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== = = =Introduction (1st Block)=
 * **Discuss**: In society today, people are citizens in the physical community and cyber citizens in the Internet cyber community.
 * Have the students briefly describe the different elements within their community and correlate them to elements of the cyber community. (making friends, keeping in touch, breaking laws, threats, harassment, getting up to date information).

Give Community survey linked below
. This can be projected on your LCD and students can write the answers on paper. =[|survey.doc]​=

Discussion Questions (from survey)

 * Tally** results of questions 1-4. **Discuss** these results.


 * Tally** results of questions 5-7. **Compare and contrast** potentially unsafe elements of the cyber community and the physical community. These could include harassment, stalking, predators, gambling, theft, and identity theft. Create a **Venn Diagram** on the board.


 * Tally** results of questions 8-9. **DIscuss**: How has socializing in our society changed in regards to the invention of chat rooms, online games, instant messaging and texting? (Possible answers: socializing is instantaneous, often times anonymous, allows easier contact with strangers, is global).


 * Tally** results of question 10. **Discuss**: As information technologies have evolved, how has advertisiing in our society been affected? (New ways to advertise, personal and contact information is more easily accessible to advertisers, advertising may lead to unwanted or inappropriate websites).


 * Tally** question 11. **Discuss**: The invention of e-mail has made communication faster and more efficient, but it can be used in harmful ways. Can you do anything to combat harmful e-mail? Main points:
 * Do not open e-mail unless you know the sender.
 * Do not forward harmful e-mail - Delete it without opening it.
 * Do not click on the "unsubscribe" or "take me off you list" links often found at the end of SPAM e-mail. A response informs the sender that there is a person answering the e-mail, and often results in more SPAM to the e-mail address.
 * Discuss**: What are the responsibilities of those who use the Intenet with respect to communication and e-mail? (Do not create, send, or forward harmful e-mail).


 * Tally** question 12. **Discuss** the following true story (June 2002, USA). Today, John Clark, a student just out of high school, spent up to 3 hours a day online, betting on sports. He was $10,000 in debt before his parents were able to convince him to stop and get help.
 * Question**: Do you think Clark's problem could have been prevented or made less severe? If so, how?

Why would hate groups target the high school age group?
 * Tally** questions 13-14. **Discuss**: According to information found at the Anti Defamation League's website, due to ease of communication and anonymity, the Internet has become the new frontier of hate, ensnaring both inexperienced and frequent visitors to the World Wide Web. Websites created by individuals and hate groups aggressively try to influence, manipulate, and recruit people of all ages. They use techniques such as misleading information, games, and music to lure unsuspecting web surfers to their sites, and and often use children's characters like Barney and Sesame Street personalities to entice younger children.
 * Question**: What are some examples of hate groups that would target high school students? (gangs, terrorists, anti-ethnic groups)


 * Tally** question 15. **Discuss**: Laws are not in effect which specifically target electronic harassment and threats. 41 states now have laws expressly prohibiting harassment through the Internet, e-mail, or other electronic means.
 * Question**: Is this a positive or negative step? Why or why not?


 * Project** our School Internet Acceptable Use Policy is linked below. Discuss each item and its importance. Ask for input for improving the form, or making it more current.



=Social Networking (2nd Block)= What is social networking? Create a **Fishtail** with Social Networking as the term. What sites or methods do you use? (Facebook, My Space, texting, Instant Messaging, etc.) All of these require Willing Participation. It's fun to meet and communicate with people on the Internet. Most of the time online friendships can be great - when they stay ONLINE! When you choose to engage in an online friendship or cell phone relationship, you are said to be participating "willingly." In other words, you intend to communicate.

The anonymity of the Internet means that trust and intimacy can develop quickly. It becomes easy for one to forget that this is communication with a STRANGER. It becomes more difficult to avoid revealing personal information. Sometimes people are manipulated into revealing more than they really want to.
 * Be Aware: It takes constant attention to detail to maintain a SAFE online friendship. Here's why:**

Finding Out About You Through. . . Indirect Information
"Indirect" information includes details about you and/or your activities that are not always considered personal information. Bits of indirect information can be pieced together to identify how to find you. Examples of indirect information are: Think of other things that could be indirect information about you.
 * yours sports team number
 * your team name
 * a school event
 * the date of a concert you will be attending
 * the name of a shopping center that is near your home

Create a **Read It, Write It, Draw It** on Indirect Information. .

