Group F Teaching Online Identity ArnoldBeaverBrownBrownClarkDolan

8/9/2019 Group F Teaching Online Identity ArnoldBeaverBrownBrownClarkDolan

http://slidepdf.com/reader/full/group-f-teaching-online-identity-arnoldbeaverbrownbrownclarkdolan 1/25

teaching the youth of today the

importance of online presentation or online identity, and the ways it might impact their professional lives in the

future...

randall

beaverAlecia

Brown

wendy

browndaniel

clark

alexandra

dolan

taylor

arnold



earner analysis............................................................................ page 3

. Desired results...................................................................... pages 4 -

established goals .......................................pages 4-5

essential questions.....................................page 6

understandings desired...............................page 6

knowledge & skills to be acquired.............page 7

I. acceptable Evidence............................................................. pages 7 -

performance tasks....................................page 7

other evidence...........................................page 8

plan for self-assessment & reflection.....page 8

II. plan for learning experience............................................. pages 9 - 1

Defining artifact* & discussion..................page 9

we the digital people.............................page 10

two questions that can change your life...page 10

ights & Revolutions in history, technology & identity.............. pages 11 -

Defining artifact* ............................. pages 11-23

eferences............................................................................. pages 24 -



rimary Audience

• 8th Grade Students in United States History (Social Studies)

• United States History/American Government/Civics Classes

econdary Audience• Middle School Students

6th Grade Social Studies: World Cultures7th Grade Social Studies: World Geography 8th Grade Social Studies: United States History

• Elementary School Students• Secondary School Students• Parents• Other Teachers

General Learner Characteristics:

• Grade Level: 8th Grade• Age: Approximately 13-14 years• Gender: Approximately 50%

Male, and 50% Female Students

Entry Characteristics:

Prerequisite Skills and Knowledge: • Most are familiar with basic principles

that underlie American Government

• Most have working knowledge of United

States History as it pertains to the

Revolutionary War

• Most understand concepts related to

civil liberties

• Most are familiar with the Bill of Rights

• Most have experience using Web 2.0

tools to express themselves in

personal and academic contexts

• Most have experience with Social

Networking

• Most have a somewhat comprehensive

online identity

• Have at least a basic understanding of

computing

Attitudinal & Motivational Characteristics:• Familiar with negative consequences that

could result from online activity

• Most have experience with unintended

consequences of online activity

• May be motivated to learn information

because it is relevant to their future.

Prior Experience: • Most students have developed an online

identity in some capacity, although they

may be unaware of the extent of that

identity.

Commons Errors Made by Novice Learners• Believe that they can keep their

information completely private

• Assume that they completely control

access to their information.

• Naively believe that they can avoid any or

all of the pitfalls of participation

without this course.

• Failing to protect their online identity.

• Failing to exercise due diligence online.

Potential Audience Misconceptions:

• Believe they can effectively erase or

conceal online information

• Believe that safeguards and filters will

protect them without conscious effort.

• Believe that future those accessing

information will not care what they do

in their private lives.

• Believe that those accessing information

in the future will not be interestedwhat they have posted in the past.

arning Styles: e lesson plan is designed to incorporate andcommodate the following learning styles:

Verbal/LinguisticLearn/Think best through words and text.

Value reading, creative writing.

Logical/MathematicalLearn/Think best through logic, reason, numbers,

scientific method

Value abstract thinking, systems, order, and

organization.

Visual/SpatialLearn/Think best through visual imagery

Value graphics, visuals

Bodily/KinestheticLearn/Think best by hands-on activity andexperience

Value physical activity and engagement - 'thinking

on their feet'

Rhythmic/Musical Learn/Think best by using music and rhythm

Value melodies, audio, rhyme

InterpersonalLearn/Think best through social interaction

Value group activities, social learning

IntrapersonalLearn/Think best through personal reflection

Value metacognitive tasks that require self-examination and independent thought.



ISTE 2007 NETS• S for Students

1. Creativity and Innovation - Students demonstrate creative thinking, construct knowledge, and develoinnovative products and processes using technology. Students:

• Apply existing knowledge to generate new ideas, products, or processes.• Create original works as a means of personal or group expression.• Use models and simulations to explore complex systems and issues.• Identify trends and forecast possibilities.

