Intermediate-Senior+Division

=INTERMEDIATE-SENIOR RESOURCES= =__Not Putting Myself At Risk:__= =__R eporting Innappropriate Behaviour: __= =__Protecting Myself, My Passwords and My Resources:__=
 * [[image:granderieedtech/gedsb_-_new_06.JPG align="center"]] || Grand Erie District School Board   ** CODE OF DIGITAL CITIZENSHIP **   ** “Protect and Respect” **   Responsible Actions in a Digital World  ||
 * ===** PROTECT **===
 * I will not post information online that will put myself or others at risk.
 * I will report any online attacks or inappropriate behaviour directed at myself or others.
 * I will protect myself, my passwords and my resources.
 * I will protect others by not forwarding inappropriate communications or materials.
 * I will refrain from pirating or distributing digital resources that aren’t free or don’t belong to me.
 * I will verify the accuracy of online information. ||
 * ===** RESPECT **===
 * I will give thoughtful consideration as to what personal information about my life, experiences and relationships I post.
 * I will respect myself and others through my online actions and responses.
 * I will not use electronic media to insult, bully, harass or stalk other people.
 * I will not visit sites that are inappropriate.
 * I will request permission to use online resources when necessary and cite all references to websites, books, media, etc.
 * I will respect all equipment and all resources available to me. ||
 * **Risky Online Relationships** - Common Sense Media LESSON where students talk about common impressions of “stranger danger” and learn how to identify inappropriate contact. Students discuss a story about a teen’s risky online relationship, and draw conclusions about how to stay safe online.
 * **Facebook for All** - LESSON from The Good Project designed to encourage youth to explore their own conceptions of privacy and those of others, particularly older adults. Students create mock social network profiles for important adults in their lives (on paper only); in so doing, they are asked to consider how their own mental models of privacy online may align or misalign with those of others.
 * **Being Anonymous** – LESSON from The Good Project made up of three activities that focus on the power of non-disclosure of identity and the broader social and political potentials that individual and collective anonymity hold. In the first activity, students explore situations in which they choose to disclose or hide their personal information. In the second activity, students consider questions of anonymity in a broader historical and social context. In the third activity, students watch and discuss two short news clips about a group calling itself “Anonymous,” which hides its identity both online and in the “real world”
 * **Your Photo Fate -** A "Think Before You Post" video (2:26 min) by Cyber Tip Line. This video teaches students about the dangers of sending innappropriate photos of themselves to others.
 * **Tattoo** - "A Thin Line" video (0:30 min) about how the hurt of digital harassment can last forever. This video shows a teenager getting tattoos of all the names he's being called online. A Thin Line is MTV's sexting, cyberbullying, digital dating abuse campaign.
 * **Scams & Schemes**- Common Sense Media LESSON where students learn what identity theft is, what kinds of information identity thieves want, and what can be done with it. They analyze phony emails and identify tricks that identity thieves use online. Finally, students create a phishing email that includes the features that they have learned about, and see if classmates can identify the scams.

=__R efraining From Pirating or Distributing Resources: __= =__V erifying The Accuracy of Online Information: __=
 * **Rights, Remixis, and Respect** - Common Sense Media LESSON where students review their knowledge of copyright and fair use, and examine a case study involving the appropriation of music by a popular band. Students then form groups in which they role-play different stakeholders in the music industry, and then debate the ethical and legal issues involved in using other people’s creative work in practices such as remixes and sampling.
 * **Copyrights & Wrongs** - Common Sense Media LESSON where students learn a basic foundation of legal principles and vocabulary related to copyright. They understand how such factors as the rules of copyright law, the values and intent of the original creator, and the audience and purpose should affect their decisions about using the creative work of others. Using the Mad Men Student Handout, students then apply these principles to a simulation activity in which they act as advertising executives who have to choose a photo for an ad campaign.
 * **The Axis of Media Ethics -** LESSON from The Good Project in which students examine case studies of complex ownership and authorship dilemmas and consider their relationship to legal and social norms. In groups, students use a diagram called the “Axis of Media Ethics” to help them make decisions about the legal and social acceptability of the cases. Students should reference the Ownership Glossary in making their decisions. See if your class can come to a consensus around each case in terms of its acceptability according to legal and social norms of ownership and authorship.
 * **Wikipedia: The Group Behind the Screen -** LESSON from The Good Project where students are introduced to the value of collective intelligence as a mechanism for knowledge building. When considering new information, most of us are in the habit of relying on a “central authority” to judge its credibility. But this mindset can obstruct the development of systems that harness the full potential of collective intelligence as a mechanism for knowledge-building. In response to this need, this lesson is designed to introduce students to the ways the Wikipedia site (a system of signs), as it is used by the Wikipedia community (“the group behind the screen,” which acts according to a simple set of norms and rules), provides a means for assessing the reliability of information found on the site. And, in so doing, the lesson suggests some of the new sorts of skills and mindsets that are required for judging the credibility of information found online.
 * **Whom Do You Believe? -** LESSON from The Good Project. Credibility assessment depends upon the ability of the assessor to consider a given piece of information in a certain context. In the offline world, context is typically straightforward: A reader seeking to assess the credibility of information found in a book may examine sources cited in the book; a patient seeking to assess the credibility of a doctor’s report may consider the reputation of the medical school where the doctor was trained. Online, the connections between different information sources are often less readily available than footnotes in a research work, and credentials like a medical degree are unverifiable or from unrecognized sources. In order to evaluate information in this environment, one must be able to situate it appropriately.

