Understand news media bias by learning about five types of bias and …
Understand news media bias by learning about five types of bias and five ways it can manifest itself, as well as methods for minimizing it. A free educator account is necessary to assign this Checkology lesson.
Explore how journalists “filter” information, or determine which events and issues to …
Explore how journalists “filter” information, or determine which events and issues to cover in a given news cycle, by using key criteria. A free educator account is necessary to assign this Checkology lesson.
How does internet advertising contribute to the spread of disinformation? Well-crafted headlines …
How does internet advertising contribute to the spread of disinformation? Well-crafted headlines benefit everyone. They help readers digest information and publishers sell news stories. But what if the headline is misleading? What if it's crafted just to get clicks or even to spread disinformation? "Clickbait" headlines may benefit advertisers and publishers, but they don't benefit readers. Help students recognize and analyze clickbait when they see it. Approximately 45 mins.
LESSON OBJECTIVES: Describe how advertisers and publishers make money through online advertising. Describe how clickbait can contribute to the spread of fake news and disinformation. Use the Take a Stand thinking routine to consider different perspectives about whose responsibility it is to fight fake news and disinformation.
How can we use code-switching to enhance our communication with online audiences? …
How can we use code-switching to enhance our communication with online audiences? What you say, and how you say it, often depends on whom you're talking to, both in person and online. The person or people you're chatting with -- and the apps or websites you're using -- affect how we communicate. Remind your students to consider their audience before they post or comment online, and help them build community and communicate effectively in the digital world. Approximately 50 mins.
LESSON OBJECTIVES: Apply the idea of code-switching to how they use phones and other devices in and outside of school. Consider different ways that code-switching online can make communication more meaningful and effective. Write an example post or message that uses code-switching to communicate with an online audience.
What should the consequences for online hate speech be? While some governments …
What should the consequences for online hate speech be? While some governments can't regulate hate speech, laws allow private organizations like social media apps and private universities to decide how to deal with hate speech within their spheres. How should these organizations respond to hate speech? What is an appropriate consequence? Pose these questions for students, and help them think through the importance of both respect for others and free speech. Approximately 50 mins.
LESSON OBJECTIVES: Reflect on whether hate speech is considered free speech. Identify the reasons for and against regulating online hate speech. Use the Take a Stand thinking routine to consider the potential consequences of online hate speech.
How can we counter online hate speech and xenophobia? As humans, we …
How can we counter online hate speech and xenophobia? As humans, we thrive on social connections and group associations. But this tendency can also lead us to be suspicious of people outside our group. This fear -- xenophobia -- can be overcome by more exposure to people who are different from us. However, the internet can often make this more difficult. Help students recognize this challenge and find strategies for navigating content online. Approximately 50 mins.
LESSON OBJECTIVES: Describe the relationship between hate speech and xenophobia. Analyze how the internet has contributed to an increase in hate speech and extremist views. Describe one way to use the internet to combat one type of hate speech.
Cybersecurity is a set of techniques to protect the secrecy, integrity, and …
Cybersecurity is a set of techniques to protect the secrecy, integrity, and availability. This episode discusses these three goals and talk through some strategies we use like passwords, biometrics, and access privileges to keep our information as secure, but also as accessible as possible. From massive Denial of Service, or DoS attacks, to malware and brute force password cracking there are a lot of ways for hackers to gain access to your data, so we’ll also discuss some strategies like creating strong passwords, and , to keep your information safe.
What rights and responsibilities do you have as a creator? It's common …
What rights and responsibilities do you have as a creator? It's common for kids to use images they find online, for school projects or just for fun. But kids don't often understand which images are OK to use and which ones aren't. Help your students learn about the rights and responsibilities they have when it comes to the images they create and use. Approximately 45 mins.
LESSON OBJECTIVES: Define "copyright" and explain how it applies to creative work. Describe their rights and responsibilities as creators. Apply copyright principles to real-life scenarios.
How can I create a social media presence that represents the real …
How can I create a social media presence that represents the real me? Social media gives us a chance to choose how we present ourselves to the world. We can snap and share a pic in the moment or carefully stage photos and select only the ones we think are best. When students reflect on these choices, they can better understand the self they are presenting and the self they aim to be. Approximately 50 mins.
LESSON OBJECTIVES: Describe how their curated self may or may not represent their real self. Analyze the benefits and drawbacks of representing different parts of their real self online. Create an avatar that represents both their real and curated selves.