2. Communication and Collaboration - Students use digital media and environments to communicate andwork collaboratively, including at a distance, to support individual learning and contribute to thelearning of others. Students:

• Interact, collaborate, and publish with peers, experts, or others employing a variety of digienvironments and media.

• Communicate information and ideas effectively to multiple audiences using a variety of mediaand formats.

• Develop cultural understanding and global awareness by engaging with learners of other cultures.

• Contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency - Students apply digital tools to gather, evaluate, and useinformation. Students:

• Plan strategies to guide inquiry.• Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety o

sources and media.• Evaluate and select information sources and digital tools based on the appropriateness to

specific tasks.• Process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making - Students use critical thinking skills to plaand conduct research, manage projects, solve problems, and make informed decisions using appropriatdigital tools and resources. Students:

• Identify and define authentic problems and significant questions for investigation.• Plan and manage activities to develop a solution or complete a project.• Collect and analyze data to identify solutions and/or make informed decisions.• Use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship - Students understand human, cultural, and societal issues related to technologand practice legal and ethical behavior. Students:

• Advocate and practice safe, legal, and responsible use of information and technology.• Exhibit a positive attitude toward using technology that supports collaboration, learning, a

productivity.• Demonstrate personal responsibility for lifelong learning.• Exhibit leadership for digital citizenship.

6. Technology Operations and Concepts - Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

• Understand and use technology systems.• Select and use applications effectively and productively.• Troubleshoot systems and applications.• Transfer current knowledge to learning of new technologies.



Common Core

Reading & Writing

- Standards for

Speaking &

Listening:

Comprehension &

Collaboration:

Participate effectively in

a range of interactions(one-on-one and in groups), exchanginginformation to advance adiscussion and to buildon the input of others.

Integrate and evaluateinformation frommultiple oral, visual, or multimodal sources in order to answer questions, solveproblems, or build

knowledge.

Evaluate the speaker’spoint of view, reasoning,and use of evidence andrhetoric.

Presentation of Knowledge & Ideas:

Present information,evidence, and reasoningin a clear and well-structured way appropriate to purposeand audience.

Make strategic use of digital media and visualdisplays of data toexpress information andenhance understanding.

Adapt speech to a variety of contexts andcommunicative tasks,demonstrating a

command of formalEnglish when indicatedor appropriate.

Florida Next Generation Social Sciences Standards:

Strand: American History

Standard 1: Use research and inquiry skills to analyze American Historyusing primary and secondary sources.

• SS.8.A.1.1: Provide supporting details for an answer from text, interv

for oral history, check validity of information from research/text, a

identify strong vs. weak arguments.

• SS.8.A.1.2: Analyze charts, graphs, maps, photographs and timelines;

analyze political cartoons; determine cause and effect.

• SS.8.A.1.3: Analyze current events relevant to American History topic

through a variety of electronic and print media resources.

• SS.8.A.1.4: Differentiate fact from opinion, utilize appropriate historic

research and fiction/nonfiction support materials.

• SS.8.A.1.5: Identify, within both primary and secondary sources, the au

audience, format, and purpose of significant historical documents.

• SS.8.A.1.6: Compare interpretations of key events and issues througho

American History.

Standard 3: Demonstrate an understanding of the causes, course, and consequences of the American Revolution and the founding principles o our nation.

• SS.8.A.3.3: Recognize the contributions of the Founding Fathers (John

Adams, Sam Adams, Benjamin Franklin, John Hancock, Alexander Hamil

Thomas Jefferson, James Madison, George Mason, George Washingto

during American Revolutionary efforts.

• SS.8.A.3.5: Describe the influence of individuals on social and politica

developments during the Revolutionary era.

• SS.8.A.3.6: Examine the causes, course, and consequences of the Amer

Revolution.

• SS.8.A.3.7: Examine the structure, content, and consequences of the

Declaration of Independence.