=__My Life, My Experiences and Relationships:__=
 * **Private Today, Public Tomorrow** - Common Sense Media LESSON where students read a true story about the unintended consequences of sharing a compromising photo and consider how this situation might be different if someone else shared the photo. Students brainstorm questions they should ask themselves before posting and tagging photos, videos, or information about others online.
 * **College Bound** - Common Sense Media LESSON where students view elements of two students’ digital footprints and consider how the footprints might affect their admission to college. They then discuss what kinds of information they would want included in their own digital footprints, and learn strategies for shaping a positive online presence.
 * **Overexposed: Sexting**- Common Sense Media LESSON where students watch a video about a girl who sent a “sext” message to her boyfriend, which he then shared with others. After discussing the video, students create an ending to a story about a girl who is being pressured to “sext.” They brainstorm ways to avoid sexting and to use digital technologies responsibly in romantic relationships.
 * **Trillion-Dollar Footprint -** LESSON from The Good Project which introduces students to the concept of the digital footprint. Filling out a form online, emailing a friend, posting a photo, pretty everything you do online—even the simple act of visiting a website or using a search engine—leaves a trail: bits and pieces of information on your computer, and on other computers and servers around the world that allow others to learn about you. Your online presence, all those bits of information about you, is called your digital footprint. When you look over past IM conversations you’ve had with a friend, or look at a friend’s Facebook profile, you’re getting a small glimpse into their digital footprint.

=__Respecting Myself and Others:__= =__Insults, Bullying, Harrassment:__= =__R equesting Permission to Use Online Resources: __= = __**Respecting Equipment and Resources:**__=
 * **My Online Code**- Common Sense Media LESSON where students analyze a mock social networking page based on ethical considerations. Students then learn about digital citizenship and the different levels of online responsibility (to self, friends and family, and community).
 * **Flamers, Lurkers, and Mentors** - LESSON from The Good Project. Ethical participation online doesn’t just include the ability to jump into situations and make your opinions heard. A large part of ethical participation is “thinking before you type,” that is, choosing not to jump in when it’s inappropriate or futile and choosing to carefully speak when situations grow heated. Furthermore, sometimes one’s very presence—even without speaking or writing down one’s thoughts—is enough to make a difference. By developing good judgment about when to step in and when to back off, youth can fruitfully participate in discussion and debate—both online and offline.
 * **I Thought You Should Know -** LESSON from The Good Project. Ethical participation starts with the development of specific ethical thinking skills. One of these skills is perspective-taking—the ability to take on the points of view of a variety of actors in a given situation. By understanding the perspectives of others, youth can make informed decisions about the best courses of action to take in tricky ethical situations. In this lesson, students take on the perspectives of characters featured in clips from the television show “Friday Night Lights.” In this episode, Lyla, a popular cheerleader, is the target of a mean-spirited website created by fellow cheerleader, Brittany.
 * **Think Before You Post (Sarah's Video)** - Video (1:01 min) by Cyber Tip Line sends a powerful message about what kids share with others online. Sarah shares pictures of herself online and learns that more than her intended audience can see them.
 * **Think Before You Post (Bulletin Board)** - Video (0:34 min) sends a powerful message about how posting online is permanent. A teenage girl learns that once you post something publicly, you may never be able to take it down.
 * **Taking Perspectives on Cyberbullying** - Common Sense Media LESSON where students explore a scenario from the TV show //Friday Night Lights// in which a teen girl creates a hate website about another girl. Students take the perspective of different characters and brainstorm alternative decisions each character could have made. Finally, students discuss what actions they can take when they encounter online cruelty in their own lives, including how to be an upstander. Note: The term online cruelty encompasses what is often referred to as “cyberbullying".
 * **USA 'Channel One News'** - Actual news report regarding a student who was cyberbullied (Video - 4:23min). High school student, Kylie Kenney, tells her story about being bullied online including suggestions about how to react.
 * **Cyber Bullying** - Video (6:31 min) where a boy explains his bullying experience in home video style. This video helps open dialogue with students about cyberbullying and what they can do about it.
 * **SO9 - GEDSB Cyberbullying Policy **- this is the Grand Erie District School Board's definition and policy for cyberbullying.
 * **Is It Fair Use?** - LESSON from The Good Project that introduces fair use, a legal principle that allows limited use of copyrighted materials without permission from the copyright holder. Students are given two similar, semi-fictional scenarios and must decide whether each can be considered fair use. The class considers the implication of fair use to the processes of appropriation and creation. Students discuss the potential benefits and harms of this concept.
 * **Diamonds and DJs** - LESSON from The Good Project that is designed to introduce students to the idea of appropriation and to help them begin to think critically about the ethics of appropriating a creator’s work for a new purpose. Students will watch two sets of videos: 1) a Project New Literacies Media Exemplar video about the differences between remixes and mash-ups; and 2) the video of a song that has been remixed and the original song that inspired it. The class will then engage in a group discussion about the purpose and meaning of remixing and appropriation.
 * **SO24 Copyright - Fair Dealings Policy** - this is the Grand Erie Disrict School Board's policy and procedure for Fair Dealing Guidelines as developed by the Council of Ministers of Education Canada (CMEC) Copyright Consortium.
 * **SO27 Acceptable Use of Information Technology** - this is the Grand Erie District School Board's Code of Conduct for all members of the GEDSB.