Introduction - 5 minutes Project or write the following Essential Questions on the board: 1. What factors intensify cyberbullying and online cruelty, and what can you do to lessen them? 2. What are the risks and responsibilities when you share online in a relationship? 3. How does online cruelty affect the people involved? 4. How can you create a community culture in which hate speech is unacceptable, both online and offline?
Read through the questions with the group to identify the main ideas from today’s lesson.
Part II - “Overexposed...” - 10 minutes Begin a discussion. What are the risks and responsibilities when you share online in a relationship?
Brainstorm risks
You don’t know who the other person is, they could be “unsafe” How can you trust a person that you have never met? Putting yourself and others (family) in danger (giving information such as address) Risk of reputation Stalking, harassing, revenge, jealousy,
Brainstorm responsibilities
How long does a typical relationship last? What happens with a breakup? Understanding consequences - impulsive decisions have consequences It cannot be deleted - in cyber space somewhere
Discussion: 1. Students think of some examples of hate speech they have seen or experienced on and off line. Example of online hate speech: calling people names via online games "Call of Duty". Emails, txt messages, etc. 2. How did that make you feel? 3. How should we deal with hate speech? On and off line? 4. Will you "stand up" or "stand by" if you see or hear hate speech?
Closing - 15 minutes Use the Essential Questions to guide a discussion to end the session.
1. Cyberbullying and Relationships
Introduction - 5 minutes
Project or write the following Essential Questions on the board:
1. What factors intensify cyberbullying and online cruelty, and what can you do to lessen them?
2. What are the risks and responsibilities when you share online in a relationship?
3. How does online cruelty affect the people involved?
4. How can you create a community culture in which hate speech is unacceptable, both online and offline?
Read through the questions with the group to identify the main ideas from today’s lesson.
Part I - “Turn down the dial...” - 10 minutes
1. Watch the video “Stacey’s Story” - __http://video.commonsensemedia.org/digitalcitizenship/DC_Stacey_101012.mp4__
2. Have students partner up and complete the following two pages together (you may play the video again after they have started the pages):
- 1. __https://docs.google.com/a/mtbluersd.org/file/d/0BxnJ4-F3ngfnT29ONzdwMVE4V1U/edit__
- 2. __https://docs.google.com/a/mtbluersd.org/file/d/0BxnJ4-F3ngfnOU1lbVBhaGxwN1U/edit__
3. Quickly go through and highlight (with student input) the responses on these pages.
Part II - “Overexposed...” - 10 minutes
Begin a discussion. What are the risks and responsibilities when you share online in a relationship?
Brainstorm risks
You don’t know who the other person is, they could be “unsafe”
How can you trust a person that you have never met?
Putting yourself and others (family) in danger (giving information such as address)
Risk of reputation
Stalking, harassing, revenge, jealousy,
Brainstorm responsibilities
How long does a typical relationship last? What happens with a breakup? Understanding consequences - impulsive decisions have consequences
It cannot be deleted - in cyber space somewhere
Show video:
__http://www.commonsensemedia.org/educators/lesson/overexposed-sexting-and-relationships-9-12__
Talk about vocabulary
sexting: sending or receiving sexually explicit photos or videos by text message or other digital technologies
self-disclosure: sharing private, sensitive, or confidential information about oneself with others
explicit: graphic, uncensored, candid, full-frontal, hard-core.
Closing:
What are potential long term damages or consequences?
Mostly reputation
Legal issues
Consensual can become non-consensual
Part III - “Taking Perspectives...” - 10 minutes
How does online cruelty affect the people involved?
Articulate why its important to consider the perspectives of others online and offline. The need for empathy.
Consider the motivations and feelings of all parties involved in an incident of online cruelty.
Draw conclusions about how they should respond when someone is the target of online cruelty.
Cover the key vocabulary:
perspective: the view or outlook of someone, based on their thoughts, feelings, experiences, and background
target: a person who is the object of an intentional action
offender: a person who intentionally commits acts to hurt or damage someone
bystander: a person who passively stands by and observes without getting involved
upstander: a person who supports and stands up for someone else
How are anonymous actions, like posting on a website or leaving a note, different from things done face-to-face?
What’s the power of anonymity?
How can upstanders help those who face online cruelty? How can they help defuse online cruelty before it escalates?
Part IV - “Breaking Down Hate Speech...” - 10 minutes
Introduction
How to recognize hate speech off and on line
Vocab: hate speech, stereotype, derogatory
Discuss vocab briefly and introduce video
Video "Library" - __http://www.athinline.org/videos/61-library__
Discussion:
1. Students think of some examples of hate speech they have seen or experienced on and off line. Example of online hate speech: calling people names via online games "Call of Duty". Emails, txt messages, etc.
2. How did that make you feel?
3. How should we deal with hate speech? On and off line?
4. Will you "stand up" or "stand by" if you see or hear hate speech?
Closing - 15 minutes
Use the Essential Questions to guide a discussion to end the session.
If time at the end
Show this video as a thought-provoking final piece: __http://www.youtube.com/watch?feature=player_embedded&v=37_ncv79fLA__