Author: Kala Bhattar

Kala Bhattar has her BA in Political Science with a double minor in International Studies and Human Rights at the University of Alabama at Birmingham (UAB). She has worked with the Institute for Human Rights (IHR) at UAB since fall of 2021 as an intern blog writer and has also been working on some of the side projects conducted by the IHR. As a blog writer, she has written on topics of both domestic and international importance, such as issues of food insecurity and homelessness in the United States, but also has captured the broader struggles of people around the world, especially in her series on Environmental Justice. The IHR has been an important platform for Bhattar to spread awareness about contemporary issues and has introduced her and prepared her for many opportunities that have assisted her in pursuing her academic goals.

Misinformation & Disinformation

Source: Adobe Express Stock Images; A man on his phone is depicted with a large black cloud in the place of his head, with the words “misinformation” written across the cloud.

Overview of the module

In this module, students will learn more about what misinformation is and what disinformation is, and how these concepts can impact the students’ experiences on social media platforms. This module will prepare students to be able to recognize fake news and hate speech and learn how social media algorithms can cause users to be in an echo-chamber, which can in turn lead to social division and radicalization. Students will also learn about resources they can use to determine what is fake and what is real and become responsible netizens. 

What exactly will teachers find in this module?

Teachers will find many useful resources, including websites, videos, books and lesson plans that they can reference to help guide them through discussions of this topic. These lesson plans and resources provide a framework for teachers to explore these complex topics with younger audiences, and they can be introduced as stand-alone lessons, or be paired together with the entire module. Many lessons even have subsections that teachers can choose to turn into mini lessons. These lesson plans include reflections, discussions, hands-on activities, and other skills to help prepare the younger audiences to recognize reality. These mini lesson sections can be expanded to cover entire lessons, but they are more coherent grouped together than as separate lessons, so if these sections are updated to cover an entire lesson, it is recommended to explore all the sections in a series of lessons if possible. It is also recommended for teachers to explore the social media module and the cyberbullying module prior to exploring this module. The other two modules contain some basic knowledge about social media platforms and online safety that is recommended before pursuing these harder concepts of misinformation, disinformation, fake news and hate speech.

Why is this module important?

This module is important because it empowers students with the knowledge to determine what is real and what is fake on social media platforms. As the internet and social media platforms have become the digital public sphere, where people engage in political debates, it is important for students to be able to discern what is true and what is not to make informed decisions in their own lives. Additionally, social media algorithms especially are designed to keep users engaged, and sometimes this goal of engagement can come with a heavy cost for the users. Controversial topics tend to be pushed to the forefront for increased engagement, and sometimes, even non-controversial topics can be presented in controversial ways. This is why it is important for students to be aware of this phenomenon and be equipped with the necessary skills to combat it.

How does this module connect to bullying?

Misinformation and disinformation are tools that cyberbullies use to engage in problematic conduct on social media platforms. Students should be able to recognize, identify, and be equipped with the knowledge to combat misinformation and disinformation online.

Content

Additional Resources for Teachers

Note: many of these resources are separate from the ones listed under the materials for each lesson

Lesson Topics

Why So Hateful?

Lesson Goals: Students will be able to define hate speech and how this concept ties into bullying online. This lesson will be an interactive, hands-on approach to teach students how to differentiate between what is fake and what is not.

Source: Adobe Express Stock Images; An image of a person on a laptop, with hateful symbols and words in red text bubbles.

Materials/Resources for the Lesson:

Lesson Structure:

  • Open: 4 C’s Icebreaker
  • Body
    • Define Hate Speech
      • https://www.un.org/en/hate-speech/understanding-hate-speech/what-is-hate-speech
      • Define hate speech and explain why it can be so prevalent on social media platforms
      • Hate speech is when someone uses harmful language that targets a marginalized group of people. This can be words that comment on someone’s race, religion, ethnicity, nationality, disability, gender, or other aspects of someone’s identity.
        • According to the United Nations (https://www.un.org/en/hate-speech/understanding-hate-speech/what-is-hate-speech), hate speech can be expressed through “images, cartoons, memes, objects, gestures, and symbols” as well.
        • One of the reasons why hate speech is so widespread on social media platforms is because of anonymity. The person spreading hateful rhetoric can remain anonymous, and so they can say whatever they want about someone without facing any real consequences. This is why it is important for us to not only understand what hate speech is, but also recognize the importance of being responsible when we express ourselves online. We do not want to unintentionally (or intentionally) harm others through our words and actions.
    • Hate Speech Activity
      • Sometimes, a pen can cause more harm than a sword. To illustrate how much words matter, students will participate in this small interactive activity followed by a discussion.
      • Distribute two post-its for each student (two different colors) and prepare two large posters or post-its at the front of the classroom.
      • Designate each color to correspond with either positive messaging, or negative messaging. Ask students to use the post-its they got to write one positive statement they like to hear about themselves (on the positive color) and one negative statement they have heard people say about them that makes them feel bad (on the negative color). Ask students to avoid extremely offensive and derogatory words. Once students are done writing the words/phrases, have them stick their small post-its onto the two larger poster/post-it at the front of the room.
      • Ask the students to come up and examine each of the two posters at the front and lead a class discussion to reflect on it.
        • “How did it feel to look at the two different posters?”
        • “What makes us react to some of these words/phrases in the ways we do? Why do you think that is?”
        • “What do you think this has to do with hate speech?”
        • “Having felt the way you feel after reading some of the negative comments on this poster, what sort of responsibility do you have as an online user?”
  • Close
    • Explore the options students have if they encounter hate speech online.
      • This is what the United Nations suggests for dealing with hate speech (https://www.un.org/en/hate-speech/take-action/engage).
      • To summarize, they ask you to stop yourself from making hateful comments back at the initial post, double-check the information that has been posted, stand up for yourself and speak out against hate speech, report hateful speech, educate others on why hate speech can be problematic.
    • Resources to report hate speech on social media platforms (https://www.adl.org/online-hate-and-harassment-safety-guide)
      • This website explores what types of speech can be flagged as hate speech, and also provides detailed reporting information for popular sites among young people such as TikTok, Instagram, Facebook, YouTube, Pinterest, and more.  
      • Teachers can pull up the website and view this information together, or share the website with students, and ask them to look through the webpage individually on their iPads/devices for 5-10 minutes.
      • If students are exploring sites individually, you can call on a few students to provide short summaries for certain platforms.
Misinformation, Fake News, & Disinformation

Lesson Goals: Students will be able to define and recognize what fake news is and know the difference between misinformation and disinformation. Students will also learn about how the algorithm incentivizes sharing mis/disinformation. This lesson includes interactive, hands-on activities that can explain this complex topic in a gamified, fun-filled way.

Source: Adobe Express Stock Images; A graphic with blue, red and white numbers and letters across the background, and F-A-K-E-N-E-W-S in the foreground.

Materials/Resources for the Lesson:

Lesson Structure

  • Open: Ice Breaker
    • Two Truths and a Lie (can be played verbally, written, or digitally)
      • Verbally: Instruct students to come up with two truths and a lie about themselves, and then provide each student the opportunity to share. If you have a large class, you can randomly choose some students to call on.
      • Written: Have pre-prepared statements on notecards that can be presented to students, where they can identify which of the statements is false as a class.
      • Digitally: Pull up social media posts that share false and true statements for a fun, digital version of this game. This can be a great way to segway into defining and identifying fake news online.
  • Body: Two Sections
    • Section 1: Fake News
      • Activity: Telephone Game
        • Split students into large groups (8-10 students in each) and have them sit in a line or circle next to each other. Provide a statement for each group, and then whisper the statement to the first student in each line/circle. Have the students whisper it to the person next to them, until the statement has reached the last member of each group. Once the final member has heard the statement, have the person write down what they heard. Compare this statement with the original statement you shared.
        • This is a good way to showcase how fake news can spread easily without even intending to. Discuss how this can tie into bullying (spreading rumors, or statements being exaggerated about people) and how online/social media platforms can exacerbate this. 
      • Define: Fake News
        • https://www.youtube.com/watch?v=RDOFt1tFYx8 (What is Fake News?)
        • Discussion:
          • “Who can summarize what fake news is?”
          • “Why is this a problem?”
          • “What did we learn from our previous activity, and how does it apply to fake news?”
    • Section 2: Misinformation vs. Disinformation
      • Define: Misinformation and Disinformation
        • Video and discussion
        • https://www.youtube.com/watch?v=4qv5iTkxTDw (Video)
        • After watching it, ask some reflection questions
          • “Can someone summarize what we learned from watching the video?”
          • “Can you give an example of misinformation?” “How about disinformation?”
          • “What are the goals of misinformation and disinformation?”
          • “What are some things you can do when you come across mis/disinformation?”
          • “What do you think – are people doing this intentionally or unintentionally?”
      • Activity: Play the Disinformation game as a class or divide students into small groups and have each group play the game. Designate roles for students within each group (one person to take notes on their choices, one person to press the options on the device, one person to read the options, etc.)
      • Once the groups are finished playing the game, ask them some reflection questions. You can also ask them to pause after each section of the game, and ask them some reflection questions as well:
        • “Did you try making the right choices at first?”
        • Impersonation
          • “How did you feel when impersonating someone else or ‘posting’ fake things?”
          • “Did you expect this process to be this easy?”
        • Emotion
          • “How does emotion play a role in disinformation?”
          • “Why do you think people are more likely to respond to emotional content?”
        • Polarization
          • “Why is it easy to polarize people on social media platforms?”
          • “How does polarization in the digital world impact the real world?”
          • “How do bots make this problem worse?”
        • Conspiracy
          • “What are some conspiracies that you have seen on social media?”
          • “What are the dangers of spreading conspiracy theories?”
        • Discredit
          • “Why is it so easy to discredit others online?”
          • “What sort of wider implications can this have? Think what would happen if someone tries to discredit verifiable news sources or other such sources that share life-saving information such as the WHO.”
        • Trolling
          • “What consequences can trolling have on real life scenarios?”
          • “How can you identify when you are being trolled online?”
          • “How does the algorithm incentivize you to spread fake news, misinformation and disinformation?”
  • Close: Summarize and Reflect
    • Ask students to summarize what they learned during the lesson. Ask each student to offer one thing. This can be a quick “popcorn” discussion, where students raise their hands, and the teacher selects the first student, who offers an answer, and then that student selects the next person with their hand raised, who shares something, and then chooses another student, so on and so forth.
    • Once the summary is done, ask a thought-provoking question to the students. Some examples include:
      • “How does the spreading of fake news, mis/disinformation exacerbate bullying online?”
      • “Do you notice similarities in bullying and spreading mis/disinformation?” (Both attack peoples’ emotions; both manipulate peoples’ worldview, etc.)
Give Me All Your Attention!

