Common Sense Media Unit 4

Unit 4 Student Packet:

Click here to access the student packet

Unit 4: Private Today, Public Tomorrow

Essential Question:

How can you respect the privacy of others online?

Learning Objectives: Students Will Be Able To:

  • consider the possible benefits and risks of sharing information online.
  • recognize the importance of context in posting or viewing online images.
  • understand what choices they need to make to protect the privacy of others online.

Key Vocabulary

  • reputation: the general impression of a person held by others and the public
  • persist: to continue and endure
  • context: different factors that surround a piece of information that help determine its meaning
  • tag: to add a descriptive word, label, or phrase to a photo or video

Alignment with Standards:

Common Core:

  • grades 9-10: RL.1, RL2, RL.4, RL.7, RL.10, RI.1-4, RI.8, RI.10, W.2a-f, W.4-6, W.10, SL.1a-d, SL.3-5, L.4a, L.6
  • grades 11-12: RL.1, RL2, RL.4, RL.7, RL.10, RI.1, RI.2, RI.4, RI.10, W.2a-f, W.4-6, W.10, SL.1a-d, SL.2-5, L.4a, L.6

NETS•S: 1a-c, 2a, 2d, 3a, 4a, 4b, 4d, 5a, 5b

Unit 4: What are the upsides and downsides of companies collecting your data online?

Essential Question:

Does It Matter Who Has Your Data?

Learning Objectives: Students Will Be Able To:

  • recognize that companies collect several types of information about them when they go online.
  • think critically about the benefits and risks of online tracking and targeting, and of the content that is offered based on collected data.
  • learn strategies for managing what happens with their information online.

Key Vocabulary

  • track: when companies collect information about you based on your online behavior
  • target: when companies tailor content to you based on the information they have collected about you
  • demographic: common categories of the population, such as age, gender, and race
  • cookies: data files that are stored on your computer when you visit certain sites, which are often used by companies to identify repeat customers and personalize visitors’ experiences

Alignment with Standards:

Common Core:

  • grades 9-10: RL.4, RL.10, RI.4, RI.7, RI.10, W.4, W.7, W.8, SL.1a-d, SL.2, SL.3, SL.5, L.6
  • grades 11-12: RL.4, RL.10, RI.4, RI.7, RI.10, W.4, W.7, W.8, SL.1a-d, SL.2, SL.3, SL.5, L.6

NETS•S: 1a, 1c, 1d, 2a, 2d, 3b, 3d, 4a, 4c, 4d, 5a, 5b, 6a

Unit 4: Breaking Down Hate Speech

Essential Question:

How can you create a community culture in which hate speech is unacceptable, both online and offline?

Learning Objectives: Students Will Be Able To:

  • recognize hate speech and its impact on individuals, groups, and communities, both online and offline.
  • analyze situations to determine if they constitute hate speech.
  • create a set of community guidelines for dealing with online and offline hate speech at school.

Key Vocabulary

  • hate speech: making cruel, hostile, or negative statements about someone based on their race, religion, national origin, disability, age, gender, or sexual orientation
  • stereotype: a simplified and often negative assumption about a particular group of people
  • derogatory: intentionally hurtful and harmful, designed to insult or degrade
  • mediation: efforts by someone who is not part of a situation to settle disputes

Alignment with Standards:

Common Core:

  • grades 9-10: RL.1, RL.2, RL.4, RL.7, RL.10, RI.1, RI.2, RI.4, RI.10, W.2a-f, W.3a-e, W.4-6, W.8-10, SL.1a-d, SL.2-5, L.4a, L.6
  • grades 11-12: L.1, RL.2, RL.4, RL.7, RL.10, RI.1, RI.2, RI.4, RI.10, W.2a-f, W.3a-e, W.4-6, W.8-10, SL.1a-d, SL.2-5, L.4a, L.6

NETS•S: 1a-c, 2a, 2b, 2d, 3b, 3d, 4a-d, 5a-d

Unit 4: Retouching Reality

Essential Question: What are the creative and ethical aspects of digital photo manipulation?

Learning Objectives: Students Will Be Able To:

  • consider both the creative benefits and ethical drawbacks of digital photo manipulation.
  • understand the importance of purpose and context in evaluating digitally edited images.
  • think critically about how the Internet allows users to both celebrate and regulate our “copy-change-paste” culture.

Key Vocabulary

  • digital photo manipulation: using digital technology to change the content or appearance of a photo
  • deceive: to mislead someone into believing something that’s not true
  • retouching: to improve a photo by adding or changing small details
  • controversy: public disagreement or debate
  • context: the setting in which something develops or occurs

Common Core:

  • grades 9-10: RL.4, RL.10, RI.4, RI.7, RI.10, W.4, W.6-8, W.10, SL.1a-d, SL.2, SL.5, L.6
  • grades 11-12: RL.4, RL.10, RI.4, RI.7, RI.10, W.4, W.6-8, W.10, SL.1a-d, SL.2, SL.5, L.6

NETS•S: 1a, 1c, 1d, 2a, 3d, 4d, 5b, 6a

Unit 4: Collective Intelligence

Essential Question: What are the creative and ethical aspects of digital photo manipulation?

Learning Objectives: Students Will Be Able To:

  • learn about the concept of collective intelligence, and how it works both online and offline.
  • consider when collective intelligence may be valuable or not.
  • explore the benefits and drawbacks of working as a team to create new information or products.

Key Vocabulary

  • digital photo manipulation: using digital technology to change the content or appearance of a photo
  • deceive: to mislead someone into believing something that’s not true
  • retouching: to improve a photo by adding or changing small details
  • controversy: public disagreement or debate
  • context: the setting in which something develops or occurs

Common Core:

  • grades 9-10:  RL.4, RL.10, RI.4, RI.7, RI.10, W.4, W.6-8, W.10, SL.1a-d, SL.2-5, L.6
  • grades 11-12: RL.4, RL.10, RI.4, RI.7, RI.10, W.4, W.6-8, W.10, SL.1a-d, SL.2-5, L.6

NETS•S: 1a, 1c, 1d, 2a, 2d, 3b, 3d, 4a, 4c, 5b, 6a

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