• SS.8.A.3.8: Examine individuals and groups that affected political and

social motivations during the American Revolution.

• SS.8.A.3.9: Evaluate the structure, strengths, and weaknesses of the

Articles of Confederation and its aspects that led to the Constitutio

Convention.

• SS.8.A.3.10: Examine the course and consequences of the Constitution

Convention (New Jersey Plan, Virginia Plan, Great Compromise, Three-

Fifths Compromise, compromises regarding taxation and slave trade,

Electoral College, state vs. federal power, empowering a president

Strand: Civics & Government

Standard 1: The student will evaluate the roles, rights, andresponsibilities of United States citizens and determine methods of acti

participation in society, government, and the political system.

• SS.8.C.1.5: Apply the rights and principles contained in the Constitutio

and Bill of Rights to the lives of citizens today.



• How does one balance individual liberties with the greater good in the real world and online?

• What is the link between freedom and responsibility? • How does one balance the public's right to information, with the individual's right t

secure it? • What does your online identity say about you right now? • How might that online identity be interpreted in the future? • Could your online identity positively or negatively affect your future? • How does an individual's online identity reflect their real-life self? • How does what we post online take on a life of its own beyond the control of the

individual who created it? • How do our actions and behavior in the past and present affect and shape our future• What can past events tell us about the present and the future? • How can government either secure or surpress our rights? • What are natural rights? • Is there a fundamental trade-off between liberty and security? • Who rules? Why? How? • Is government necessary to secure the rights of the people?

Students will develop and articulate an understanding of the importance of:

• Appropriate online presentation • Self-expression through online presentation communicates identity • Being mindful and conscious of the online identities that they are constructing• The ways that online identity could impact their personal and professional lives in

the future.

Students will demonstrate understanding of:

• Awareness of rights and responsibilities in the real world and online• Civic identity and citizenship in the real world and online• Awareness of the ways one is presented online• Awareness of online identity • Appropriate means of online self-expression • The importance of audience, context, and privacy • How the past and present impact the future• The potential consequences (positive and negative impacts) that result from action

in the real world and online• How one's personal and professional identities merge online.• How one's private and public selves merge online.

Students will understand that:

• The best defense of liberty and freedom is using their rights in a responsible manner.

• How to balance self-expression with self-control.•

How to build a positive online identity.• How to protect themselves online.• How the past and present shape the future.



Students Will Know:

• Their rights and responsibilities as a citizen and a netizen.• Key Concepts

Civil Liberties Civic Identity Online Identity

• The principles and philosophies that form the foundation of our democracy • The principles and philosophies that form the foundation of Web 2.0 Social Netwo

Students Will be Able to:

• Apply their rights and responsibilities to create and sustain a positive online ide• Develop an awareness of how present activity shapes future possibilities• Secure and defend their rights and civil liberties• Protect themselves online• Build and apply civic knowledge to the online context.• Analyze and shape policy and procedures to maximize liberty and security.

Two Questions that Can Change Your Life

by Daniel Pink:

Located online @http://vimeo.com/8480171

Answer the two questions posed in the video:

• What's your Sentence? • Was I better today than yesterday?

You may choose the format for your response:

• Document • Illustration • Blog Post • Video Post • Audio• Slide Presentation.• This is your answer, and you are free to

communicate it in the medium of your choice!

We The Digital People

View the comic book Revolutions & Rights in History,Technology, and Identity: Located online @ http:// wethedigitalpeople.blogspot.com

Using the Constitution of the Unite States and The Bill of Rights as a guide, students will work in groupto draft and ratify a Constitution for the World Wide Web and an Online Bill of Rights.

Refer to the Comic and ResourcesLocated Online @ http:// wethedigitalpeople.blogspot.comto guide development.



Formative Assessment:

• Complete the formative assessment questionnaire located Online @

http://wethedigitalpeople.blogspot.com/2010/03/loading.html

Prompt:

• Describe the ways in which online presentation or online identity

might impact one's professional life in the future? • List at least one potential positive, and one potential negative.

• Explain how one might maximize the positives, and avoid potential

consequences.

