What are the benefits and drawbacks of online tracking? Many of us are aware that we're being tracked when we go online. It's one of the ways our favorite websites and apps know how to recommend content just for us. But how much information are companies actually collecting? And what are they doing with it? Digging into the details can help us make smart decisions about our online privacy and how to protect it. Approximately 50 mins.

LESSON OBJECTIVES: Define online tracking and describe how companies use it. Identify the benefits and drawbacks of online tracking to both companies and users. Analyze specific examples of online tracking and take a position for or against them.

This article dicusses many aspects of nonverbal communication - eye contact, facial expressions, distance, paralanguage, and more. This is a very good introduction to the subject.

Discusses communication barriers, particularly in the work environment, and examines how to overcome them. Barriers discussed include noise, faulty feedback, poor media selection, mental barriers, poor word selection, time and space barriers, and lack of empathy.

How can we challenge our own confirmation bias? Our brains are great at using past experiences to make quick decisions on the fly, but these shortcuts can also lead to bias. "Confirmation bias" is our brain's tendency to seek out information that confirms things we already think we know. Help your students learn to recognize this when they encounter news online, as a way to examine competing opinions and ideas and to avoid drawing questionable conclusions. Approximately 45 mins.

LESSON OBJECTIVES: Define confirmation bias and identify why it occurs. Explore examples of confirmation bias, particularly related to news and online information. Identify strategies for challenging their own confirmation biases.

How can you tell when an online relationship is risky? Having conversations online, without nonverbal cues or being able to see people, can be awkward and sometimes even risky -- with drawbacks from simple misunderstandings to manipulation or inappropriate messages. Help students navigate and avoid these situations before they go too far. Approximately 45 mins.

LESSON OBJECTIVES: Identify the types of messages that might cause a red flag feeling for someone. Use the Feelings & Options thinking routine to analyze and respond to a situation involving a red flag feeling.

This modular ELA collection for grades 6–12 invites students to explore the complexity of identity and develop a sense of agency as they reflect on what it means to grow up in the world today.

The collection includes:
- Back to School Toolkit
- Introductory lesson
- Multi-genre text sets
- Unit Guide for teaching Jacqueline Woodson’s Brown Girl Dreaming
- Unit Planning Guide for developing a unit on a book of your choice
- Book Club Guide
- Whole School Read Planning Guide

The resources in this collection help you diversify the range of stories that students read and combine reading, writing, listening, and speaking skills with ethical and empathic reflection.

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.

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.

This humorous essay arms you against a host of "conversation terrorist" techniques. Learn to interpret phrases that are meant to keep you quiet, change the subject, or throw you off track in your conversation. SL.9-10.3 Eval Presentation, SL.9-10.3 Eval Presentation

This page lists and explains 18 of the most commonly used logical fallacies. "The name of each fallacy is followed by a brief description and an example from the field of psychology."

How can you avoid being fooled by fake videos and other information online? We know not to believe everything we hear, but what about what we see? Advancements in computer-generated graphics, facial recognition, and video production have led to a world of viral videos that are often difficult to identify as fake. Help your students learn to read what they see on the web "laterally" by showing them how to get off the page, check credibility, and find corroboration. Approximately 50 mins.

LESSON OBJECTIVES: Define "misinformation" and explore the consequences of spreading misinformation online. Learn how to use lateral reading as a strategy to verify the accuracy of information online. Apply lateral reading to examples of questionable videos to determine their accuracy.

An interesting approach to how to analyze a speech. Presents a rhetorical pentangle as well as a rhetorical triangle, where each of the vertices represents an item to analyze. There is also an outline of the different areas to examine in a speech, with details and questions to consider. SL.9-10.3 Eval Presentation

How can you respect the privacy of others online? Tagging friends on social media is a great way to connect with others and capture memorable experiences. But what if they don't want to be tagged? Encourage your students to take responsibility for how they may affect the digital footprints of others. Approximately 50 mins.

LESSON OBJECTIVES: Define "digital reputation," and identify examples of social media posts that can have a positive or negative effect. Use the 1-2-3-1 Perspectives activity to consider the causes and effects of posting about others online. Generate a list of questions to ask themselves before posting pictures or information about someone else.

How can I make sure my relationships are healthy and positive? "It's complicated" can describe many of our relationships with others, both romantic and otherwise. Add digital devices and social media to the mix, and things get complicated even further. Help students take the first step toward building healthy and rewarding friendships and romantic relationships, both online and off. Approximately 45 mins.

LESSON OBJECTIVES: Reflect on how their relationships are affected by devices and the internet. Identify the qualities of healthy and rewarding relationships. Use the Feelings & Options thinking routine to brainstorm strategies for navigating challenging relationships.

How does your social media use affect how you feel? Social media plays a big role in most teens' lives, and research shows that it causes intense feelings -- both positive and negative. But not all media use is the same. There are many benefits that come with both active and passive media use. For better social and emotional well-being, encourage students to become creators of digital media, not just consumers. Approximately 50 mins.

LESSON OBJECTIVES: Reflect on how their social media use makes them feel and how it compares to other teenagers'. Describe how active and passive social media use can lead to positive and negative feelings. Identify action steps to increase their positive feelings when using social media.

This site contains links about body language and non verbal communication skills. The links are about making good body language and non verbal communication skills such as eye contact and smiling.

How can we act with empathy and positivity when we're online? We've all faced thorny situations where what we say or do could potentially harm or hurt someone. Being honest is important, but is there such a thing as being too honest? Sometimes, innocent -- but insensitive -- comments or actions can easily escalate to digital drama or even cyberbullying. Help students recognize and navigate these types of situations that happen online. Approximately 45 mins.

LESSON OBJECTIVES: Identify examples of online behaviors that may hurt, embarrass, or offend others. Use the Feelings & Options thinking routine to analyze and respond to a digital dilemma.