Lesson Goals: This lesson is designed to introduce students to the concepts of echo-chambers and the attention economy. Students will understand how the social media algorithms work, and how in turn it can cause social division, and in more serious cases, lead to radicalization. Students will finally develop critical thinking skills through interactive activities that challenge their views and perspectives. This lesson has subsections that cover complex topics in an easy-to-digest manner. Hence, the style of this lesson is a bit different from others. There will be mini lectures for each section followed by an activity that emphasizes the main objective of the mini lesson.

Source: Adobe Express Stock Images; This image is an attempt to depict how social media usage can place users in echo chambers, increasing the risk of tribalism and hive mindsets.

Materials/Resources for the Lesson:

Lesson Structure:

  • Open
    • Ask students some thought-provoking questions that set up the lesson. Examples include:
      • “Who has been on a social media platform in the past 24 hours? What platforms were they and what was the first thing that you saw when you got onto the platform”
      • “Have you ever compared what you see on your social media pages to what your friend sees? What are some things you noticed? Have you ever wondered why you and your friend may have very different social media pages? What do you think causes this difference?”
  • Body: Five Sections
    • Section 1: Let’s Talk Algorithm
      • Introductory lecture (can also use a video and discussion at this stage)
        • So, what is an algorithm and what does it have to do with how your social media pages work? (https://www.nnlm.gov/guides/data-glossary/algorithm)
        • Algorithms are instructions that computers and other machines use to complete the jobs they were created to do. They are typically used for data processing, calculating, and automation purposes. Although they are used in complex fields like AI, Data Science, Computer Science, Mathematics, and other such fields, they are also very important in our daily lives as a way to solve problems efficiently and effectively. For example, think about when you google something, and as you type, the search bar autofills suggestions. This is due to algorithms guessing what you might want to search for based on popular searches on the topic, or from your previous search patterns. Or think of when you are streaming shows on Netflix, and recommendations for shows and movies pop up; this is based on your watch history and what you are interested in.
        • Alternatively, teachers can show this video (https://www.youtube.com/watch?v=F5tz887wXCY) and have a small discussion after.
      • Activity: Mimic Algorithm in class
        • Pick 5-6 students to “create content” by giving each “content creator” a content card. Each content card should have a specific genre listed such as “cat videos”, “sports clips”, “art videos”, “car videos”, etc.)
        • The rest of the class will be voting on each content genre. As each “content creator” presents their content to the class, each of the students (who are not content creators) vote on the content they like. The teacher will act as the algorithm and keep track of how much interest each genre has.
        • As each round goes on, the most liked content will appear more often, while the least liked content will be asked to step aside.
        • At the end, the class will be able to visibly see how the algorithm (the teacher) curated the posts the users (the students) view by only showing them the content they preferred to see, and avoiding content they don’t want to see.
        • Wrap up and discuss:
          • “Why would having something like this be beneficial?”
            • You would be able to curate your ads and internet posts to your needs. For example, it could help with shopping for your needs by the recommended items you receive ads for without having to search for hours on online stores and platforms.
          • “Why could this also be dangerous?”
            • You only see things you agree with, and so, you fall under a false assumption that everyone else also sees the same things you do and therefore agrees with all your beliefs. When you come across something that challenges how you perceive the world, it might trigger you into reacting, at times, negatively.
    • Section 2: Echo Chambers
      • Lecture: “The previous activity is a great segway into the echo chamber section of this lesson. Always seeing something you agree with while never having your views challenged can cause what is known as an echo-chamber. This is dangerous for many reasons. For one, being in an echo chamber can reinforce your opinions, even if they are wrong.
        • Think about this example: if you are someone who was shown flat-earth videos and you liked it, now all of a sudden, you continue to get more and more flat-earth videos recommended to you on your feed. If you continue watching these videos, it can seem like there are so many other people who think this to be true, so maybe the earth is flat? But the problem here is that you are only being shown one point of view. You are not being exposed to some of the arguments made against the flat-earth posts, and so you don’t see these videos being challenged.
        • Examples like this can cause people to believe in falsehoods and double-down on them when challenged on it. In the end, you end up seeking out information that supports your view instead of seeking out the truth, and this can make you distrustful of others who are not part of your group. Echo chambers can have far reaching consequences. They can influence people’s opinions, the way they act, and the decisions they make in their daily lives.”
      • Activity: “So, let’s see for ourselves how this works.”
        • Pick some topics that the students will have different opinions on, but that are subjective. Examples:
          • Best season (Winter, Fall, Summer, Spring)
          • Best subject (English, Math, Science, Social Studies, Art, History, etc.)
          • Best Pet (Dog, Cat, Hamster, Rabbit, etc.)
          • Favorite outdoor activity (Hiking, Biking, Swimming, etc.)
        • Ask the question and have the students group together based on their answers. Give each group two to three minutes to discuss why their group’s choice is the best. Once this is done, ask the whole class if anyone wants to change groups.
        • Have a discussion on the impact of being exposed to only one viewpoint. Draw from what you discussed during your lecture. Have students share some of the reasons why they chose their group over the other group to the whole class. Ask again if anyone in the class, having heard from different groups, may have changed their groups if they had been aware of this previously. Talk about how, although this activity focused on opinionated questions, at times, on social media platforms, there are such echo chambers on non-opinionated, factual topics.
    • Section 3: The Attention Economy
      • Lecture: “So, why do social media platforms want to create echo-chambers and push certain algorithms? Social media platforms try to keep their users engaged as long as possible, because they make money by showing users more ads. We call this attention economy, as the time and attention you spend on social media platforms has a monetary value for the social media companies keeping your attention on their sites. Think about what sort of content keeps you glued onto your social media pages as you continue to scroll through the posts. So, what are some content examples that have kept you engaged on social media platforms?” (emotional content, controversial content, etc.)
      • Activity: Clickbait
        • Prepare some headlines to show students; include some normal headlines from news articles and such, and include clickbait articles.
        • Students will decide which headlines they would click on, and the teacher keeps score.
        • Once you have cycled through all the headlines you prepared, reveal which of the headlines were clickbait and which of the headlines were normal headlines.
        • Discuss how clickbait material, which can be super engaging and attention-grabbing, may not always be informative or factual material.
        • Tie this into the previous discussion of social media platforms and their attention economy.
    • Section 4: Social Division
      • Lecture: “Echo-chambers, algorithms, and attention-seeking content can sometimes lead to social division and extreme views. Let’s think of some examples of this you may see in your everyday lives. How many of you like to play games online? (students raise their hands). Now, maybe when you all are playing games, some of you prefer certain games like Roblox over other games like Mario Kart 8. Still others may have different opinions about which gaming platforms are better (XBOX, PlayStation, or PC). It’s good to have your own opinions and preferences, but if you are in an echo-chamber that is constantly re-enforcing your belief that (let’s say) XBOX is the best gaming platform, and you get shown all the XBOX content or negative content about PlayStation games, you may get into conflicts online with other users who prefer different gaming platforms. The stronger your opinions, the more extreme your reactions can get. In the end, this can get out of hand and turn into a cyberbullying situation very fast. All because you prefer a different gaming platform than someone else.”
        • Ask students to give other examples of how things can escalate and become extreme.
      • Activity: Role-playing the examples
        • Pair students up and have them brainstorm an example to act out. (You should put them in groups of even numbered members, as you want to have the same number of students arguing each point).
        • Each student will take turns arguing their position back and forth. Stop the group before things get too bad, but this is a way to showcase how a silly argument can become extreme.
        • Once all the groups have had a chance to present, discuss what the students learned from this exercise. How can this be worse when dealing with anonymous users online?
    • Section 5: Broaden Your Horizon
      • Activity/Discussion: What are some ways to broaden our horizons?
        • Ask students to provide strategies on how they can be more inclusive of other perspectives. Some that you can provide are:
          • Fact-check information you come across online before you share them
          • Don’t interact with posts that are controversial; don’t give them the attention they want
          • Avoid click-baits
          • Follow diverse sources so you can check across different platforms to gather different opinions on the same topic before you make your own decisions
          • Read a lot of books; books contain so much knowledge, and each book brings you a different perspective then the next.
          • Regularly challenge what you believe. Ask yourself why you believe what you believe, and make sure the things you believe are a result of your own critical thinking, not because someone told you to believe it
          • Try putting yourself in other people’s shoes. When you come across something you don’t agree with, instead of thinking of a counter argument, think about why that person feels the way they do. Exercise empathy.
          • Volunteer and participate in community events; this is a great way to meet people that are different from you, that have different experiences and perspectives from you. Make connections across different backgrounds so that if you come across something online that might sound untrue about a certain group, you are able to recognize it and fight back!
          • While on social media platforms, follow educational content. (of course, fact-check the information on there) but learn something new, such as a skill, a craft, book suggestions, life-hacks, and more.
  • Close: Summary and Reflection
    • Ask students to provide a summary of some of the concepts they learned. Ask them to define words they learned, such as algorithms, echo-chamber, and attention economy.
    • Have students reflect on their own social media usage and share one thing they will change to broaden their perspectives while using social media.
Media Literacy

Lesson Goals: In this lesson, students will learn how to double check their sources, determine whether something is fake or not, and learn how to use the CRAP test to determine whether a website or article is credible.

