CURRICULUM PREVIEW
PREVIEW THE INTERNET ETHICS
MIDDLE SCHOOL CURRICULUM
Graphic Activity Guides
Each Internet Ethics lesson features easily identifiable activity badges that allow educators to quickly scan and identify the types of activities in each lesson.
Lesson Themes
The I.E. lessons are separated into 7 lesson themes listed in the Lesson Category Menu below.
Lesson Flow
Each lesson includes a Motivation, Exploration and Application section to guide teachers and students through an interactive progression.
Educator Freedom
I.E. lessons offer content and activity suggestions and put educators in the driver’s seat.
Lessons Work Anywhere
I.E. lessons can be seamlessly integrated into existing classes; they can elevate Advisory periods or even thrive as a standalone course.
Lesson Order
No scope. No sequence. No worksheets. Our highly engaging topics and diverse activities motivate students to explore and apply their learning authentically. Just use what you need to engage and inspire!
Engagement
I.E. lessons place an emphasis on discussion and creativity through inquiry and innovative activities. You won't find worksheets or quizzes here.
Interactive + Relevant
I.E. lessons are highly interactive and include topical content to drive student interest.
ACTIVITY BADGES
BUY
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DISCUSSION
DISCUSSION
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FILM
FILM
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THEATRICAL
THEATRICAL
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WRITING
WRITING
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READING
READING
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RESEARCH
RESEARCH
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RECORDING
RECORDING
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DEBATE
DEBATE
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SOCIAL
MEDIA
SOCIAL MEDIA
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ART
ART
LESSON THEMES
SAMPLE LESSON
IS THE INTERNET A PERSON, PLACE OR THING?
In this lesson, students attempt to classify the internet.
TERMS TO LEARN: server farms, hubs, routers, infrastructure, cyberspace
BUY
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RESEARCH
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DEBATE
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ART
BUY
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SOCIAL
MEDIA
MOTIVATION
Instruct students to send an appropriate message to another in class. Then, have them draw a diagram of the journey taken by that message from the instant they pushed SEND until it was received.ep exploration and debate.
EXPLORATION
• Trace how information actually moves through cyberspace
• Investigate how many different entities/ companies “touch” their data as it progresses through the web
• Evaluate whether or not internet communication can truly be considered to be person-to-person
• Debate if the internet should be considered a person, place or thing
APPLICATION
Students research the seemingly exponential growth of server farms over the past two decades and the volumes of data collected by companies like Amazon and Facebook to debate the following: Has the internet made humans immortal?
SHOULD THERE BE LIMITS ON SOCIAL MEDIA?
In this lesson, students learn to apply first amendment
rights to speech on the internet - in particular, social media.
TERMS TO LEARN: pure speech, symbolic speech, speech-plus, first amendment, precedent
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RESEARCH
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SOCIAL
MEDIA
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DEBATE
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DISCUSSION
MOTIVATION
Project a post which reads: “I want to punch you.” Challenge students to justify whether or not this post should be permitted. Would their opinions change if this were sent to another student? The school principal? The President of the United States?
EXPLORATION
• Review the precepts of the first amendment
• Research the historical precedents regarding limitations placed on speech
• Examine the main components of the User Agreements for Snapchat, Twitter, and/or Instagram • Assess the extent to
which users have freedom of speech on social media platforms - what, if any, recourse is there for speech considered inappropriate?
• Debate whether or not social media users should have to stay within the traditional limits of free speech?
APPLICATION
Review the social media presence of an established hate group (i.e., KKK). Explain if their use of the medium violates either the User Agreement for that platform or the established precedents of first amendment case law. Furthermore, should American law be used to limit the internet?