Skill Check:

• Complete the Online Safety Quiz located online at http://

www.safekids.com/quiz/

• Self-Assess Response to Two Questions That Can Change Your Life

• Self-Assess your Contributions to the Online Constitution @ We

The Digital People. How do your contributions reflect your value and ideals?

• Reflect on the Content of Revolutions & Rights in History,

Technology, and Identity and the key themes of history,

technology, identity, rights, and responsibilities.

8



Defining Artifact: • Central Theme of Unit is embodied in Comic discussing the founding philosophies and principlethat came together as the Constitution, which gave the United States as National Identity.

• Artifact discuses the Declaration of Independence, American Revolution, Independence, drafting and ratifying the Constitution of the United States and the Bill of Rights.

• Explains to Students that the price of liberty and independence is responsibility.• Comic illustrates to students how the United States in its infancy was like the World Wide Web

of today.• Vast, uncharted, and full of possibilities.• The United States could have been a failed experiment in freedom, a shining example that

illustrated democracy's failure.• Yet, in a very short time, the United States of America became a world power, and an emblem of

freedom for the world's oppressed and alienated masses.• Why did the United States succeed when, like the World Wide Web, its landscape and people are

diverse, dispersed, and fiercely independent? • Students will understand that the strength of the United States is in the character of its

people, governed by the Constitution of the United States, the sovereign document whose worwrote the character of a nation into being.

Discussion of Artifact: • Talk about online identity and relate it to the Constitution of the United States, as well as th

federalist papers.• Stress the idea that the Constitution of the United States is what gave our nation its identity.

The fundamental tension that existed when the Constitution was ratified is the same one that wsee today - that of the individual versus the collective, federal versus local, the rights/ responsibilities of the few versus the rights/responsibilities of the many, authoritarian versu

democratic, due process versus conviction without a trial.• Discuss the potential of the World Wide Web, for both good and bad.• Present the idea to students that, just as our Constitution gives the nation its identity, the

information and artifacts that one posts to the World Wide Web are like a broadcast to theentire world, telling the world who they are, and what they stand for.

• Every day, both adolescents and adults succeed or fail in their endeavors because of what the post online.

• The data and information sent out over the world wide web tells the world who that individuais.

• Show students examples of both positive and negative identities communicated on the WorldWide Web.

• Explain that students may have the freedom to post material online, but that they must also accept the consequences of their actions.

• Present examples and ask students for examples of how sometimes it is not what you say, it is how you say it.

• At other times it might not be how you say it, so much as the words themselves that can lead to negative consequences.

• Sometimes it is both what you say and how you say it that is bad.• Instructor provides examples that focus not only on connotation, but denotation, and a

discussion of what connotation means, vs. denotation.• For example, discuss how Spring Break 2014 might negatively impact Job Search 2015 if studen

posts pictures online.• Discuss how from a computer science standpoint, once something is done, it cannot really be

undone. It is online, for all time, no matter how one might grow into a mature adult, that mature adult might still have to assume responsibility for acts and artifacts that hang aroun hallmarks of immaturity visible to the entire world.

• This could be accomplished via discussion forum, web conference, or face-to-face discussion and debate within the classroom.

• This discussion could involve one instructor and one classroom, or could be coordinated toinclude multiple classrooms and instructors.

• This discussion could possibly integrate both virtual and face-to-face classrooms.



Located online @ http://wethedigitalpeople.blogspot.com

• Explain to students that they will work together, as our founding fathers did, to collaborate in establishing Constitution and Bill of Rights for the World Wide We

• No nation or country controls the World Wide Web.• It is a self-organizing entity for the people, by the people.• Its potential and power can be used to accomplish great things, or its potential

and power can be wasted and squandered.• How does the freedom of Web 2.0 correspond to responsibility? • How can we use the Constitution of the United States and its Amendments to guide u

in drafting a Constitution for the World Wide Web? • This could be accomplished via discussion forum, web conference, presentation,

face-to-face discussion and debate within and between classroom delegations.• Students will split up into different groups 'delegations' to draft a Constitution

and Bill of Rights for the World Wide Web.• These delegations will then come together to discuss, debate, put together, ratif

and post this document online.• This project could be accomplished via discussion forum, web conference, or face

to-face discussion and debate within the classroom.• This project could involve one instructor and one classroom, or could be

coordinated to include multiple classrooms and instructors.• This project could possibly integrate both virtual and face-to-face classrooms.