Source: Yahoo Images; free to use and share; the acronym CRAP helps us remember how to identify accurate information online.

Materials/Resources for the Lesson:

Lesson Structure

  • Open:
    • Start with a quick quiz on media literacy. Ask questions such as these:
      • “What do you think media literacy means?”
      • “What is the difference between fact and opinion in media?”
      • “how can you tell if a post is misleading on your social media page?”
      • “why do you think media literacy is important?”
    • Discuss the lesson goal
  • Body: CRAP Test
    • It can be very easy to spread false information online, and sometimes, it can happen without us even knowing about it. How can we avoid spreading misinformation on our own social media platforms? How can we identify posts that are false or misleading? Well, we will be learning how to do this using a method that was created by librarian Molly Beestrum, known as the CRAP Test. So what is the CRAP Test and why should we use it? The CRAP Test is a tool we can use to determine whether or not a website or post is credible. According to this test, there are four major steps we should take before we can decide whether something is factual or not.
      • Currency: The first step is to look at how current the information is. Is the article or post something that was posted recently? How recently? How often does the website you are on update its posts/articles? Think about your topic and think about whether the article/post you are reading applies to the current situation. Some topics in certain fields (like technology, medicine and science) are updating faster than other fields (such as history).
      • Reliability: The second step is to think about the content itself. Reading through the article, are there sources provided for any claims the article makes? Are these sources from credible avenues (mainstream media pages, popularly known sites such as the UN or governmental sites)? Was this article just an opinion piece or did this article get reviewed by experts before it was published? Did you find any statements in the article that was false? A peer-reviewed article in a scholarly journal is more reliable than a blog posted on reddit.com because there were multiple steps of reviews the article went through (where it was fact-checked) before it was published.
      • Authority: Now let’s look at who wrote the article and the website it is being published on. Is the author’s name and credentials (where they work, previous articles they have written, any educational background they may have, etc.) easily accessible? These days, you are able to do a quick google search to see if you can find any information on people that can be verified. Even if we know who the author is, we still have to ask ourselves, are they someone who we should listen to on a particular topic? For example, we know who Gordon Ramsay is. He’s an amazing chef, and he is an expert at recipes! Now if he wrote an article on how best to cook scrambled eggs, that would be pretty credible, but if he wrote an article on how to build a rocket, we may want to fact-check that! Also, who is publishing the article? Is the website a reputable one (for example a government website, a mainstream media page like CNN, MSNBC, Washington Post, etc. or a university page)? What is the interest of the publisher?
      • Purpose/Point of View: Finally let’s look at the perspective of the article. Is it subjective (opinions) or objective (factual)? Does the author actually provide citations for the sources or do they simply list them? Is the author trying to push a particular agenda or viewpoint, or do they present other sides of the argument? Is this article attempting to sell you something? If so, are they clearly stating it, or are they being sneaky about it?
    • Once you put your articles through the CRAP test, you will be able to determine whether or not the article is credible or not.
  • Fact-checking activity
    • Choose one of the two games (Go Viral! Game or Fakey Game) to assign students to play. The Fakey Game might be a better option here.
      • The Go Viral! Game displays how easy it is to manipulate narratives and spread misleading information. This game has prompts that students can select that walk them through the three sections of the game.
      • The Fakey Game is designed to present itself as a social media newsfeed page. Students are given the option to like or share it if they think it’s credible. They are also given the option to fact-check the post if they don’t find the post credible. They can also click on hints and skip if they are unsure. The amount of points you can earn and the percentage of your skill level depend on your ability to correctly identify whether an article/post is credible or not.
    • Following the activity, split the students into small groups and have them answer some questions about their results. There will be different questions for the two games above
      • Go Viral!: What went as expected? What surprised you? Did you think it was this easy to make misleading posts? How did you feel when doing this activity (guilty, immoral, like a winner)? What did you learn from playing this game?
      • Fakey: How did you do? How difficult was it to recognize fake articles vs. real ones? Have you seen similar posts on your own social media pages? Did anyone use the CRAP test to determine which post was credible and which one was not? What did you learn from playing this game?
    • Once the students have discussed in their groups, come together as a class, and have a spokesperson from each group speak about their group’s answers. Did all the students have similar reactions/experiences with the game? What were some differences? Did anyone use the CRAP test? What were some takeaways?
  • Close
    • Provide articles (credible and non-credible) for students to apply the CRAP test to determine whether it is credible or not. This can be done individually (to determine who grasped the lesson and who may need some more help), or in groups (to allow students the ability to talk it out with their peers and help each other).

Artificial Intelligence (AI) & Bullying

Source: Adobe Express Stock Images; An image of someone on a laptop, and a screen display of an AI chat software.

Overview of the module: 

In this module, students will learn more about the newer technology of Artificial Intelligence (AI) and how AI has been used to exacerbate cyberbullying online. This module will explore complex topics such as deep fakes, bots and fake accounts, and misinformation/disinformation, and how these concepts relate to bullying. For a more thorough module on mis/disinformation, please take a look at our misinformation and disinformation module. AI is a new technology, and as with any newly introduced technology, there is a learning curve as we learn how to use the technology efficiently and effectively. We also start to identify some of the issues this technology presents to our society. As with any new and unfamiliar technology, there is a sense of fear and pushback from the larger community. This module is an attempt to inform both students and teachers about how AI technology can be used by people as a tool for cyberbullying but also as a tool for academic and creative purposes. Teachers will also be able to familiarize themselves with AI tools so they can guide their students on the safe usage of AI. AI technology seems to be our immediate future, and as educators, we need to equip students with the necessary skills they need to be successful in their future endeavors.

What will teachers find in this module?

Teachers will find many tools and resources, specifically exploring AI usage. Teachers will also be introduced to how AI can increase the chances of cyberbullying. These lessons and resources provide a framework for teachers to discuss complex topics with younger audiences. While this module can be taught separately from the other modules, students must be aware of certain concepts like cyberbullying and misinformation. Please explore these two modules before proceeding with this module. These lessons include reflections, discussions, and engaging activities that explore the dangers of AI, and propose some strategies to remain safe when using AI tools. 

Why is this module important?

As mentioned above, this is a relatively new technological advancement we have been introduced to, meaning that there will be many questions and lots of trial & error. We want teachers to be able to make use of tools that help them make their lessons more interactive and efficient, while also being aware of some of the problems that have surfaced with AI use, to better inform their students to be safe online. 

How does this module connect to bullying?

AI can be used to create deep fakes that present believable images and sounds of people that can be used to spread rumors and false information about individuals, and because it is presented in visual and auditory forms, it can be hard to dispute and differentiate between what is real and what is not. This is why familiarizing students at a young age with these possibilities can prepare them to get ahead of situations that could otherwise worsen cyberbullying as a whole. 

Content

Additional Resources for Teachers

Note: Many of these resources are separate from the ones listed under the materials for each lesson.

Lesson Topics

What is AI?

Lesson Goals: Students will learn about what Artificial Intelligence (AI) is, the pros and cons of AI, and how to navigate this new technology safely. 

Source: Adobe Express Stock Images; A display of a digital menu with AI in the middle, surrounded by icons.

Materials/Resource for the Lesson:

Lesson Structure:

  • Open: Begin with some slides of some images, audio clips, and video clips that are created by humans, and some created by AI. As an icebreaker, have students play a short game of “Guess which one” and see how well they recognize the difference between AI-created and human created content. 
  • Body: Three Sections
  • Section 1: Video and Discussion
    • Watch the video (https://www.youtube.com/watch?v=b0KaGBOU4Ys&list=PL8TjVyuBdsCmRrAn8HbmyI5oWkaR9Bqi3)
    • Have some questions prepared for students to pay attention to so that they can follow along with the video. Here are some exmples:
      • Who can tell me what AI is? 
      • Can you give me some examples?
      • Why is AI like your robot dog?
      • What can be created using AI?
      • Why do we need to be cautious when using AI?
    • Section 2: Ethical Dilemma Debate (For or Against AI?)
      • Split the class into two groups and have them relocate to sit on the side of their team. Distribute the articles below to all the students.
      • Explain to them what the Ethical Dilemma Debate is. The students will begin by reading the article they have been assigned independently, then discuss with their classmates what they read. Each team will be given enough time to reflect on the articles and brainstorm ideas to debate with the other team.
      • The issue being debated is whether students are for or against AI. This activity will not only motivate students to think critically but also teach them to think of other perspectives. This is something they have to do to win the debate. Students are also expected to debate on positions that may be different from their own.
      • One side will argue for AI and all the positives and possibilities of this new technology. The other side will argue about the dangers of AI, what it’s truly capable of, and what the future could look like without regulations.
      • Article to use: https://www.simplilearn.com/advantages-and-disadvantages-of-artificial-intelligence-article (advantages and disadvantages of AI)
      • Once the students have had a chance to brainstorm, the class will hold a debate, making sure that all the students are offered a chance to speak and share.
    • Section 3: Using AI Safely
      • With all this talk about pros and cons, it is crucial to also mention how to use AI safely and responsibly.
      • https://travasecurity.com/learn-with-trava/blog/6-ways-to-be-safe-while-using-ai(Using AI safely)
      • Have the students read this aloud as a class (popcorn style – each student reads a small paragraph). Once they finish reading, ask a couple of students to summarize the article in their own words.
      • Here are the six safety measures the article explains: 
        • Being careful when choosing AI apps
        • Not sharing personal information (name, phone number, address, photos, etc.)
        • AI has been known to be wrong at times. Don’t blindly trust everything you read from AI. Do your own research to verify information.
        • AI might steal content from other sources without giving them proper credit. This can mean if you are using AI materials, make sure to use it as a tool and not something to do the work for you. This can result in plagiarism. 
        • Don’t save the chats/chat threads
        • Look out for any shady activity. If you see something, say something. 
  • Close: Reflection Circle
    • Following the Using AI Safely portion, have a five-minute reflection circle. Have all the students sit in a circle and ask students to reflect on this exercise by going around the circle, giving each student 30 seconds to share. The teacher is also expected to participate. An example of a reflective question you can ask: 
      • “What is one thing you will take away from today’s lesson?”
      • “What do you think about AI? Are you for it or against it based on what you learned here today?” 
      • “What is one thing you will change in your own life, small or big, knowing what you know about AI?”
Fake or For Real?

