their online identities are a way of promoting their reputations and responsibilities in their school and home community, and should think of how they portray and interact with others online.

Students will discuss standard 2a  by first writing some ideas on how their online identities can make an impact outside their education when they are looking for a job. Then they will share with a table partner their thoughts, and compare and contrast ideas.

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2d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.

Activity
Students read 1+ brief articles about data-collection technology, possibly exemplifying ways in which different applications integrate and/or share user information. They then discuss what they have read, and in groups investigate different applications and explore setting options to familiarize themselves on how to secure privacy. This aspect will be guided by a teacher tutorial and/or with specific instructions or videos showing how to access this information and settings in specific applications.

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Substandard: 2c: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

Students will research and find a moment where (digitally) intellectual property rights laws or norms have been broken. Describe the event, how intellectual property rights were violated, and the impact of such violation regarding the “property rights” owner, the person who borrowed the intellectual property, and the community at large. After answering these questions, students will assess the validity of claims (explicit or implied) made by involved parties and assign a value to those damaged.

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My substandard is 2a. of Digital Citizenship which can be defined as one managing ones' digital identity and reputation and is aware of the permanence of the media they post or create. An activity we could possibly due to help students realize this is reading a news article on twitter user Donald Trump, and how often he deletes information. With that being said, his information is often screenshot and posted over and over and over again thus creating a complete permanence of the words he stated.

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Read the article "Three Real Life Cyber Bullying Stories."  Choose 2 questions to answer from the list:

-Have you ever been bullied online? If so, explain your reaction to this event in 2 -3 sentences.

-Are there times when you have witnessed cyber bullying? If so, what did you do in response? 2-3 sentences

-Can you think back on any time when you may have bullied someone online whether intentionally or unintentionally? 2-3 sentences

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Students need to be cognizant that their online identities are a way of promoting their reputations and responsibilities in their school and home community, and should think of how they portray and interact with others online.

Students will discuss standard 2a  by first writing some ideas on how their online identities can make an impact outside their education when they are looking for a job. Then they will share with a table partner their thoughts, and compare and contrast ideas.

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Cultivation and management of digital identities, and the awareness of that need for participation in a modern digital society, is key to maintaining a credible profile and reputation. Perception is reality.

An activity students can do is to spend a class period Googling themselves and then revising their security settings, editing their profiles, etc, until they revise their digital footprint into something that they approve of. As a way of beginning that activity, a negative example should be shown, such as this article: http://www.npr.org/sections/ed/2017/06/06/531591202/harvard-rescinds-admission-of-10-students-over-obscene-facebook-messages

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Standard 2a: "Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world."

Students will read the following article: http://threesixtyjournalism.org/digitalpermanence

After reading, students will then write a self reflection on the kind of material that would be visible on the internet if they were to die today. What kind of material is it? Is it good or bad for how they would want to be known/remembered? Students would also think about the kind of things that they would want to be remembered in the digital realm.

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"Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online."

Teacher will use their personal device to access apps with advertisements (pandora, amazon, etc). Students will view/listen to the ads and then write what they think about might be happening in the teacher's personal life.  Students will then share their predictions.  In this way students will understand how their data and click history are tracked.  Follow up with lesson about cookies, etc.

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Students engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices.

To reflect on substandard 2b, students will watch the documentary Cyberbully on Netflix to see what negative effects online bullying can have on other people, especially in a school setting. While watching the documentary, students will make a list of all the instances where cyberbullying is present in the documentary, as well as the different people it affects. After their list is completed and the documentary is over, the students will share their findings with another student and compare notes. As an exit slip the students will reflect upon their conversation that they had with a half page writing using the prompt "How did this documentary, and sharing ideas with your peers, enlighten you on cyberbullying?"

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Audrie & Daisy | Official Trailer [HD] | Netflix

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Two different girls sexually assaulted on two different nights, in two different towns. Audrie & Daisy takes a hard look at the issues faced by America's teenagers who are coming of age in the new world of social media bullying, spun wildly out of control.

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Substandard 2a talks about students managing their digital identity and reputation in the digital world. Students will read the article "10 people who learned social media can get you fired" and respond to questions about the reading: Is it fair that people's online identities affects their real life work? What are other areas that can be affected by what you post online? What is the difference between an online identity and a real-life identity? Where are the boundaries between those 2 personas, or are they exactly the same?

