ALEX Classroom Resources

   View Standards     Standard(s): [DLIT] (5) 20 :

14) Analyze the impact of social media on individuals, families, and society.

[DLIT] (7) 16 :

10) Explain social engineering, including countermeasures, and its impact on a digital society.

Examples: Phishing, hoaxes, impersonation, baiting, spoofing.

[DLIT] (8) 16 :

10) Analyze different modes of social engineering and their effectiveness.

Examples: Phishing, hoaxes, impersonation, baiting, spoofing.

Do a quick Google search on how social media affects your mood, and the results make it seem like all the social media platforms will plunge you into depression. Facebook shows everyone’s perfect life and exotic vacations. Expertly curated selfies abound on Instagram. But, if you look at the actual research, the results aren’t that simple. In this Above the Noise video, host Myles Bess breaks down the science and cuts through the hype about the link between depression and social media use and looks at how different social media platforms may affect your brain in different ways.

   View Standards     Standard(s): [DLIT] (5) 20 :

14) Analyze the impact of social media on individuals, families, and society.

[DLIT] (9-12) 17 :

11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

Social networking sites make it incredibly easy to share your thoughts and aspects of your personality with others. But with this convenience comes the potential for saying something you might regret later. In this video segment from FRONTLINE: "Digital Nation," two groups of girls describe how an exchange of insults over MySpace resulted in a physical fight at their school. This video has discussion questions in the Support Materials section.

   View Standards     Standard(s): [DLIT] (5) 20 :

14) Analyze the impact of social media on individuals, families, and society.

Update your students on the social media trend of raising money for ALS research with this video and educational materials.

   View Standards     Standard(s): [DLIT] (5) 20 :

14) Analyze the impact of social media on individuals, families, and society.

In this video segment from FRONTLINE: "Digital Nation" teens talk about why they use social networking sites like MySpace and Facebook. This video comes with discussion questions.

   View Standards     Standard(s): [DLIT] (4) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (4) 18 :

12) Use basic features of digital tools to communicate key ideas and details in a way that informs and/or persuades.

[DLIT] (5) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (5) 20 :

14) Analyze the impact of social media on individuals, families, and society.

[DLIT] (5) 22 :

16) Use advanced features of digital tools and media-rich resources to communicate key ideas and details in a way that informs, persuades, and/or entertains.

[DLIT] (6) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

In this lesson, students are introduced to the idea that “hot” emotional states such as anger or excitement can make it harder for them to control how they act. They also discuss the concept of empathy and look at the ways in which digital communication can make it harder to feel empathy for other people. Students then read scenarios that portray two sides of an online conflict and consider how to resolve them, using their discussion to build a list of tools for emotional management and conflict resolution online. Finally, students create a media product that explains and reminds them of one of those tools.

Students will:

• learn to identify “hot” emotional states and their effects on decision-making
• practice extending empathy to the online context
• identify differences between online and offline communication
• explore moral dilemmas relating to online communication
• learn skills for managing emotions during online interactions
• practice preventing and managing conflict during online interactions
• create a media product

   View Standards     Standard(s): [DLIT] (5) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (5) 20 :

14) Analyze the impact of social media on individuals, families, and society.

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