Lesson Goals: Students will learn more about Artificial Intelligence (AI) and how it is used to create deepfakes online. Students will be able to explore what deepfakes are, how to spot them online, and why they can be dangerous. The “What is AI?” lesson is recommended as a precursor to this lesson. 

Source: Adobe Express Stock Images; An image of a young girl on a facial recognition software

Materials/Resources for the Lesson:

Lesson Structure:

  • Open:
    • Start with an introduction to the concept of deepfakes. Ask students if they have come across videos, images, or audio that they thought were real, but were edited.
    • Then explain what deepfakes are.
      • You can use a video (https://www.youtube.com/watch?v=gLoI9hAX9dw) and discuss afterward, or simply explain what deepfakes are.
      • Deepfakes are videos, audio, or images created using AI that alters the content in some way to manipulate the intended audiences. Videos can be altered by swapping the subjects’ faces or even altering their voices.
      • You can show some examples of deepfakes (https://www.youtube.com/watch?v=B4jNttRvbpU till 3:15).
      • Generative Adversarial Networks (GANs): This is a process that uses the power of two AI’s to create the most realistic version of the subject. This is done by a process of trial and error between the two AI units until the second AI is unable to detect which version of the initial image is real and which one has been manipulated by AI. 
      • Talk about both the good and the bad of deepfakes.
        • Some benefits of being able to use deep fakes include being able to translate films and videos into other languages, and use it as a way to age correct (for actors/actresses to appear younger on-screen; to help law enforcement find victims and suspects).
        • However, deep fakes can also be problematic. The public’s trust in videos, audio, and images online may deteriorate due to deepfakes, which means that even when people are telling the truth, it may not be believed. On the other hand, someone can be accused of doing or saying something they did not do or say, which can have wide-ranging consequences, especially if that person is a community leader or political leader. Doctored images, audio, and videos can be (and have been) presented as evidence in court, which can impact the legal systems and their rulings. Of course, deep fakes can also be used to commit crimes online, such as fraud, manipulation, and even abuse. 
  • Body:
    • Types of deep fakes
      • https://www.youtube.com/watch?v=B4jNttRvbpU (5:48 – end)
      • There are a few ways that audio, images, and videos can be manipulated (https://www.aiforeducation.io/ai-resources/uncovering-deepfakes).
      • One of these methods, called face swapping, is when people can change the faces of the person in the image or video with another person’s face. This is on a more advanced level than using Photoshop to swap someone’s face, and typically, it’s very hard to tell when someone’s face has been swapped this way.
      • Another such method is called voice cloning when AI is used to imitate someone’s voice onto an audio recording. These voices can be very realistic and can have far-reaching consequences. In this article the author explores how a mother was scammed into thinking her daughter was kidnapped. The scammers used AI to mimic the voice of her daughter crying for help in the background, and it was so believable that the mother thought that was her actual daughter until she was able to verify that her actual daughter was safe with her dad.
      • Another technique that is used to create deepfakes is lip-syncing. People’s lips can be manipulated to match a different audio. All these techniques can be used together to create audio, images, and visuals of people saying or doing things they did not say or do.
      • Reflection question: Why do you think this could be problematic? How does this tie into bullying?
        • Some responses can include cyberbullying, identity theft, misinformation, or disinformation
    • Detecting deep fakes
      • Go over some techniques that can be used to detect deepfakes. The website below provides a guide to deepfake detection.
        • Explore how visual inconsistencies can give away what’s fake and what’s real.
        • Explore how lighting should look realistically, and how to identify when it doesn’t appear consistent.
        • If it’s a person, look at how the features of the person look. Do they look natural, or is there something off in the way the arm bends, or the way they stretch?
        • Another thing to look at is audio-visual inconsistencies. For example, does the facial expression match what is being said? Are there abrupt cuts in the videos, or prolonged movements that appear unnatural?
        • Students should also pay attention to people’s blink patterns and breathing patterns to determine whether they are blinking naturally, or breathing normally.
        • Of course, like with other online sources, another big one: is the source of the material reliable? Please mention (or ask a question to reflect on this topic) how deep fakes are getting harder to detect, and sometimes even reputable sources can let things fall through the cracks. 
      • https://www.realitydefender.com/blog/deepfake-detection-guide
      • Play a game, to see how many students can guess correctly whether the images and videos are real or deep fakes. https://www.bbc.co.uk/bitesize/articles/zg78239
    • Activity: Fake or For Real?
      • Prepare some deepfake images, voices, and videos ahead of the class period. Have some real ones in there as well, to make things a bit more challenging. Since this will be a competitive challenge, prepare some sort of prize for the winning group. (Pro tip: prepare a few extras, just in case you have more than one winning group). 
      • Divide the class into groups of 4. Provide each group with 2-3 deepfake images/voices/videos to analyze along with a checklist of how to spot deepfakes. Once the group has had time to analyze the given materials, they must present their analysis to the class. The groups will have to vote on whether the material is fake or real as a team (one vote per team). The teacher can then expose whether the material is a deepfake or real, with a point awarded to the group for each correctly identified material. The group with the most points wins. 
  • Close:
    • https://www.spotdeepfakes.org/en-US/result (exit ticket quiz)
    • Go to this website and (either individually or collectively as a class) have students take the quiz on the website. It’s ten questions long, and it serves as a good summary and reflection of the class lesson. 
Bots and Fake Accounts

Lesson Goals: Students will learn about trolling, AI bots and fake accounts online, how to recognize them, and what sort of impact they have on our society. 

Source: Adobe Express Stock Images: An image of a desk, with a laptop, a desk lamp, a pencil holder, and a message session with a Chatbot on the laptop screen.

Materials/Resources for the Lesson:

Lesson Structure:

  • Open: Discussion
    • Being with a discussion with the class. Ask students about their social media usage and whether they have encountered any trolls, bots or fake accounts. 
  • Body: Two Sections
    • Section 1: Define and Learn
    • Section 2: Human or Not? Activity
      • https://www.humanornot.ai/ 
      • As a class play the game together, with the teacher in charge of typing the responses. Students can participate by offering messages to write back. The game is designed to have a two-minute text conversation with the game and determine (based on the information from the conversation) whether the user on the other end is a human or a bot. This can also be a good way to teach about the safe usage of AI, as the teacher guides the responses. For example, if the question is posed asking for personal information or to meet up somewhere, teachers can use that as a teaching moment to show how students can maneuver situations like that. Teachers can also talk about strategies they use to differentiate between real and bot messages. 
  • Close:
    • Open up the floor for discussion and questions. Ask some reflection questions such as:
      • “If you are met with some trolling online, what are some strategies you can use to deal with the trolls?”
      • “Were you surprised to find out that there were AI bots bullying users?”
      • “How difficult was it to differentiate between the human and the bot on the online game? As AI becomes more and more advanced, do you think it will be harder to distinguish between human creations and content generated by AI? What sort of impact do you think this will have on our society?”
Digital Trafficking in the Age of AI

Lesson Goals: The digital trafficking lesson under the Social Media Module is recommended before exploring this lesson. This is because students will be expected to be familiar with certain terms and topics about trafficking in general. This lesson is designed to explore how AI has exacerbated the issue of digital trafficking. 

*Disclaimer: This lesson explores mature topics such as the causes of addiction and the signs & symptoms of addiction. Teachers are advised to take the necessary precautions and prepare for this class accordingly. As always, teachers are encouraged to tailor these lessons to cater to the needs of their students.

Source: Adobe Express Stock Images; In this image, a silhouette of a man with headphones on can be seen in the forefront with computer screens in the background.

