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Be Internet Citizens BEBE INTERNETINTERNET CITIZENSCITIZENS BEBE PleasePlease fi find ndinside inside the the A programmeA programme by by INTERNETINTERNET necessarynecessary supporting supporting handouts handouts toto be be photocopied photocopied and and distributed distributed to to studentsstudents throughout throughout the the unit unit of of work. work. CITIZENSCITIZENS TheThe full fullset setof handouts of handouts includes: includes: HandoutHandout 1: Three 1: Three sets sets of eight of eight headlines headlines (positive, (positive, negative, negative, balanced) balanced) HandoutHandout 2: A 2: list A listof wider of wider support support networks networks for forstudents students and and gap-fi gap-fi ll exercise ll exercise on onwhere where A programmeA programme by by studentsstudents can can seek seek additional additional support support HandoutHandout 3: Name 3: Name tents tents for forTeam Team Rover Rover and and Team Team Discover, Discover, and and sets sets of skills of skills for foreach each team team HandoutHandout 4: A 4: supporting A supporting worksheet worksheet for fora video-based a video-based exercise exercise HandoutHandout 5: A 5: list A listof statements of statements to be to cutbe cutout out and and ordered ordered HandoutHandout 6: A 6: series A series of case of case studies studies on controversialon controversial social social media media posts posts HandoutHandout 7: An 7: Aninternet-based internet-based questionnaire questionnaire to be to completedbe completed by studentsby students HandoutHandout 8: Be 8: InternetBe Internet Citizens Citizens certifi certifi cates cates PleasePlease also also fi nd: fi Student-friendlynd: Student-friendly defi defi nition nition cards cards for forall keyall keyconcepts concepts coveredcovered in this in this unit unit of work of work DigitalDigital downloads downloads of the of theunit unit of work of work and and supporting supporting handouts handouts In partnershipIn partnership with with In partnershipIn partnership with with ©2018©2018 Google Google Inc. Inc. UnitUnit of Workof Work cancan be foundbe found at: www.isdglobal.org/be-internet-citizens-resourcesat: www.isdglobal.org/be-internet-citizens-resources Contents Introduction 2 An overview of the goals of the programme, the unit objectives, how the unit fits within the PSHE curriculum, safe practice teaching approaches, important ground rules and suggestions for wider student support networks. Lesson 1: Three Sides To Every Story 12 • Learning Objectives and Outcomes. • Full lesson plan including: talking points, key learning areas and differentiation suggestions. • Guidance and resources for each activity. Lesson 2: Emotional Manipulation 26 • Learning Objectives and Outcomes. • Full lesson plan including: talking points, key learning areas and differentiation suggestions. • Guidance and resources for each activity. Lesson 3: Us vs Them 34 • Learning Objectives and Outcomes. • Full lesson plan including: talking points, key learning areas and differentiation suggestions. • Guidance and resources for each activity. Lesson 4: Haters Gonna Hate 44 • Learning Objectives and Outcomes. • Full lesson plan including: talking points, key learning areas and differentiation suggestions. • Guidance and resources for each activity. Lesson 5: Creators For Change 54 • Learning Objectives and Outcomes. • Full lesson plan including: talking points, key learning areas and differentiation suggestions. • Guidance and resources for each activity. PSHE Education unit of work 1 2 Be Internet Citizens Introduction Be Internet Citizens programme We want a safe and exciting web where young people are empowered to be creative, to express themselves and to experience a sense of belonging as digital citizens. The challenge is that while most of today’s young people have grown up as digital natives, many can often lack the critical thinking and media literacy skills that are key to achieving this. In light of this fact, the Be Internet Citizens programme was designed by Google, YouTube and a range of partners including the Institute for Strategic Dialogue (ISD) to teach young people these skills in a classroom context that is fun and engaging. The lessons have been designed for delivery to students in Years 9 or 10 (England and Wales) and S3 or S4 (Scotland). Unit objectives This unit of work is comprised of five lessons which cover key areas of digital citizenship: fake news and biased writing, emotional manipulation, the ‘us vs them’ mentality, and the difference between hate speech and free speech. The fifth lesson offers students the opportunity to demonstrate their new digital citizenship understanding and skills through a range of creative exercises. Throughout this unit, students will enhance their understanding