Introduction: Online Safety & Security
Essential Question: What are the risks of online activity?
Objective: Students will understand the dangers that may lurk due to unsafe online activities.
Tasks:
1. Read: Cyber Safety Statistics - Did You Know???
2. Read: Online Risks by NetSmartz
Lesson 1: PBS Documentary: Growing_Up_Online
This documentary shows the power of growing up in an online world. We will be watching this documentary in class. If you are unable to watch this movie in class (away from school), view the movie:
CLICK HERE TO WATCH "Growing_Up_Online"
Complete the Growing Up Online Guide as we watch the movie.
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Please be prepared to discuss this movie when we finish.
About the Film:
FRONTLINE takes viewers inside the private worlds that kids are creating online, raising important questions about how the Internet is transforming the experience of adolescence. At school, teachers are trying to figure out how to reach a generation that no longer reads books or newspapers. Fear of online predators has led teachers and parents to focus primarily on keeping kids safe online. But many young people think these fears are misplaced. Online media has also intensified the social dimensions of adolescence as teens create and play with identities on sites like MySpace and Facebook and encounter intense peer pressure in a variety of virtual worlds. Parents are confused about how to respond to the increasingly private worlds inhabited by their children, lacking an understanding of both the creative potential and the genuine risks of this new dimension of our cultural environment.
About the Film:
FRONTLINE takes viewers inside the private worlds that kids are creating online, raising important questions about how the Internet is transforming the experience of adolescence. At school, teachers are trying to figure out how to reach a generation that no longer reads books or newspapers. Fear of online predators has led teachers and parents to focus primarily on keeping kids safe online. But many young people think these fears are misplaced. Online media has also intensified the social dimensions of adolescence as teens create and play with identities on sites like MySpace and Facebook and encounter intense peer pressure in a variety of virtual worlds. Parents are confused about how to respond to the increasingly private worlds inhabited by their children, lacking an understanding of both the creative potential and the genuine risks of this new dimension of our cultural environment.
Lesson 2: Online Predators
We will view the various videos in this lesson. These videos will open a dialogue about "what is a predator?" Before watching the videos, think about what a predator might look like and sound like? How do these videos break apart the stereotypes?
Homework:
1. Visit ThinkUKnow website and answer the following questions (be ready to discuss these next class):
1. Visit ThinkUKnow website and answer the following questions (be ready to discuss these next class):
- How do predators "groom and lure" their victims?
- What can students do to safeguard from this activity?
Lesson 3: Hacking
- What is hacking?
- How can students safeguard against hacking?
Watch the short video about hackers:
Mafiaboy
1. Read through the article about Michael Demon Calce, aka Mafiaboy, who notoriously hacked several of the biggest world internet companies in 2000.
2. Read Why Do Teenagers Hack? and type in Student Hackers Are Next Generation of Cyber-Security Experts into site search bar, view video from PBS, and answer Discussion questions #1-4.
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Lesson 4: Identity Theft
The crime of stealing someone's personal, identifying information for the purpose of using that information fraudulently. Personal, identifying information includes: Social Security Numbers, credit card and banking account numbers, usernames, passwords, and patient records. Fraudulent uses for that information can often include: opening new credit accounts, taking out loans in the victim's name, stealing money from financial accounts, or using available credit.
The crime of identity theft is most often committed by organized crime rings or desperate individuals with
opportunity.
Pre-Reading Article
As a class, we will read through the following Article on Identity Theft or access the pdf file below.
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Group Presentation
With your group of 3, you will be reading information from one real life Identity Theft News Article and one Identity Theft Personal Story. You will need to read your story and then create a summary to be shared with the rest of the class.
You will then create a poster as a group on tips or bits of important information specific to your story that would help others avoid the form of identity theft you read about in your article.
NOTE: (you will need to click the links once you get to each of the following links. The short summary below each link is not the entire story).
Click here to see a list of the Identity Theft Personal Stories
Click here to see a list of the Identity Theft News Stories
Your poster should be neat and presentable and include the names of the articles you read. You must also include the names of all the group members. We will be hanging these tips around the classroom.
Identity Theft -
1. Watch Top Five Ways Teens are Compromising their Identities Online video
- What are some weaknesses that a student can do to reveal their identity?
- What is phishing?
- What can students do to safeguard their identity?
Test Your Knowledge: Phishing Scams
Click to set custom HTML
Lesson 5: Cyber Bullying
1. Read the following:
- Rachael's Story
- Megan's Story (If you are using a mac or ipad this link may open funny on. If the story doesn't load, click refresh or the back button on your browser to get to the article).
- Read about Ryan Patrick Halligan
- Read about Amanda Todd
- Visit the cyberbullying website and read through the links and learn more about what cyberbullying is all about.