Materials/Resources for the Lesson:

Lesson Structure:

  • Open: Video and Discussion
    • https://www.youtube.com/watch?v=7mH93tQ4n8M Show this video to the class and ask them some reflection questions to think about as they watch the video.
    • Examples of discussion questions to pose:
      • “What do you think Jennifer did wrong here?”
      • “How could Jennifer have avoided this situation? What are some specific actions Jennifer took that were problematic?”
      • “What are some safe practices to use online to avoid being in situations like Jennifer’s?”
      • “Have you come across similar situations online? How did you react?”
  • Body: Role Playing Activity
    • Students will be divided into small groups. Each group will be assigned a scenario they have to analyze, discuss, and present to the whole class. The class will have a discussion on each scenario. Each of these scenarios will feature the misuse of AI by traffickers online. Students should think about what they would do in these situations, and how to be safe online. Students will discuss how common this scenario is, and why this should not be taken lightly.  Examples of scenarios are listed below:
      • Scenario 1: You make a new friend online! You start receiving random messages from this account, and they seem friendly enough, so you start talking to them. They ask you for personal information about your name, your parents, your life, etc. You start to trust them, as they are never aggressive with their messages or unkind. Unfortunately, what you don’t know is that this is an AI chatbot created by a trafficker to lure young people like you and gain their trust. They want to collect information about you and eventually be able to meet in person with you without raising any concerns from adults around you. 
      • Scenario 2: You find a video in your DM on Instagram from an account you don’t know, but when you open it up, it’s a video of you spilling something all over your clothes. Except, you don’t remember EVER doing anything like this. Matter of fact, you don’t even own clothes that look like what “you” are wearing in the video. Unfortunately, you receive a message along with the video. It reads, “Looks like you are a clumsy person. This would be so embarrassing if it got out to your classmates. Do you want me to share it with them?” You are upset, but you are confident that this is not you. Still, if this video is shared, others will think it’s you because it looks so real. You type back, “no, please. Don’t share it. What do you want?” They ask you to meet them in person or do something else that would further incriminate you.
      • Scenario 3: You receive a friend request from someone who looks like they could attend your school. You look at their profile and you see that they have a small friend group, but you see they share hobbies and interests similar to others in your age group. You decide to accept their friend request. What you don’t know is that this is a trafficker who has created multiple fake accounts to create a believable backstory for their account. They used deepfakes and AI-generated pictures for their profile. They are using all these accounts they created to reach out to potential victims such as yourself online. 
      • Scenario 4: You see an ad for a traveling opportunity and you’re interested. It promises to pay for your whole trip to any destination you wish as long as you can provide a small recap/reaction video and upload it. It seems too good to be true, but the ad says that they are a new travel agency and they are trying to increase their popularity. This seems to make sense to you, and this is too good of an opportunity to give up. So you contact the number on the ad ready to get your travel on! Oops! Unfortunately, what you don’t know is that the ad was created by a trafficker, and they took advantage of the targeted ads and recommendations to target you for the ad as they knew how much you enjoy traveling, but your posts always appear wishful (maybe you don’t have the funds to travel). They may ask you to come in person to fill out some forms as an excuse to meet with you in person. You think this is normal procedure, so you go to meet them. 
      • Scenario 5: You receive an ad to complete a survey to see which Disney character you are most like. You think, “Ah let’s see what it says!” and proceed to take the quiz. What you don’t know is that the quiz was not another one of those fun games; it was created by a trafficker, to collect as much information about you as possible without looking suspicious. This information can then be used to further target you based on your interests, and groom you to trust the user on the other end. 
      • Scenario 6: You are going through a bit of a mental health challenge, and you see a group online that looks like a support group for people struggling through similar situations as you. You decide to join. Unfortunately, what you don’t know is that the support group was created by a trafficker who is planning to use the information they collect about you and your peers in the group to target you further. Support groups are a safe space where people are often vulnerable and lower their guard down. Certain information may be shared during these group meetings that the trafficker can then use to exploit the victims. 
      • You can also use real scenarios that have been on the news. Here are some examples:
      • Once everyone has had a chance to present their scenarios, bring the class together and discuss how AI is being used to combat digital trafficking.
  • Close:
    • Once the students have had a chance to analyze these scenarios, lead a class discussion, encouraging students to make some observations in their own lives.
    • Some questions to keep in mind: 
      • What should you do in situations like these? What would you do (be honest)?
      • Should you share personal information with people online or trust someone you don’t know? 
      • How do you know whether the person on the other end is a human or a bot? Even if you could know they are human, how can you be sure of their motives?
Using AI as a Tool

Lesson Goals: Students will learn how to safely use AI Tools and understand the risks and benefits they may experience while using the tools. This lesson includes AI tools that can be used in academic settings and as inspiration for creativity. 

Source: Adobe Express Stock Images; An image of a computer desk, with a monitor, speakers, game controller, and other devices on the table. An AI image generator software is being used on the monitor.

Materials/Resources for the Lesson:

Lesson Structure:

  • Open: Ask students what they know about AI. Start a discussion about the ways AI can be used in everyday settings. 
  • Body: AI Tools
    • Safely using AI tools for academic and creative purposes. Below is a list of tools that can be used for academic and creative purposes. It is recommended that teachers try these tools out for themselves and determine which ones to share with their classes.
      • AI tool to take and organize notes
      • AI tool for tutoring on many subjects and at various levels of study
        • https://studymonkey.ai/ (pricing options available; the basic plan is limited but free, but there are plans for $8/month and $10/month with more options)
      • AI tool for writing prompts
      • AI image generation for creative inspiration
      • AI tools that help with editing and creating videos and animations
        • https://www.krikey.ai/ (animation AI tool; there is a basic plan available for free, but it is a limited version. There are other options available). 
    • Ethics and Risks
  • Close: Let’s Create a List of AI Norms
    • With the whole class, create a list of AI Norms to set some guidelines on the safe use of AI. Students can choose to write these onto a large poster and hang them up in the classroom. 

Social Media and Cyberbullying

Source: Yahoo Images; Free to use and share; An image of a bulletin board with rainbow pushpins pinning logos of social media platforms matching the color of the logo.

Overview of the module

Social media platforms come with many positives, such as providing us a platform to connect with people worldwide and is a space that allows people to express themselves freely. Unfortunately, it also comes with its share of problems. In this module, students will learn more about how social media platforms can exacerbate the bullying crisis, and how social media usage can set unattainable expectations for young adults. Many studies reveal that these expectations can lead to increased mental health issues among young people. This module also provides insight on safe ways to use social media, and how to report users, should students see or experience cyberbullying. The purpose of this module is to make students aware of the dangers of social media usage, and how to safely navigate through these sites in the digital era.

What exactly will teachers find in this module?

Teachers will find many useful resources, including websites, videos, books, and lesson plans they can reference to help guide them through discussions about safe social media usage with students. These lessons and resources provide a framework for teachers to discuss complex topics with younger audiences, and they can either be paired with the other modules or explored as a stand-alone module. These lessons include reflections, discussions, hands-on activities, and listening strategies to dissect bullying on digital platforms. Some of these lessons are broken into separate sections. Each of these sections can be expanded to cover entire lessons, but they are more coherent grouped together than as separate lessons, so if these sections are updated to cover an entire lesson, it is recommended to explore all the sections in a series of lessons if possible.

*Note: It is highly recommended that teachers explore the internet safety module and the cyberbullying module to cover some of the basic concepts addressed in the lessons below.

Why is this module important?

This module is important because it allows students to recognize the harmful practices they see or experience on social media and familiarize themselves with the language and knowledge to report them. Suicidal thoughts and behaviors among young people are alarmingly increasing, and research indicates that social media usage is one of the major causes. This module allows students to explore phenomena like selfie-dysmorphia and the pressure to stay connected to express their thoughts and emotions in a safe space and empowers them with the necessary tools to address these phenomena in healthy ways.

How does this module connect to bullying?

Social media platforms allow people to express their thoughts anonymously, no matter how mean or hurtful those thoughts can be. Much of the cyberbullying that occurs online tends to happen on social media platforms.

Content

Additional Resources for Teachers

Note: many of these resources are separate from the ones listed under the materials for each lesson

Lesson Topics

Who’s On the Other Side?

Lesson Goals: Students will be able to understand the risks of interacting with anonymous users online, learn how to identify catfishing, recognize the dangers of being stalked on social media, and learn how to protect against identity theft on social media platforms. This lesson aims to be interactive, discussion-based, and a hands-on approach that is relevant to how students actually use social media.

Source: Yahoo Images free to use and share; An image that depicts the act of phishing for your personal information online.

Materials/Resources For the Lesson:

Lesson Structure:

  • Open: Reflection Journaling
    • Start by describing a relatable scenario that pertains to the lesson topic.
      • For example, “Someone from school has been messaging you on various social media platforms. They start liking all your posts, comment on all your photos, and have even started DMing you. At first, it was harmless, and you didn’t think anything of it, but now it has become more persistent, and it makes you feel uncomfortable. What would you do?”
      • Set a 5 minute timer, and allow students to reflect for a few minutes.
  • Body: Four Sections
    • Section 1: Anonymous User
      • Let’s briefly talk about anonymous users online. These are users that hide their identity online, and they may misrepresent themselves or have ill intentions with their interactions online. Students should be taught to not share personal information with anonymous users and warned against meeting these users in person.
      • Activity: Ethical Debate
        • Question: Is anonymity online a good or bad thing?
        • Split students into two groups and have them debate on either side of this question.
        • Use this article as a resource.
        • Students can be given copies of this article to reference for their debate. Alternatively, you may want to allow students to think through these benefits and risks for themselves.
    • Section 2: Catfishing
      • What is catfishing?
        • Catfishing is when someone pretends to be someone else online to deceive others. This happens often for romantic or emotional reasons.
      • Activity
        • https://www.youtube.com/channel/UCCnWpQ_d4Y0xBHQZpEIdFcA (MTV Catfish Show YouTube Channel; Teachers are advised to check out the videos prior to the lesson and find appropriate clips to show)
        • Teachers can showcase some examples of catfishing stories. One that might interest the students is MTV’s “Catfish” show. Youtube has many clips of Catfish episodes to choose from.
          • As a class, analyze what deception tactics are used in the videos. Explore why catfishing is a problem, and ask students whether they have ever been catfished online before.
        • Once examples are shown, allow students to do reverse image searches on random profile pictures to determine whether they are fake or real.
        • Another exercise you can do with the students is to have students come up with catfishing scenarios, and as a class, identify the red flags together.
    • Section 3: Stalking on Social Media
      • https://www.esafety.gov.au/key-topics/staying-safe/cyberstalking (Cyberstalking)
      • Explain what stalking is.
        • Stalking is a pattern of harassing behavior that makes someone fear for their safety. This can be accomplished in person, or online. Being stalked in person can be a scary experience, but being stalked online can be an equally dangerous thing. The online stalkers can use social media to monitor a user’s posts, activity, locations, and more. In some instances, online stalkers can even hack into your phone and have access to your personal files and documents.
      • Activity
        • Compile some real stalker messages or posts (without any identifying characteristics) and prepare them prior to the class. Show them to the students and have them analyze the messages. Discuss how to manage privacy settings and limit location sharing on their social media apps. Finally, walk them through reporting online stalkers.
      • Section 4: Identity Theft
        • Explain what identity theft is, and how it is illegal.
          • https://www.usa.gov/identity-theft (Identity theft)
          • Identity theft is when someone illegally uses another person’s personal information such as their social security, their credit card, their name, and other identifiers for their own personal gain (usually financial gain). Oversharing personal information on social media platforms and online in general can put you at risk of getting your identity stolen.
        • Activity
          • Show examples of accounts that overshare their information, and as a class, identify the problem areas in the examples where the user is sharing too many personal information online.
          • Split the students into small groups and have them go through their social media profiles and make sure they are not oversharing any personal data. They should also make sure their bios on social media pages are creative, engaging, but also secure.
          • Ask students to regroup as a class, and teach them how to report if their identity is stolen.
  • Close: Adding onto the reflection
    • Prompt: “knowing what you know now, would you change your response from before, or would you keep it the same?” Give students 5 minutes to reflect.
  • Note: If each of these sections are split up into separate lessons, perhaps have students make a meme on online safety or a video with key takeaways following each section’s lesson.
Social Media is a Drug

