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Digital Citizenship: 7th Grade

Respecting the Digital Privacy of Yourself and Others

Essential Understanding: Behaving responsibly online is essential for safety, security, relationships, and producing quality academic work.

Learning Outcome(s):

• Students will know and be able to use programs and internet sites responsibly, efficiently and ethically.

• Students will understand how to protect their privacy and the privacy of others and why it is important to do so.

Common Core Standard(s):

• SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

IFC Standard(s):

• Considers culturally divergent and opposing viewpoints on topics.

• Recognizes the effect of different perspectives and points of view on information. (IFC Assessment 8.4: The Effects of Different Perspectives on Issues/Topics).

 

Resources

Gale Online Newsfeed about Online Searching

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Professional Online Identity

Essential Understanding:

Having an online professional identity is critical for future academic and professional success and opportunities.

Learning Outcome(s):

• Students will know and be able to understand the possible outcomes of posting information about themselves online.

• Students will be able to decide who their intended audience is to adjust their private and public settings before posting information.

Common Core Standard(s):

• SL.7.5. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

IFC Skills: •

Identifies and uses a variety of technology tools, including Web-based interactive tools, to organize information, create a product, and enhance communication with a real world application.

Resources

Gale Online Newsfeed about Online Reputation

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Cyberbullying

Essential Understanding:

Bullying cannot happen if bystanders decide to act against it.

Learning Outcome(s):

• Students will know and be able to identify the role of the bystander, target and bully.

• Students will be able to explain how the role of the bystander is as important as the role of the target and the bully.

Common Core Standard(s):

• RI.7.1.Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

IFC Skills:

• Considers divergent and opposing viewpoints on topics.

Resources

Gale Online Newsfeed about CyberBullying

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