Tips from www.makeadifferenceforkids.org:
- Don't put yourself at risk online. Be careful who your online “friends” are and don't hang around online places where people could treat you badly.
- Say "N0" to bullying. When students say NO, bullying stops within ten seconds over fifty percent of the time.
- Report bullying. If you watch and do nothing, it is the same as condoning the bully's actions. Tell an adult.
- Treat others with respect. Be careful how you communicate online so you are not insulting others.
- Good Friends Don't Keep Deadly Secrets! If someone you know is thinking about suicide, tell an adult.
- Spread the word. Tell your friends that bullying is not cool, it's cruel. Get involved in your school or community to make others aware of the consequences of bullying.
2. How can bullying prevented? Read the article about two boys who have tried to make a difference in the Pink Shirt Gang
3. Visit:
4. Read the article, Why Do Kids Bully? by Christina Montoya Fiedler.
- After the articles in #2 and #3, do you think bullying is a problem? Why do students bully?
- What can the targets do to stop the bullying?
- What can the bystanders do to stop the bullying?
5. Look up the Laws of Cyber Bullying
6. Cyber Bullying Laws file.
7. Now that you have had a chance to look at the laws on cyberbullying, you will be taking the law into your own hands. Look at our high school student handbook and review the policy on bullying and harassment in school. What does it say? Does it cover cyberbullying?
- Create a specific school policy on cyberbullying.
- Define cyberbullying.
- What will the school do to stop cyberbullying?
- How will it be enforced?
- What will the punishments be for cyberbullying?
Lesson 6: Digital Portraits and Anonymity?
Tasks:
Research has shown that perceived anonymity on the Internet may encourage some young people, who might not otherwise do so, to initiate or participate in bullying behavior. These activities might include sending threatening and/or anonymous e-mails; posting rumors or taunts on online bulletin boards or forums; posting
a fake or offensive profile of someone on social networking sites such as MySpace or Facebook; or submitting a derogatory image of someone on a public polling site. However, students are not as anonymous as they believe themselves to be and, increasingly, where cyber bullying occurs, school officials and law enforcement officers are successfully tracking down and charging online bullies.
In addition, young people may not stop to think about the long-term ramifications of their online actions, where a single act of cruelty such as forwarding a derogatory image of someone can develop a life of its own online and have a devastating effect on the person being targeted.
In this lesson, students look closely at their online behavior, taking into account both ethics and privacy protection. In addition to developing an understanding that there are consequences to online activities, students also explore the importance of good citizenship for its own sake in online communities. For this lesson to be effective, most of the classroom activities involved are largely introspective, private and based on personal experience. The teacher's main task is to work as a facilitator, so it should be made clear from the start that he or she will not be looking at the students' notes.
Activity One: My Cyber Portrait
Where Am I?
For this activity you will be drawing your own "cyber portrait." These are meant to give you a better understanding of yourself that your cyber portraits are private and will not be seen by anyone except the teacher unless you wish to share them.
Instructions:
- Take a sheet of white paper.
- Draw a square representing the physical world.
- Then draw a circle representing the virtual world. (These can be drawn and positioned however the student wishes... there is no right or wrong way.)
- In the diagram, you will be represented by an"x" (read further before marking the x).
- Within the circle representing the virtual world, draw smaller circles to represent the various interactive environments where you have an online identity. These are online venues such as e-mail accounts, instant messaging sites, chat rooms, Web sites or gaming sites where you go by your own name,
post a profile or use a nickname or avatar. - In each of the environments where you use your real identity, place an "x."
- In the environments where you use a nickname or avatar, put the letters "ID."
- Number each "ID." If you use the same nickname or avatar in several environments, show this by using the same number in your diagram.
- Now I'd like you to draw connecting "bridges" between your various online identities. For example, if your nickname or avatar in one environment can be connected through a user profile to your e-mail account, where you post your real name, then there is a bridge between an environment where you use a nickname and one where you can be identified. If at all possible, show how this "bridging" occurs. See the examples below.
Cyber Portrait #1 - to the left is an example of a virtual world circle.
The smaller circles represent the person's online environments: Facebook, Hotmail, Neopets, MSN and Abercrombie & Fitch.
She uses her real name on her Facebook page and in her customer
profile on the Abercrombie & Fitch site, and so these sites have an
"x." She uses a nickname rather than her real name in her Hotmail
address, so that site is labeled "ID #1." To send instant messages on MSN, she goes by a different nickname, so that site is labelled "ID #2." And when she plays on Neopets, her virtual pet represents her, so this site is labeled "ID #3."
The smaller circles represent the person's online environments: Facebook, Hotmail, Neopets, MSN and Abercrombie & Fitch.
She uses her real name on her Facebook page and in her customer
profile on the Abercrombie & Fitch site, and so these sites have an
"x." She uses a nickname rather than her real name in her Hotmail
address, so that site is labeled "ID #1." To send instant messages on MSN, she goes by a different nickname, so that site is labelled "ID #2." And when she plays on Neopets, her virtual pet represents her, so this site is labeled "ID #3."