of some of the challenges the internet can present to young people, and in doing so, help them to make a positive impact online as informed and respectful internet citizens. By the end of these lessons, students should be able to: • Identify fake and biased news. • Build resilience and critical-thinking skills to help judge online content. • Realise the power of the internet in shaping our attitudes towards other people. • Understand the difference between online hate speech and free speech. PSHE Education unit of work 3 How to use this resource This unit can be taught in individual lessons or as a whole. It will be most effective if taught as a whole, as each lesson builds upon the learning of the previous ones, in order to embed understanding and skills. If you do decide to teach the unit in this way, we suggest the order outlined, with the creative final lesson as a fun extension where time and resources permit. A full lesson plan: summary of the lesson and everything required for delivery A baseline activity: to gauge the students’ initial understanding of the key concepts prior to learning about them in more detail Main teaching phases: a series of fun, engaging and thought-provoking activities to enable students to build or develop their knowledge and skills A plenary and final assessment of learning: enables both you and your students to recognise the progress made in each lesson Symbols (* ‡ §) to guide you to the specific questions you could ask at each stage of the activity. The 'Talking Points and Key Learning' section support in facilitating conversations with students on sensitive and often complex topics to ensure that you can recognise when they have arrived at the key learning points for each activity. 4 Be Internet Citizens 'Guidance and Resources': an outline of the background information and resources (including references to PowerPoint (PPT) slides and handouts) that you will need to deliver the activities. You are advised to be comfortable with this information in order to bolster your own understanding of the concepts before delivering the lessons. Negative group Activity 3 Three Sides To Every Story Handout 1 This canDefi be photocopiednition cards and given to all studentsOver who need300,000 additional support affected each day by inconsiderate rail Activity 2 Photocopy, cut out and supply to students as needed Us vs Them MORE MISERY! Livid Handout 4 THREE SIDES TO EVERY STORY workers, and at massive cost commuters show anger to local economy at hopeless rail company Fake News ‘Handouts’: physical resources which can be found in the Fake news refers to articles or posts that Additional Questionsappear to be factual, but whichWhat’s contain really behind these intentional lies, pretending tostrikes? be facts, Money-grabbing train for Support which are intended to influence people, Horsey-hell! Rail unions plan drivers care more about cash sleeve at the front of this booklet. It is recommended that attract viewers, or deceive them. Whatisthevideotellinguswearenot?to strike on Grand National day than passenger safety where necessary these are photocopied and distributed to causing chaos for punters THREE SIDES TO EVERY STORY Whatdoesthevideocompareourbodiesto?Whydoesit students in order to improve the delivery of activities. makethiscomparison? Biased Writing Ifnotourskincolour,wheredoesthevideosuggestwecan Whopping £50 million bill to be findoutwhowetrulyare? footed by poor taxpayers after GONE OFF-TRACK:Biased writing greedy occurs when a writer shows rail bosses arefavouritism to blame or prejudice for towards a particularunions reject reasonable deal endless strikesopinion, instead of being fair and balanced. It Thevideoincludesthesentence:‘Wherethereisdivision, therewillbeconflict’.Thismeansthatwhenpeoplefeelis used to push people towards a particular dividedfromeachothertheywillargueorfight.Towhatpoint of view. extentdoyouagreewiththis? THREE SIDES TO EVERY STORY Whatdoesthevideosayweshoulddowithlabels? Strikes continue: well-paid rail The PPT (downloaded here – https://internetcitizens. Rail strikes: still no agreement workers seek yet more pay Whatwillhappenifwestopusinglabels?after daysEcho of Chambers talks withyoutube.com/downloads/teacher-ppt) has been Echo chambers are social spaces in which ideas, opinions and beliefs are reinforced by designed to support the delivery of all lessons. PPT slides repetition within a closed group. display key information that you and your students need to understand in order to grasp the key concepts, and clearly explain how each activity should run. Additional considerations Before exploring the lesson plans, we would like to recommend that, where necessary, you use real-life and relevant images, video clips and names of popular people that the students
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