Located online @ http://vimeo.com/8480171

Answer the two questions posed in the video:

• What's your Sentence?

• Was I better today than yesterday?

You may choose the format for your response.

• Document • Illustration

• Blog Post

• Video Post

• Audio

• Slide Presentation.• This is your answer, and you are free to communicate it in the medium of your choice!

1



freedom is not free. in the united states, and throughout the world, people hav

sacrificed lives for the freedom of future generations

just a little food for thought for the next time you are sailing thorughthe waters of the world wide web...

what are you giving your life for?


http://slidepdf.com/reader/full/group-f-teaching-online-identity-arnoldbeaverbrownbrownclarkdolan 12/25 1





the online world is like this vast new territory, a world

where who you are in 'real life' does not necessarily hold you

back from living the virtual life that you always wanted to

live...

however, one can get lost in this brave new world, and

living on the edge, sometimes takes you over the edge, wher

the real world and digital collide..

1



o you want to be judged by the content of

acebook? are you more than what is on

our facebook page?

that does not mean constantly looking over your shoulder...

however, be mindful of the fact that what you post online today could b

read in the future by unintended audiences...

just keep in mind that what you put online is potentially there forever...

once something is 'out' on the world wide web, it can take on a life of its

own, beyond what you can control...

not saying that judging people based on limited

information is right,

however, it is reality...

and the more things change, the more they stay the

same...

the struggles between the individual and the collective,

rights and responsibilities, authority and democracy,

free will and law..these struggles are as old as civilization

in fact, these struggles are what gave birth to our nation..

1



...and

to assu me a mong the p owers of the

earth, the sep arate and equal station to which the laws o f nature and of natures god entitle

the m...

when in the course of human events, it becomes necessary ...

... a d e c e n t

r e s p e c t t o t h e

o p i n i o n s o f m a n k i n d

r e q u i r e s t h a t t h e y s h o u

d e c l a r e t h e c a u s e s w h i

i m

p e l t h e m t o

s e p a r a t i o n ...

... f o r o n e

p e o p l e t o

di s s o l v e

t h e p o li ti c

a l b o n d s

w hi c h ha v e

c o n n e c t e d

t h e m wi t h o

n e

a n o t h e r.

.....

We hold these truths to be self-evident, that all men are created equal

that they are endowed by their Creator with certain unalienable Rights, tha

among these are Life, Liberty and the pursuit of Happiness.--That to secur

these rights, Governments are instituted among Men, deriving their just

powers from the consent of the governed

That whenever any Form of Government becomes destructive of these ends

it is the Right of the People to alter or to abolish it, and to institute new

Government, laying its foundation on such principles and organizing its

powers in such form, as to them shall seem most likely to effect their

Safety and Happiness. Prudence, indeed, will dictate that Governments lon

established should not be changed for light and transient causes; and

accordingly all experience hath shewn, that mankind are more disposed to

suffer, while evils are sufferable, than to right themselves by abolishingthe forms to which they are accustomed.

1



But when a long train of abuses and usurpations, pursuing invariably the

same Object evinces a design to reduce them under absolute Despotism, it

their right, it is their duty, to throw off such Government, and to provide

new Guards for their future security.

--Such has been the patient sufferance of these Colonies; and such is no

the necessity which constrains them to alter their former Systems of

Government. The history of the present King of Great Britain is a histor of repeated injuries and usurpations, all having in direct object the

establishment of an absolute Tyranny over these States. To prove this, l

Facts be submitted to a candid world.

17



. li s t o f o

f fe n ce s a g

ai n s t n a t u

r a l ri g h t s

o f

he pe o p le

... I n e ve r y s

t a ge o f t h

e se O p p re s

si o n s We

h a ve Pe ti ti o ne

d f o r Re d r

e s s i n t he

m o s t

h u m b le te r

m s :

O u r re pe a t

e d Pe ti ti o n s h a ve

bee n

a n s we re d

o n l y b y re

pe a te d i n j u r y .