Cyber Portrait #2 - With Bridges (to the left) you can see a number of bridges between the different online identities in this cyber portrait.
Our friend lists her Hotmail address in her Facebook profile, so there's a bridge between her real identity, which she uses on Facebook, and one of her online nicknames, which is the basis for her Hotmail address. There's also a bridge between her Abercrombie & Fitch customer profile and her Hotmail address. She uses her Neopet's image and name to communicate with others on the Neopets site, but Neopets has her Hotmail address in her customer account. She has also talked about her Neopet while instant messaging on her MSN account, so we can build a bridge between ID #2 and ID #3. And, her Hotmail address is underlined whenever
someone scrolls over her MSNHotmail ID and her MSN name. ID,
which builds a bridge between her and all of the identities in her
virtual world.
Our friend lists her Hotmail address in her Facebook profile, so there's a bridge between her real identity, which she uses on Facebook, and one of her online nicknames, which is the basis for her Hotmail address. There's also a bridge between her Abercrombie & Fitch customer profile and her Hotmail address. She uses her Neopet's image and name to communicate with others on the Neopets site, but Neopets has her Hotmail address in her customer account. She has also talked about her Neopet while instant messaging on her MSN account, so we can build a bridge between ID #2 and ID #3. And, her Hotmail address is underlined whenever
someone scrolls over her MSNHotmail ID and her MSN name. ID,
which builds a bridge between her and all of the identities in her
virtual world.
Remember at the beginning of this exercise when you were asked to draw a square for the physical world, and a circle for the virtual world? On your piece of paper:
10. Divide into groups of four.
Open the Cyber Portrait Q & A handout and ask each other the questions on the sheet.
Save your Cyber Portraits as we will be using them for another activity.
Read the article on internet anonymity
- How did you position the square in relation to the circle?
- Was your "virtual world" circle outside or inside the square representing the physical world?
- What were your reasons for placing the square and circle where you did? (Note: that although it may not appear to be, the virtual world is part of the larger world: you talk to real people, laws apply to the digital world, things that happen online can affect how you feel in your daily life).
10. Divide into groups of four.
Open the Cyber Portrait Q & A handout and ask each other the questions on the sheet.
Save your Cyber Portraits as we will be using them for another activity.
Read the article on internet anonymity
Plese read the following article below entitled: The End of Online Anonymity
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Activity Two: My Virtual Life
We are now going to assess how private your online activities are. But before doing this, we need to create a virtual conscience that can be used to gauge our online activities.
A "virtual conscience" is an extra check that can be applied in order to measure whether or not what you are about to do online is wise and/or appropriate.
Why do you think this sort of self-check might be helpful before you do something or engage with others
online?
- One of the great features of the Internet is the speed and ease it provides in doing things such as downloading music, instant messaging friends, posting photos on social networking sites, etc. But the immediacy that the Internet offers can also lead to a "click before you think" syndrome, where we
act so quickly we may inadvertently do things that are inappropriate or will get us into trouble. It's important to remember that once something has been sent online, there is no taking it back. Unlike a verbal message, a written message is permanent and therefore more powerful. If we are in the habit of checking in with a virtual conscience, then we have a moment to pause and reflect on what we are
about to say and/or do. - Think of two people:
- someone famous you admire for his or her courage, and
- an adult in your life who is trusted and respected.
- Record these two names at the top of the My Virtual Life Questionnaire. As of today, these two people will be your "virtual conscience." Each time you intend to do something online that you are not sure about, you should ask yourself: "What would these people think of such an action?"
FACT: Research has shown that many young people do things online that they would not do offline because they believe themselves to be anonymous.
The questionnaire will help you to assess how easily you can be tracked online, and to measure how ethical your online activities are.
Using your cyber portraits as a guide, apply the questions to the three online environments where you interact with others most often and, where applicable, record your answers on the My Virtual Life Answer Sheet. Do not worry about the "color" columns on the answer sheet for now.
Check your answers with the Virtual Life Color Scoring Key
However careful we may be about privacy, whenever we go online our computer leaves a digital footprint or record that tells Internet Service Providers exactly who we are. As an example, this message to users of Bebo, a popular social networking site (like Facebook). When people sign in to use its services, Bebo lets them know, loud and clear, that their actions are not anonymous and that their site can read, monitor and record the Internet Protocol (IP) address of the user's computer. This means that, if necessary, Bebo can track down the user through the computer he or she is using. Similarly, the police are able to track down people committing crime online by accessing their IP addresses.