Should the government have access to all your social media and cellphone …
Should the government have access to all your social media and cellphone data? Often, the more information we have, the better decisions we're able to make. The power of data can benefit both individuals and governments. But who can be trusted with the responsibility of having all this data? Can governments collect and use it fairly and without violating our privacy? Help students think through this question and become thoughtful influencers of data policy and practice. Approximately 55 mins.
LESSON OBJECTIVES: Identify the pros and cons of schools having access to students' social media. Describe the concerns related to government access to social media and cellphone data, including those related to free speech and privacy. Choose a position for or against government access to social media and cellphone data, and support that position with reasons and examples.
Why is it important that we have device-free moments in our lives? …
Why is it important that we have device-free moments in our lives? Technology use isn't always a distraction, but there are definitely times when it's best to keep devices away. Help students learn when it's appropriate to use technology and when it's not -- and practice making family rules for device-free time at home. Approximately 40 mins.
LESSON OBJECTIVES: Recognize the ways in which digital devices can be distracting. Identify how they feel when others are distracted by their devices. Identify ideal device-free moments for themselves and others.
Students live in a world many teachers did not: one with the …
Students live in a world many teachers did not: one with the internet, social media, and email. Navigating “netiquette” is imperative for personal development, mental health, and academic success. The focus of this content package is to provide teachers with background knowledge on the importance of teaching netiquette along with lesson plans and supplementary materials. This package provides a variety of high-quality instructional materials to support instruction of netiquette with a focus on Digital Wellbeing and Digital Footprints.
How can you de-escalate digital drama so it doesn't go too far? …
How can you de-escalate digital drama so it doesn't go too far? Miscommunication is a common occurrence online and on social media. Plus, being behind a screen makes it easier to say things they wouldn't say in person. So how do we help students avoid the pitfalls of digital drama? Help them learn tips on avoiding online drama in the first place and de-escalating drama when it happens. Approximately 45 mins.
LESSON OBJECTIVES: Reflect on how easily drama can escalate online. Identify de-escalation strategies when dealing with digital drama. Reflect on how digital drama can affect not only oneself but also those around us.
How do you keep online friendships safe? Kids make friends everywhere they …
How do you keep online friendships safe? Kids make friends everywhere they go -- including online. But are all of these friendships the same? How can kids start online friendships and also learn ways to stay safe? Help your students understand both the benefits and the risks of online-only friendships. Approximately 45 mins.
LESSON OBJECTIVES: Compare and contrast different kinds of online-only friendships. Describe the benefits and risks of online-only friendships. Describe how to respond to an online-only friend if the friend asks something that makes them uncomfortable.
How does digital media try to hook you, and what can you …
How does digital media try to hook you, and what can you do about it? Sometimes when you're using media, it's hard to stop. Lots of people even say they feel "addicted" to their phones or the apps and games they use. But is digital media actually designed to get you hooked? Have students think about the ways different digital media does -- and does not -- help us find healthy media balance. Approximately 45 mins.
LESSON OBJECTIVES: Explore ways that different digital media are, and aren't, designed to help them make good media choices. Reflect on how digital media is designed to either help or hinder the addition of meaning and value to their lives. Think about how to develop good, healthy habits when using digital media.
What information is OK to have in your digital footprint? Does what …
What information is OK to have in your digital footprint? Does what you do online always stay online? Students learn that the information they share online leaves a digital footprint or "trail." Depending on how they manage it, this trail can be big or small, and harmful or helpful. Students compare different trails and think critically about what kinds of information they want to leave behind. Approximately 40 mins.
LESSON OBJECTIVES: Learn that the information they share online leaves a digital footprint or "trail" Explore what information is OK to be shared online
How can you protect yourself from phishing? Internet scams are part of …
How can you protect yourself from phishing? Internet scams are part of being online today, but many kids might not be aware of them. How do we help our students avoid being tricked into clicking malicious links or giving out private information? Use this lesson to help kids avoid online identity theft and phishing schemes. Approximately 45 mins.
LESSON OBJECTIVES: Compare and contrast identity theft with other kinds of theft. Describe different ways that identity theft can occur online. Use message clues to identify examples of phishing.
No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make derivative works.
Most restrictive license type. Prohibits most uses, sharing, and any changes.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.