A P ri n ce w h

o se c h a r a c

te r i s t h u s

m a r ke d

b y e ve r y a

c t w hi c h m a

y de fi ne a

T y r a n t , i s

u n fi t t o b

e t he r u le

r o f a f re

e pe o p le.

N o r h a ve W

e bee n w a n

ti n g i n a t t

e n ti o n s

t o o u r B ri

t ti s h b re t

h re n.

We h a ve w a r

ne d t he m f

r o m ti me

t o ti me

o f a t te m p

t s b y t hei r

le gi s l a t u

re t o

e x te n d a n

u n w a r r a n

t a b le j u ri s

di c ti o n

o ve r u s.

We h a ve re m

i n de d t he m

o f t he

ci r c u m s t a n ce s o f

o u r e mi g r a

ti o n a n d

se t t le me n t he

re.

We h a ve a p

pe a le d t o t hei r

n a ti ve j u s

ti ce

a n d m a g n a

ni mi t y , a n d

we h a ve c o n j u r

e d

t he m b y t

he tie s o f

o u r c o m m o

n ki n d re d t o

di s a v o w t

he se u s u r

p a ti o n s , w

hi c h , w o u l

d

i ne vi t a b l y

i n te r r u p

t o u r c o n n

e c ti o n s a n

d

c o r re s p o

n de n ce.

T he y t o o h

a ve bee n d

e a f t o t he

v oi ce o f

j u s ti ce a n

d o f c o n s

a n g ui ni t y.

We m u s t , t h

e re f o re , a c

q uie s ce i n

t he

ne ce s si t y , w

hi c h de n o u n

ce s o u r

Se p a r a ti o n

, a n d h o l d

t he m , a s we

h o l d

t he re s

t o f m a n ki n d

, E ne mie s i n

W a r , i n

Pe a ce F ri

e n d s.

1





in america, class is b ased on abilit ymerit, not nobility.

but it was not.

let freedom ring

i n s t e a

d o f g

o i n g w

i t h t h e f l o

w, t h e

r e v o l

u t i o n

s i g i n

f i e d a

b r e a k

w i t h t h e

p a s t,

a n d t

h e f o

r m a t i

o n o f

a n e

w s o c

i a l, p o l i t i c

a l,

a n d e c

o n o m

i c o r d

e r...

the revolution could

have been a failure

monarchs

assumed that the

had a god-given

right to beroyal!

revolutionaries

turned that

assumption onits head!

our nation needed a

strong foundation from

which to build the united

states into a world

power, a charter that

would unify individual

strengths and liberties

into collective

strength...so in 1787 the

continental congress

drafted the constitution

of the united states, and

began the process of

ratification... 2



article v:

Amendements

article VII:

ratification

article VI:

federal power

he constitution of the united states is what defines us as a country. we are

onstitution of the united states, it is our national identity, and the foundat

of our government, law, and existence.





freedom must be secured, guarded, and defended. freedom is not a free-

for all...our liberties are defined by our actions.

when we cheapen freedom by taking its liberty, without also assuming the

responsibility for that freedom, the cause of freedom is jeopardized - it

makes it easier to justify prohibiting liberty for the cause of security, and

in doing so, the rights and liberties that revolutionaries fought and died

for are put at risk.

Freedom is the defining characteristic of our national identity. Our nation

was born so that its people could live free. the price of freedom is

responsibility for it.

Brave men and women have fought and died so that their children could

speak without fear, and chart their own course through life.

so when you post online, post in a way that acknowledges that freedom

and responsibility go hand-iin-hand.

those who would

give up Essential

Liberty to purchase a

little Temporary Safety

deserve neither

Liberty nor Safety..

we have the freedom to build our own identity, and to make our own

choices, in life and online. but in life, and online:

""We are what we pretend to be, so we must be careful about what we

pretend to be" (Vonnegut, Jr., 1961, Kindle location 35). 2



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