Lesson Goals: This lesson aims to teach students more about the addictive nature of social media and its impacts. They will analyze and research data on social media usage among the youth to find patterns. Students will also be able to reflect on their own social media usage and create healthy usage boundaries for themselves.

*Disclaimer: This lesson explores mature topics such as the causes of addiction and the signs & symptoms of addiction. Teachers are advised to take the necessary precautions and prepare for this class accordingly. As always, teachers are encouraged to tailor these lessons to cater to the needs of their students.

Source: Adobe Express Stock Images; An image of some people with smartphones in their hands

Materials/Resources for the Lesson:

Lesson Structure:

  • Open
    • Show a news clip or a short video highlighting the issue of social media addiction.
    • After showing the video, have students express their thoughts and feelings about the video.
      • Ask some guided questions:
        • “Do you feel addicted to technology?”
        • What are some of the signs of addiction?
        • Do you ever experience them when using technology?
        • Why do you use social media?
  • Body: Four Sections
    • Section 1: Background
    • Section 2: Research and Data Analysis
      • As a class, compare and contrast each student’s social media usage information (age, grade, time spent each day, time spent each week, apps used, etc.). No identifying information about students will be collected (so no names or other personal information). This information can be easily compiled using the screen time managing options on phones and other devices.
      • Compile this information together and analyze this data. Some ways this data can be analyzed:
        • Which apps were the most often used in the class?
        • What was the highest, the lowest, and average hours spent each day?
        • What about each week?
        • Are there other patterns you notice from the data, such as differences in usage among certain ages?
      • Guide students as they make easy graphs and charts of this information.
      • Once this data is collected as a class, divide students into groups, and have them analyze a research study or article on social media usage patterns among young people around the world. This can be assigned by the teacher, or students can be allowed to find them on their own.
        • Once they are finished, students will be asked to share their findings with the class.
      • As a class, discuss how the data collected and presented from the class compares/contrasts with the general patterns they read about.
        • Were there certain apps that are popular across the board with young people?
        • How does the class average compare with the averages they read/analyzed in the articles?
    • Section 3: Reflection on Personal Social Media Habits
      • Make a worksheet with some questions on it for students to answer. Below are some example questions:
        • How much time do you spend on social media daily? What apps do you use the most?
        • What motivates you to use social media?
        • How does using social media make you feel? Do you associate social media with positive or negative emotions or both? Explain.
        • Have you ever taken a break from social media? What was your experience like?
      • Those who want to can share their answers with the class.
    • Section 4: Healthy Social Media Usage Strategies
      • Explore with the class some healthy social media usage strategies.
        • What are some ways to limit the addictive power social media has over us?
        • Introduce the students to strategies such as setting time limits on apps, turning off notifications, and setting boundaries for mindful usage of their social media apps.
        • Encourage students to create a personal plan for their social media usage that they can incorporate into their daily routines.
        • Encourage students to implement their plans and have them keep track of their experience with daily reflections. Set a time frame for how long you want them to track it for (a week, a month, etc.). Students will then compare their initial reflections before this lesson to the set time frame and share their experiences in a class session.
          • Have their habits changed? If so, how? If not, why?
          • What did they do differently now that they weren’t doing before?
  • Close
    • As this is such a high energy lesson, have students list two to three things they took away from this lesson on an exit ticket. You can also ask guiding questions:
      • “what was your favorite part of our lesson today?”
      • “What surprised you the most?”
      • “what sort of changes will you make to your own life after learning what you did today?”
#NoFilters

Lesson Goals: This lesson is designed to teach students about unrealistic beauty standards on social media, help them understand what selfie dysmorphia is and how it impacts self-esteem. Students will also learn to identify the use of filters and edited images, and develop healthy self-image strategies while using social media.

Source: Yahoo Images; free to use and share; This image shows two faces of a young woman, one that is natural, and one that has been modified using filters.

Materials/Resources for the Lesson:

  • Computers/iPads/phones
  • Writing utensils, markers
  • https://www.youtube.com/watch?v=najiOPaR37I (social media and body image)
    • Section 1: True or False Game
      • “True” and “False” signs for each student; this can be easily made with popsicle sticks glued to index cards
      • list of true and false statements to ask the class
    • Section 2: Reality vs. Social Media
      • A photo booth; can be a section of the classroom cleared off to have props and backgrounds. Materials for this activity depends on creativity
    • Section 3: Positive Social Media Wall
      • Large Post-ItsSmaller post-its
  • Close: Self-love Bingo
    • Create on large Poster, or print out self-love bingo cards

Lesson Structure:

  • Open: Ice Breaker
    • Have students find some images that they think are edited or use filters. With another classmate, have students analyze the images and talk about why they think these images are filtered or edited.
    • Alternatively, teachers can also show this video (https://www.youtube.com/watch?v=najiOPaR37I show just the “kids and screen time” section) and lead a discussion with it.
  • Body: Four Sections
    • Section 1: True or False Game
      • Present some statements about beauty standards on social media. Have students vote “True” or “False” (by holding up “True” or “False” signs) for each statement. Discuss each statement after the vote (“why do you think this is true” or “let’s talk about why this is false” or “how does this statement make you feel”).
      • Some example statements are as follow:
        • “All images you come across on social media are 100% authentic and unedited” (FALSE)
        • “Many social media influencers edit their images, or use filters to make themselves appear polished or perfect.” (TRUE)
        • “Social media platforms portray unachievable beauty standards, and comparing yourself to edited/filtered images can negatively impact your self-esteem.” (TRUE)
        • “People look exactly how they portray themselves on social media in real life.” (FALSE)
        • “Selfie dysmorphia is when people become obsessed with looking perfect for selfies. This obsession can have harmful consequences.” (TRUE)
        • “Everyone you see on social media is always happy and living their best life in real life.” (FALSE)
    • Section 2: Reality vs. Social Media
      • This activity is designed to illustrate the difference between reality and images found on social media. Set up a “photo booth” for students along with props that they can use to take both realistic, and exaggerated images. Have students create both realistic, and unreal versions of their images. Once the activity is complete, discuss how this activity made the students feel.
      • Some examples of how this activity could be set up:
        • Change the lighting: use natural lighting for reality photos, and use ring lights or other illumination sources for exaggerated photos
        • Posing: have students interact organically, and take real-time images for the reality photos. Have students plan each others poses before snapping the image for the exaggerated photos
        • Background: use a classroom wall for the reality photos, and use a background (like a tropical scene poster) for the exaggerated photos
        • Props: use everyday items (backpacks, water bottles, pencils, etc.) for the reality photos, and use what seems to be luxurious items (like a stylish fake bag, super neat containers with aesthetically pleasing writing utensils, etc.) for the exaggerated photos.
        • Outfits: use every day casual wear for reality photos, and use trendy outfits or scarves over the normal clothes for the exaggerated photos
        • Food: just snap the food on the plate for the reality photos, and carefully decorate the plate to present the “Instagram worthy” food photos
        • These are just some examples. Feel free to come up with whatever other examples work well with your group of students.
    • Section 3: Positive Social Media Wall
      • The point of this activity is to have students recognize their own self-worth (as they are) and spread positive messages to boost their self-esteem. It is so students can accept themselves and love themselves, and not strive toward unrealistic beauty ideals or “perfection” on social media.
        • Hang a large Post-It on the wall. Give students some smaller post-its and have them write positive things about others on the post-its and stick them on the large post-it. (Please monitor carefully; find the necessary balance between privacy and accountability to maintain a safe space). These messages should be anonymous, so students can truly feel safe to express freely.
        • Choose some students to read out a few of the post-its to bring a positive energy across the classroom.
      • An alternative approach to this is activity is to hang up multiple large post-its around the classroom with themes for each section. Label each section with a theme heading. Some examples include:
        • A compliment chain: for students to leave compliments to each other
        • Gratitude: have students write what they are grateful for
        • Achievements: have students write about an accomplishment they are proud of
        • Acts of Kindness: have students write about an act of kindness they have accomplished
        • Positive Affirmations: have students write positive affirmations for themselves or others
        • Future Aspirations: students write their dreams and goals
        • Self-love messages: students write about what they like about themselves.
    • Section 4: Social Media in Real Life
      • This activity is an attempt to showcase how absurd certain social media trends would be if they were practiced in real life. This is to open a discussion with students about why these trends would be unhealthy in real life and to distinguish between what is real and what is fake.
      • Students will be asked to act out certain social media trends in real life. Allow students to come up with their own scenarios, but some examples to offer if they are confused are as follow:
        • Have students ask others to physically “like” everything they say or do. Students can do this with a thumbs-up and announcing “like” every time they want to “like” another student’s actions.
        • Have students provide constant updates for everything they do. “Walking to my seat. Sitting down. Signing into my computer/iPad.”
        • Act out emojis or GIFs physically to everything someone says. (cry out loud for the “crying out loud” emoji; etc.)
      • Once students have had a chance to act these scenarios out, have a discussion with them about how they felt during it.
        • What did they learn from the activity?
        • Will this change how they interact with each other on social media platforms? If yes, why? If no, why not?
        • Were most of the interactions during the activity positive or negative? Why do you think this is?
  • Close: Self-Love Bingo
    • End the class with a positive, fun-filled activity crafted to boost students’ self-esteem and self-love. Create and print out (or find online) self-love bingo cards for the class. A self-love bingo card is designed to promote mental wellness, self-care, and personal growth. The rules are the same as any bingo game. The spaces can be filled with self-love activities and any students that have completed those activities can claim the squares. The person to get bingo first and calls “BINGO” out wins. Have the students reflect on how each of these self-love activities have made them feel.
    • Some examples of statements to fill the bingo squares with are as follows. Choose from any of these, or come up with your own:
      • Write a gratitude list of things you are thankful for
      • Exercise regularly
      • Give yourself compliments and positive affirmations
      • Stay unplugged for an entire day
      • Visualize your goals and dreams on a vision board
      • Journal your thoughts and reflections
      • Find a hobby
      • Read a book you enjoy
      • Try something new: visit a new place, or try a new food, etc.
      • Try meditation
      • Keep your environment clean
      • Practice deep breathing
      • Create something artistic
      • Spend some time in nature: walk, hike, etc.
      • Volunteer in your community
      • Set some boundaries in your life
      • Pick some fresh flowers for yourself
    • Alternatively, instead of having individual bingo cards, you could create a self-love bingo card together as a class for you all to complete together, and see how long it would take for you all to get bingo. (You could compete with other classes).
Digital Trafficking Awareness