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Standard 2b deals with responsible digital citizenship—namely how to comport oneself positively and professionally in the digital world.

Students will discuss standard 2b with an elbow partner: What does this mean to you in practice? What steps can we take to be responsible digital citizens? What shouldn’t we do?

After this brief discussion, students will watch the following video on digital citizenship: https://www.youtube.com/watch?v=zaEn0BQS0vY

Following the video, students will break into groups of three or four and discuss their immediate reactions: What surprised you? What did not? What is the main takeaway from this video?

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Substandard 2a mentions permanence of actions in the digital world.

To reflect on this Substandard students will choose a few youtube videos to view and then look over the comments for each video. Students will write a mock response to at least 3 positive and 3 negative comments made explaining how they felt about them, how they think the person featured in or the creator of the video interpreted the comment, and what they think the person who made the comment was trying to say.

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Standard 2a emphasizes the importance of being mindful of digital identity. Students in a world language class will be instructed to create a character or a fake person and represent them however they'd like on social media (using the target language, of course). Students will select photos, write statuses, and create bios that represent the personality of their character. Students will have the chance to "meet" and describe the other people in the room, and will be prompted to discuss the power we have to present false or skewed information online based solely on the language we use and the content we choose to share.

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Students will read article
https://theaggie.org/2014/02/14/social-media-can-impact-future-employment/

and then have a turn and talk with elbow partners, and then as a whole class.

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Students will create a job interview questionnaire. Job candidate profiles will be provided and students will conduct an internet search of the people in order to fill out their interview. Students will assess how important they feel a candidate's online presence is before a face-to-face interview

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Students will watch the video https://www.youtube.com/watch?v=pAlIBTgYf
Students will then respond to the video and write down 3 ways that can help prevent their digital identity to be public.  Students will write down 3 tools to help their posts, activity, and responses to stay private.  Students will use green font if they agree that digital media is positive from their experience.  Students will use blue if their experience is a negative one through digital media.

The class will have a discussion about the responsibilities one has when using digital media and platforms as well as discuss what digital citizenship means.

Students will break up into groups of 5 and write down characteristics that are involved in positive interactions through digital media.

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Students will watch the video that gives a quick overview on cyberbullying, think, pair and share about their understanding on the topic. After reflecting about it, students will receive subjective prompt questions and respond to them, giving their input on how to be positive, safe, legal and ethical when using technology, including social interactions online or when using networked devices. Students will then create a project that will reflect their understanding on responsible use of technology.

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Students will read the following article: How Facebook Ruined my Career. After reading the article they will go to their own Facebook or social media profile and find material that could prevent them from getting their dream job and then go the google form here and choose from a scale of 1-10 the impact the post or image would have had.

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Students will watch the "Create No Hate" video on Youtube and discuss  in small groups which online behaviors could be described as cyberbullying. Afterwards, the class as a whole will discuss the potential impacts of cyberbulling before watching a news report which shows how extreme the effects can be.

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2c. Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

Students will explore different digital news sources and we will analyze together which are legitimate (fact-checkable) and which contain false content. We will have a discussion about plagiarism in class and maybe even simulate a situation in which they can copy from one another, then debrief about what emotions that brought up and the ethics involved.

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Students will reference https://www.huffingtonpost.com/2012/05/08/rachel-ehmke-13-year-old-_n_1501143.html and do a turn and talk about suicide based on bullying. Students are then to create a polleverywhere response to the following question: What is the most uplifting song to hear when you are having a hard time? Students will then work on composing a four-part choral work based on the most popular uplifting song by utilizing MuseScore, a free application. Follow up will include talking about the ratio of positives and negatives on common online communities/forums that the students frequent and discussing other ways of how to create positive moments online. After recording the composed piece, we will post online with students thoughts about cyber

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Students will help take a silly video of the teacher singing and follow the process of posting it on the internet, tracking all the places where it becomes visible. We will then have a discussion about the permanence and ubiquity of internet content, and its implications for one's reputation and prospects.