Wrap-up
Shade or mark the environments on your cyber portraits with a blue, yellow or red, according to the color you scored most often. If a red area is "bridged" with another environment, then shade this other environment red, and so on. (Unfortunately, red is the prevalent color for spreading: the idea here is that if you have a bad reputation in one area and your identity can be traced to another area, then your reputation could follow you into that area. A bad reputation is nothing small -- it spreads like a wild fire!)
Wrap-up
Shade or mark the environments on your cyber portraits with a blue, yellow or red, according to the color you scored most often. If a red area is "bridged" with another environment, then shade this other environment red, and so on. (Unfortunately, red is the prevalent color for spreading: the idea here is that if you have a bad reputation in one area and your identity can be traced to another area, then your reputation could follow you into that area. A bad reputation is nothing small -- it spreads like a wild fire!)
Lesson 7: Digital Footprint
What is a Digital Footprint?
CLICK HERE to view the PowerPoint with notes on Digital Footprints.
Digital Footprints Making News Headlines...
Papa John's Apologizes...
Click here for original Article by Alan Duke, CNN updated 3:29 PM EST, Sun January 8, 2012
(CNN) -- Papa John's Pizza fired a cashier at one of its New York restaurants and apologized to an Asian-American customer for a receipt that identified her as "lady chinky eyes."
"We were extremely concerned to learn of the receipt issued in
New York," the company said in a statement posted on its Facebook page Saturday.
(CNN) -- Papa John's Pizza fired a cashier at one of its New York restaurants and apologized to an Asian-American customer for a receipt that identified her as "lady chinky eyes."
"We were extremely concerned to learn of the receipt issued in
New York," the company said in a statement posted on its Facebook page Saturday.
Activity 3: Digital Footprint
1. Watch Think Before You Post Video 1 and watch Think Before You Post Video 2
2. Read "What Can Go Wrong": Putting Stuff Up You Wish You Hadn’t, Seeing Things You Wish You
Hadn’t, Feeling Pressured to Do Things You Don’t Want To, Will I Get Into Trouble on the ThinkUKnow website. (All of the articles are located on the same page).
3. Watch the remaining 4 videos about sexting and facebook. These videos highlight different instances of how your virtual life can complicate your future.
Hadn’t, Feeling Pressured to Do Things You Don’t Want To, Will I Get Into Trouble on the ThinkUKnow website. (All of the articles are located on the same page).
3. Watch the remaining 4 videos about sexting and facebook. These videos highlight different instances of how your virtual life can complicate your future.
4. Open and complete: Cyber Stalking use this mock sheet to try and find information about profiles. What kind of information do people leave unlocked? Try to complete this sheet.
5. Find five facts, suggestions, and/or tips that will help a person create an online profile that will safeguard their identity and image while perusing through: Pew Internet Report: Reputation Management and Social Media (you are not expected to read this entire report!).
5. Find five facts, suggestions, and/or tips that will help a person create an online profile that will safeguard their identity and image while perusing through: Pew Internet Report: Reputation Management and Social Media (you are not expected to read this entire report!).
Essential Question: How can people create a safe and secure profile in social networks?
Tasks:
A. Watch the video Social Networking in Plain English and answer the following questions below.
A. Watch the video Social Networking in Plain English and answer the following questions below.
- What is a social network?
- What are the benefits of a social network?
- What are the risks of being a member in a social network?
B. Visit the website, That's Not Cool, Where Do You Draw the Digital Line?
- Write down two points that you would want to share with your classmates that you found on this site.
C. Watch the video Facebook Killed the Private Life
- How does Facebook impede your privacy?
- What can you do about safeguarding your privacy on Facebook without taking the ultimate step of deleting your profile?
E. Watch the video Facebook Fever.
- Does this video make you want to change any of your Facebook habits?
- Think about your last status you posted. If the internet did not exist, would you want to call all your friends or use a megaphone to let your friends in your vicinity know your status that you last posted? Was
it a thought, an event in your life, a news item about you, or something of a negative nature? - Are you one who wants to have the MOST friends in your profile?
Remember...
Lesson 8: Sexting
1. Read Sexting, the Jesse Logan Case & Pew Internet Report on Teens & Sexting
2. Watch the Today's show segment on Sexting
Visit NBCNews.com for breaking news, world news, and news about the economy
3. READ: Katie Couric's Notebook on Sexting
4. Watch A Mom Loses a Daughter Due to Sexting video and Dangers of Sexting: What Teens Need to Know.
4. Read the article on lower sexting cases.
QUESTIONS TO ANSWER:
- Why do you think some students think sexting is okay to do?
- What are the consequences of sexting?
- How can sexting affect you? Your family? Your future?
5. Watch the Video "Sexting: Sex Plus Text Equals Trouble." Open up the workbook and complete questions assigned.
Group Extension Project:
Sexting Poster - Create a poster with facts and statistics that you find on various websites. What are the laws in BC and Canada on sexting?
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