Lesson Goals: Students will learn about human trafficking, mainly what it is, the different types of trafficking, and some ways to guard against it. Then, students will explore digital trafficking and how to protect themselves online.

*Disclaimer: This is a more mature topic, so it is strongly advised to take care and necessary precautions during this lesson. Teachers are encouraged to tailor these lessons to fit the needs of their students.

Source: Adobe Express Stock Images; An image with multiple computer screens monitoring security footage.

Materials/Resources for the Lesson:

Lesson Structure:

  • Open:
    • Teachers should prepare a Kahoot with questions that enable them to gather information about how well your students are familiar with human trafficking and digital trafficking. This will help them determine how long they should spend on each topic. 
  • Body: Two Sections
    • Section 1: What is Human Trafficking?
      • Definitions: Video and discussion.
        • Show a short video about human trafficking. Ask the students to pay attention to the guided questions for a discussion after the video. https://www.youtube.com/watch?v=XhbfGo7voB8 (Human Trafficking Basics)
        • Have guided questions available to show the students as they watch the video. Once the video is finished, ask them to reflect based on the guided questions. Examples include:
          • Who does trafficking target?
            • The youth, children, and adults; poor and unemployed; homeless; foster youth; LGBTQ+ members; people feeling lonely and alone; people on the move (due to war, climate change, violence, racial discrimination, natural disasters); women and girls;
          • What is human trafficking?
            • Involves a person with power, exploiting another person who is vulnerable. Traffickers force vulnerable people to participate in unwanted sex or labor for profit. Can cause physical or psychological harm to the victims. Can be caused by force, coercion or fraud.
          • Who are traffickers?
            • People who want to unethically control others and make profits off of them. They can be close family members, friends and acquaintances, strangers on the internet, or employers who promise good jobs and wages, and trap the victims once they have fallen prey to their fraud.
          • Why is trafficking bad?
            • It prevents us from exercising our freedoms and it demeans the value of human life.
          • What can be done about it?
            • Educate ourselves and others about human trafficking.
            • Pay attention to our surroundings.
            • Support legislations that protects people from being trafficked and punishes the traffickers.
            • Address some of the root causes that lead to vulnerabilities like poverty, climate change, systems of oppression, inequality, etc.
            • Support survivors and their healing.
            • See something say something. Contact the National Human Trafficking hotline.
      • Types of trafficking
        • Look over this US Department of State article on the different types of trafficking with the class. It is recommended that the teacher review this article and provide students a one to two line age-appropriate summary for each type of human trafficking. (Forced Labor, Bonded Labor, Debt Bondage, Involuntary Servitude Among Migrants, Involuntary Domestic Servitude, Forced Child Labor, Child Soldiers, Sex Trafficking and Prostitution, Children Exploited for Sex for commercial use and touristic purposes). Again, teachers are encouraged to tailor this lesson to the needs of their students.
        • This is a good time to allow students to ask questions and answer them together.
      • Stats and more info
    • Section 2: Explore Digital Trafficking
      • What is digital trafficking? (review from section 1 and introduce digital trafficking)
      • Dangers of digital trafficking
        • https://polarisproject.org/wp-content/uploads/2018/08/A-Roadmap-for-Systems-and-Industries-to-Prevent-and-Disrupt-Human-Trafficking-Social-Media.pdf (scroll down to the social media portion)
        • Red Flag Activity: prepare some scenarios that you can propose to students in class, and ask them to identify which ones are “red flags” and should be avoided, and which scenarios are harmless. Students should be asked to explain why they identified certain scenarios are “red flags”. Make sure to add some normal, harmless scenarios as well. Some examples of “red flag” scenarios include:
          • Being offered a job or opportunity from a stranger through your messages or other communications routes without requiring any application process.
          • A request for personal information from someone online, whether it be a friend or a stranger. Personal information can include, but are not limited to, age, address, name, your school, questions about your parents or family and their whereabouts.
          • Someone you meet online ask you to keep your relationship with them a secret from your friends and family in the real world.
          • Persistent requests for photos of you, especially in indecent or embarrassing poses. (Don’t share pictures of yourself to strangers anyway).
          • Even (and especially) if they offer to pay you for the photos or shower you with gifts.
          • Someone who barely knows you starts getting obsessed with you.
          • Someone who is always trying to meet up with you in person at a private location.
          • Someone asks to talk to you on private messaging apps rather than on public forums and messaging platforms that are regulated and monitored.
          • An older person who is trying to connect with a younger person in a romantic or inappropriate way.
          • Someone online who offers to help your situation at home by advising you to run away and offering to help you make it happen.
          • Someone who is always trying to video chat with you and take pictures and videos of you.
      • How to identify if you or someone you know is a victim of digital trafficking
        • Why is digital trafficking so dangerous?
          • Digital trafficking can be especially dangerous because of its invisible nature. Most of the time, victims of digital trafficking experience trauma from within the confines of their homes, where they are thought to be the safest.
          • Traffickers have been able to use the internet as a way to advertise their victims online, and there is an online community of sellers and buyers who conduct their business digitally and anonymously. This can be harder to track and stop. Traffickers use private chatrooms to collect information on vulnerable, young users, and slowly gain their trust to divulge more personal information from them to exploit them further.
  • Close: Summary and Reflection
    • Ask students to summarize what they learned about human trafficking and digital trafficking. Teachers can pick on a few students to give these answers.
    • Ask thought provoking questions regarding these two concepts. Examples include:
      • “How do you think digital trafficking ties into cyberbullying?”
      • “What do you think are some psychological impacts digital trafficking can have on victims in comparison to traditional trafficking?”
      • “What do you think are some challenges we may see as we offer mental health support to victims of digital trafficking?”
      • “What role do you think gender plays in online trafficking situations?”
Let’s Talk Mental Health

Lesson Goals: This lesson is designed to teach students about how social media usage is linked to the increase of mental health issues among the younger generation. Students will learn about the growing rates of suicide among younger people and how to seek help, and they will receive resources to seek help.

*Disclaimer: This will be an intense lesson, with talks of the negative impacts of social media on our mental health. This will include topics like depression, self-harm, and other such heavy topics. Teachers are advised to take the necessary precautions and prepare accordingly for this lesson. As always, teachers are encouraged to tailor these lesson plans to the needs of their students.


Source: Adobe Express Stock Images; A silhouette of a young girl on her phone with colorful blocks resembling apps in the background.