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Students will watch this video on piracy

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https://www.youtube.com/watch?v=LoAS0S54Lrs
Students will watch the video above and then answer the questions I inserted to the video. After that, students will be divided into several groups and discuss the issue in the video.

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Show the following PSA:
https://www.youtube.com/watch?v=nOUu1fldBbI

Students will then discuss their reactions to the video and answer the following questions:

1. What are some other examples of unsafe, illegal, or unethical behavior when using technology?
2. What are the potential long-term effects of this behavior on college and career success?
3. What are some ground rules you can set for yourself when using technology to prevent this from happening?

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Students will read the following article: https://artsbeat.blogs.nytimes.com/2012/02/24/shepard-fairey-pleads-guilty-over-obama-hope-image/

Students will write short responses to the question: why did Shepard Fairey's use of the Obama image result in a lawsuit? Then students will have a group discussion about their thoughts and opinions about how this article relates to personal data storage and copyright laws.

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Standard 2d addresses digital privacy and security, personal data and data collection technology.

Students will watch the provided video and reflect on digital privacy and how it relates to them.

Think about these questions:
How much information about us should be available online? What types of legal issues can arise from increased technology integration in schools? As digital citizens, what should we be aware of as we continue to use digital mediums for personal and professional areas of our lives?

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Privacy in the Digital Age | Nicholas Martino | TEDxFSCJ

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Standard 2a speaks on the permanency of user's digital identity and the ability to manage and cultivate that identity.
To better understand this substandard students will watch the video below and then follow the prompt to "Google yourself" and see what comes up. This will help students get an idea of what their own digital identity looks like to the outside world, and gives them an opportunity to reflect on whether they are happy with how their digital identity represents them.

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Students will watch the video below. (We will create an Ed Puzzle with the video). They will respond to the questions and prompts. We will have a discussion as a group when we are all done. Students will be asked to reflect on how they would feel if someone copied their best work and claimed it as their own.

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THE DIFFERENCE BETWEEN INSPIRATION AND PLAGIARISM 🎨 Studio Sessions Ep. 10

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Good morning my loves! Today's video topic is a little controversial, but I think it is important to address it in a helpful educational way :) I'll also be working on this oil painting time lapse of this silver haired butterfly goddess. Enjoy!

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Standard 2b (music) - Suvi Mirka, Sarah Hotz, and Julia Mcgarrity  

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Standard 2b (music) - Suvi Mirka, Sarah Hotz, and Julia Mcgarrity  

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Standard 2b is how students should be relating to technology in a safe, ethical, and legal ways.
Students will first read an article on if downloading is digital piracy.
http://theconversation.com/is-downloading-really-stealing-the-ethics-of-digital-piracy-39930
Students will then read about how illegally downloading music affects the music industry.
http://smallbusiness.chron.com/illegally-downloading-music-impact-music-industry-27748.html
Students will watch a video on piracy and then will create their own creative video on how piracy affects them and the music industry.
https://www.youtube.com/watch?v=HmZm8vNHBSU&feature=youtu.be

Students can earn extra credit by creating a witty meme on music piracy. The best meme will be printed and displayed for all to see!

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I would use the example of stealing memes by erasing watermarks. Students will try to find the original sources of popular memes to show how swiping images or art online doesn't allow the originial artist to receive credit. This can lead to artists' original message being warped (Matt Furie's Pepe Frog character going from character to white-supremacy symbol) or working artists losing money by not being credited. We would have discussions about the

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Standard 2c // Tatiana Sanchez// Science

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Standard 2c // Tatiana Sanchez// Science

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50% of Students will work on a laboratory about energy and transformation of energy. They will do some small experiments, take data and get some conclusions about the transformation of energy. The other 50% will try to make conclusions without doing the laboratory. By the end of the class each group is going to expos their conclusions.
The 50% that did not the lab will probably stole some of the ideas from the first group.
Here is when we have a discussion about intellectual property.

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Students will first read "16.6 Million People Experienced Identity Theft in 2012" by the Bureau of Justice Statistics and then read "5 Groups at Greater Risk for Identity Theft" by Fuscaldo. Students will then make a logical argument based on the texts where they self-assess to determine the odds that they are impacted by identity theft before they are 25 and then again before they are 50. Students can earn extra credit for representing their risk-level as an equation.