1. Discuss with student that many students go online to meet people, socialize, etc. The Internet is a great way to correspond, etc. In fact, at some point, they may have had pen pals online at school. The key to having safe online relationships is to avoid revealing personal information and to keep an adult informed about the relationship. 2. Discuss the concept of willing participation. Many find nothing wrong with sharing online interest and creating friendships with someone older online. This can be the beginning of a "willing participant relationship," in which the friendship could progress into a more personal or intimate relationship. It is important to remember that any type of personal relationship with someone older is inappropriate. Let your parents guide you in your online relationships. 3. Reinforce to students that it is not always possible to determine how old someone is online. It is easy for people to lie online. Because you are behind a computer screen, you cannot perceive deception easilty. 4. Explain to students that helpful and beneficial relationships are never secret. Secrecy is the key ingredient of an inappropriate relationship and any adult who encourages this is at fault and may be committing a crime. 5. Remind students that those people added to a buddy list when online ar still strangers--you have never physically met them, and they should be treated with caution. Encourage students to only add those people to their buddy list of whom parents approve. 6.Tie into above question. Those on buddy list who are not "known" are strangers. 7. Secrecy, intimacy, etc., are all signs of an inappropriate relationship. Online relationships NEED to be discussed with an adult. Sometimes when we form online friendships, we lose objectivity and could be entering danger zones. Our parents can help us make careful and wise decisions. 8. It is important to share this information with a trusted adult. Online relationships can skew judgment, and your friend could potentially be in danger.
 * Watch** videos //Social Networking// and //The Chills// (Click on My Computer, W drive . It is at the bottom and says iSafe. Click D1 and watch for big red I to appear. Click the I and choose Video.) After watching the video project the Social Networking Survey on LCD and let your students answer on paper.

Cell Phones - another method of Social Networking
Read the following **Find the Fiction** to the students: Cell phone technology existed in 1947. The first modern portable handset was invented in 2001. Police departments were the first to make use of the technology.
 * (The fiction is #2 - it was invented in 1973)**

1. What would your life be like without cell phones? 2. What would change? 3. What would stay the same? 4. How do cell phones impact our lives? 5. What are some negatives about the use of cell phones? 6. How are the cameras on cell phones useful? 7. When could they be negative? 8. Think of a unique and positive way to utilize camera phones. 9. How can text messaging via cell phones be harmful? 10. Does the fact that it can occur 24/7 make a difference? 11. Would you report to an adult if bullying were occuring via your cell phone?
 * Divide the class into groups. Conduct a debate on the following topic: Should cell phones be used during class? Pros and cons?

Kary Parchman -GCSD Technology Coach in Theater (3rd Block)
=__Additional Resources__=

Cyber Bullying
Discussion questions: 1. Why do people act as bullies? 2. What are some things a bully might do? 3. What are examples of things a cyber bully might do? 4. Do you think it's a sing of strength or weakness to use the Internet for bullying? Why? 5. Have any of you had incidents in which you were harassed/bullied? 6. Would you speak up if you saw someone being bullied online? Why or why not? 7. How could Social Networking sites be used for bullying? 8. When does your right to free speech interfere with other people's right to privacy and a good reputation?
 * Watch** videos //Cyber Bullying// and //Ryan Halligan//. They are both short and you may want to show both. (Click on My Computer, W drive . It is at the bottom and says iSafe. Click D1 and watch for big red I to appear. Click the I and choose Video.)
 * Discuss** the term //bullying//. Have the students create a **Windowpane** and share with a partner. Then have the groups discuss their definitions and examples (pictures) and/or nonexamples.

Divide into groups. Brainstorm policies you would like to see enacted regarding cyber bullying. Do you think the school district should have policies regarding bullying even if it does not take place on school property (cyber bullying).

Have students come to center of room. They should step to the right or left regarding their feelings on this topic. Then let the two sides debate. Lesson [] Worksheets [] ** Your Online Image ** Lesson [] Worksheets [] ** Managing Passwords ** Lesson [] Worksheets [] ** Safeguarding Your Students ** Lesson [] Worksheets []
 * Online Identity Theft **

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