Materials/Resources for the Lesson:

Lesson Structure

  • Open: Opening Poll
    • This poll is to get students thinking about their social media usage, and how the platforms make them feel.
    • Create a Kahoot poll with some questions for students to answer:
      • How many hours a day do you spend on social media?
        • a. 1-2 hours a day
        • b. 2-3 hours a day
        • c. 3-5 hours a day
        • d. More than 5 hours a day
      • What platforms do you use the most?
        • a. TikTok
        • b. Instagram
        • c. Pinterest
        • d. Youtube
        • e. Other
      • How often do you compare yourself to others while using social media?
        • a. Never: I’m fabulous just the way I am
        • b. Sometimes: some of those influences look so on point. I feel like I’m not doing enough
        • c. All the time: I never feel like I’m enough
        • d. I feel like there are such high, unachievable standards that are set on social media
      • Have you ever felt anxious or stressed out because of something you saw on social media?
        • a. Never
        • b. Once in a while
        • c. Very often
        • d. All the time
      • How often do you check your social media notifications through the day?
        • a. I have my notifications off
        • b. Every once in a while I’ll glance at them but most of my notifications are off. I only keep on the importance ones.
        • c. Regularly: I like to check my notifications often to see what is going on in the news, or with my friends.
        • d. All the time: I can’t live without my phone!
      • Would you say social media has a positive, or negative impact on your life?
        • a. Positive
        • b. Negative
        • c. Neither
        • d. Other
      • Have you ever unplugged from social media before? If so, for how long?
        • a. Never
        • b. Between a few hours to a day
        • c. More than a day
        • d. More than a week
  • Body: Two Sections
    • Section 1: Watch and Discuss
    • Section 2: Role-Playing Scenarios
      • Have students divided into small groups of 3. Give each group a scenario to work with. Have them role play these scenarios in front of the class and lead a mini discussion after each one is presented. Each of these scenarios are created to provide real-life examples for students to recognize and learn to address in their own lives. Following the role-play, each scenario has a question that the students will have to think about and respond to. Each student of the group has to respond to it from their character’s point of view. After their initial response, the class comes together to discuss.
        • Scenario 1
          • One student will play an influencer who is struggling to maintain a perfect image of themselves on social media
          • Another student will play the admirer of the influencer
          • Student 3 will showcase feelings of insecurity and inadequacy as they compare themselves to the influencer
          • Thought Provoking Questions: What are some observations and insights you can see from this scenario? How can this impact the mental health of each student involved (the influencer, the admirer, the insecure student)? What are some healthy ways to address these issues?
        • Scenario 2
          • One student is scrolling through their SM platform, unable to sleep.
          • Another student attempts to encourage better sleeping habits.
          • A parent is concerned about student 1’s sleeping habits and voices their opinion.
          • Thought Provoking Questions: What are some healthy habits that can be put in place to promote healthier sleeping habits, and decrease the time spent on social media apps? What happens when you deprive your body from getting enough sleep? How can this impact the rest of your day? What are other things in your life that can be impacted due to not getting enough sleep (bad mood, not feeling good, missing out on things because you’re too sleepy to participate, falling behind on your work, loss of energy, etc.)
        • Scenario 3
          • One student considers participating in a viral trend (for example, the snorting cinnamon trend or eating tide pods trend)
          • Student 2 is pressuring student 1 to participate in the dangerous trend
          • Student 3 is voicing concern over the dangerous trend, attempting to stop student 1 from taking part
          • Thought Provoking Questions: How does peer pressure impact our actions? How can the incentive of social clout impact our ability to reason and think critically? Why do young people participate in some viral trends even when they are aware of its dangers? What are some healthy ways to practice restraint?
        • Scenario 4
          • Student 1 is trying to take a week-long break from social media
          • Student 2 is encouraging this social media detox
          • Student 3 is trying to convince student 1 to stay on social media, for FOMO (fear of missing out).
          • Thought Provoking Questions: Why is it healthy to detox from social media every once in a while? Let’s unpack FOMO. What is it and why do we feel that way? What are some healthy boundaries we can set for ourselves to balance the FOMO while also practicing healthy social media usage habits?
        • Scenario 5
          • Student 1 presents themselves as a different person online from who they are in real life
          • Student 2 is the online friend of student 1 who only knows student 1 as they are presented online
          • Student 3 knows student 1 in real life, and is confused by their online persona
          • Thought Provoking Questions: What compels student 1 to present themselves differently online than in person? Why is it problematic to present yourself as someone else online (Deception and Trust)? How is this damaging to the person presenting themselves as someone they are not (self-image, self-esteem)? How does the actions of student 1 impact the relationship students two and three have with student 1?
      • Feel free to come up with other scenarios like this.
      • Once all the scenarios have been played out and discussed, as a class, go over some of the positive, healthy habits identified after each scenario, making a list of them together.
      • Provide resources and hotlines to helplines
        • This webpage from the American Psychological Association provides a list of resources and hotlines to contact for various issues. Go through this page with students to familiarize them with these tools and resources.
  • Close: Action Wall
    • Set up a large poster or post-it where students can write one action they will implement in their own lives to encourage healthy social media usage. Have them stick the small post-its onto the large post-it/poster on the Action Wall. These can be anonymous. Read out a few to the class and discuss.
Be An Upstander and Practice Safety First!

Lesson Goals: To educate students on promoting healthy habits during social media usage, and to show them how to report bullying on different social media platforms.

Source: Yahoo Images; free to use and share; an acronym, SMART, to make online safety practices easy to remember.

Materials/Resources for the Lesson:

Lesson Structure:

  • Open: Icebreaker
    • Ask students what their favorite social media platform is and why they like to use it
  • Body: Two Sections
    • Section 1: Promoting Healthy Social Media Habits
      • Have a discussion with the class about why it’s important to practice healthy social media habits. Talk about the negative impacts of too much social media usage, such as mental health concerns and unrealistic expectations of oneself.
      • Ask students to popcorn out examples of healthy social media usage. Some examples to include:
        • Keep your phone/screen away when you are doing schoolwork or homework
        • Set daily time limits on apps, and take digital breaks often
        • Fact-check information that you find on social media platforms before you share them on your page
        • Always think and read through what you’re about to post. Is this something you would feel comfortable saying or sharing in real life? If the answer is no, delete the post and don’t post it.
        • Use social media as a tool not a clutch. Use it as an inspiration rather than to compare yourself to unrealistic ideals.
        • When using social media, be intentional. Have a purpose for using social media rather than mindlessly scrolling through it
        • Spend quality time with friends and family in real life. Online friends may not be who they actually claim they are.
        • Regularly clear the clutter and fill your social media pages with positivity.
        • Avoid scrolling on social media platforms before bedtime. It can hurt your ability to rest.
        • Don’t hesitate to ask for help. If your social media usage is negatively impacting you, reach out to a mental health professional and seek help.
      • You can ask students to write down these habits on a poster and stick it on the wall in the classroom or even hang the posters in their rooms at home.
    • Section 2: Reporting Bullying on Different Social Media Platforms
      • Use an online polling such as Mentimeter or Kahoot to find out how much students know about cyberbullying. The purpose of this poll is to gauge how much your students know about cyberbullying already. Some example questions you can ask on there include:
        • What is cyberbullying?
        • How often have you or someone you know experienced cyberbullying in the past year?
        • Which social media platforms do you feel most at risk to be bullied on?
        • Where do you think teens should learn about online safety?
      • Lead a brief discussion on cyberbullying based on responses to the poll.
      • Walk students through how to report an instance of cyberbullying. https://bulliesout.com/need-support/young-people/cyber-bullying/report-bullying-abuse-social-media/ Provide a walkthrough example of reporting on a popular site such as Instagram or YouTube.
      • Divide students into small groups of 3-4. Provide instances of cyberbullying, and ask them to share with the class how they would report the cyberbullying incident on each of the site. Each group gets 2-3 platforms that they would report their cyberbullying scenario on. They will present to the class.
        • https://cyberbullying.org/report (A website with all the details on how to report cyberbullying on each platform)
        • Some popular platforms to include are Zoom, YouTube, Xfinity, Xbox Live, World of Warcraft, Words with Friends, WhatsApp, Webkinz, Vimeo, X/Twitter, Twitch.tv, Tumblr, TikTok, Telegram, Super Smash Bros, Steam, Snapchat, Roblox, Reddit, PlayStation, Pubg, Pinterest, Omegle, MyLOL, Minecraft, Meta, Instagram, IMVU, GroupMe, Google, Fortnite, Facebook, Discord, and more.
      • Here are some example scenarios. Feel free to come up with your own as well:
        • Student 1 creates a fake profile using information of student 2 and then posts hurtful, and embarrassing comments about others.
        • You receive hurtful and threatening messages in class from someone because you will not let them copy your work
        • Your friend posts a picture of you without your permission, and you ask them to take it down, but they will not.
        • You are playing online games with your friends, and you receive awful, hurtful messages from them.
        • You find out that there is a group chat going around with embarrassing rumors being spread about you but you are not on the group chat.
      • After being assigned a scenario as a group, the students in each group should identify who the victim is, who the bully is, discuss the long-term impacts of this situation, brainstorm how they would respond to the situation, and explore how they would report the situation on each of the assigned apps for the group. As they present this to their class, they would also explore what bystanders can do in this situation.
      • Here is an example:
        • Scenario: Fake profile created using your information and hurtful, awful posts are being shared under your name.
        • Assigned platforms: Facebook, Instagram, X/Twitter
        • Who is/are the victim(s)? Who is the bully?
          • The victim is you, since your identity is being stolen. The bully is the user operating the fake profile created using your information, pretending to be you.
        • What are the short-term and long-term impacts of this situation? Who does this impact?
          • The short-term impact of this scenario is that your social identity is being hijacked and manipulated by someone that is not you. This means that the user of the fake account can post made-up things about you and people may believe it to be true.
          • The long-term impact of this scenario is what this can potentially do to your mental health. It can also put you in danger, as people may harass and misbehave with you thinking that you are being rude to them online.
          • This impacts you the most, but it also impacts all those who interact with you in real life, influenced by the postings on the fake account.
        • How would your group respond to this situation if it happened to you?
        • There is no right answer to this. It is merely an opinion question. The teacher can guide students if they get stuck.
        • One way to address the issue in this scenario is to report this fake account immediately to an adult that can help you and to the platform it is created on. You have to flag the account as fake.
      • How would you report it on each platform you are assigned?
        • Facebook: Follow the guidelines to report
        • Instagram: Follow the guidelines to report
        • X/Twitter: Follow the guidelines to report
      • What should you do as a bystander if you see this happening to someone?
        • Say your friend, who knows this is happening to you, wants to help. She can also go report to an adult, and also report on the platform. This will help the platform identify the account, remove it, and prevent future postings from that account.
  • Close: Reflect and Discuss
    • Ask students to write down one thing they learned about reporting cyberbullying and one habit they want to implement in their lives for healthy social media usage on an exit ticket.
    • Tip: check back with them in a few days/a week and ask them if they have used the tip or seen any changes in their lives after implementing their one habit.