MollyMcKinneyAllisonLevinAnnamarieWadiakBenjaminMancall

UnderstandingSocialMedia&Privacy

SocialMediaHistoryWarmup------------------------10minutesUnderstandingCyberbullying-------------15minutesUsingPrivacySettings---------------------30minutesConclusion/Reflection-------------------5minutes

Objectives

Objectivesforgirlsduringthissectioninclude:

● Tounderstandthehistoryofsocialmedia

● To recognize that things put online cannot be deleted(digitalfootprint)

● Tounderstandthatbothunknownandknownpeoplecanaccessandusethatinformation

● To learn about privacy settings and why they areimportant

KeyMessages❖ Socialmediastartedasaneasy,fastwayforpeopletocommunicate

● Whatweknowassocialmedia,likeblogging1,startedin1997

anditgavepeopletheabilitytocontactotherpeopleusingtheInternet.Itstartedasawayforpeopletocommunicateandinteractwithoneanotherinanewway.

❖ Oncephotosorwrittenupdatesarepostedonsocialmediaplatforms,peoplecaninstantlyseethemsoeveniftheyaretakendown,someonecouldhavealreadysavedthem

● Thiscouldhappenifphotosarescreenshottedordownloaded

● Beforepostingphotosorupdates,thinkofwhocouldbelookingatthem.Usetheruleofthumb:ifyourgrandparent/parentcouldseeit,wouldyoustillpostit?

❖ Friendscanlookatandsavethingspostedonsocialmedia,butifnotpreventedthroughmethodssuchasstrengtheningyourprivacysettings,strangerscouldalsobelookingatandsavingthatinformation

● Informationorpicturescouldbeusedagainstyou,whichisdangerous.Also,strangersfromanywherearoundtheglobecouldbedoingthesamething,whichisfrightening.

❖ Privacysettingsonsocialmediacanhelpprotectyoufrompeople seeing updates and pictures that you may notwantthemtosee

• Oneach socialmediaplatform, thereareprivacy settings

thatyoucansetupsothatwhenpeoplelookyouup,theyareunabletoseeanyofyourinformation.

❖ Socialmediacanbeagreatresourceandwaytoconnectwithpeople;thekeyistolearnhowtouseitresponsibly

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SocialMediaHistoryWarmUp

Purpose:Toassesswhatthegirlsknowaboutsocialmediahistoryandexplainittotheminafun,excitingway.

Materials:Socialmediaquiz,pencils/pensTime:5minutes

PlanningNotes

• Createa largeprintoutof thekeymessagessothegirlscanunderstandwhattheyaredoingandareabletoreferbacktoit

• Make sure the questions about socialmedia history areinteresting, fun, and not necessarily something theyknow,whichisgood,ifnotpreferable.

Procedure

1. Welcomethegirlsandhaveeveryoneintroducethemselves.

2. Askthegirlsiftheyknowwhatsocialmediais.

3. Givethefollowinginstructions:“Justforfun,Iamgoingtohandoutlittlequizzesforyoutotakethatwillaskyouafewquestionsaboutsocialmedia.Ifyoudon’tknowtheanswer,that’sfine!Youcanguess!”

4. Havethegirlsanswerthequestionsandindicatewhentheyaredone.

5. Discusseachquestionbriefly.

• Whatsocialmediaappdidtheythinkisusedmostfrequently?

• Are they surprisedby theamountof teenagerswhouse socialmedia?

• Do they already use some of these social mediaplatforms/aretheyexcitedtousethem?

• Whatagedidtheystartusingsocialmedia/whatageshouldyoubetostartusingsocialmedia?

6. Askthegirlsiftheyweresurprisedbytheoutcomesand/orwhatthey think.7. Transitionthegroupintothenextactivity

● Whatsocialmediaappdidtheythinkisusedmostfrequently? ● Aretheysurprisedbytheamountofteenagerswhousesocialmedia? ● Dotheyalreadyusesomeofthesesocialmediaplatforms/aretheyexcitedtousethem? ● Whatagedidtheystartusingsocialmedia/whatageshouldyoubetostartusingsocialmedia?6.Askthegirlsiftheyweresurprisedbytheoutcomesand/orwhat

Facilitator Resource:

Quiz:1.Whatisthemostcommonlyusedsocialmediaappamongteenagers?

A. Facebook

B. Textmessaging

C. Instagram

D. Twitter

Answer:B.TextMessaging2.Whatpercentofteenagersusesocialmedia?A. 95percent

B. 81percent

C. 63percent

D. 24percent

Answer:B.81percent3.Atwhatagedomostkidsstartusingsocialmedia?A. 10B. 12C. 8

D. 11

E. Answer:10---------------------------------------------------------------------------------------------------

UnderstandingCyberbullying

Purpose:Todescribewhatcyberbullyingisandtounderstandthelawsoncyberbullying.

Materials:Handoutswithspecificexampleofsomeonewhowascyberbullied

Time:15minutes

KeyTerm:Cyberbullying

PlanningNotes

● Askthegirlstoimagineacyberbullyingscenario,andhavethemcomeupwithanarrative.

● Givehandoutstogirlswithspecificexamplesofpeoplewhohave

experiencedcyberbullyinganddiscusstheirthoughtsonthose.

● Planquestionstoaskthegirlsaboutit;askgirlsiftheycanrelate,iftheyhaveseenthisbefore

● Askgirlsiftheyhaveanyideasofhowtopreventthis

Procedure

1. Askthegirlsiftheyknowwhatbullyingis.Thenaskiftheyknowwhatcyberbullyingis.

2. Have the girls come up with an imagined scenario of

cyberbullying. For example, say something like, “imagine yourbest friend told you shewas being cyberbullied. Someonewassendinghermeanmessagesonlineandshecametoyouaskingwhatsheshoulddo.Whatwouldyousaytoher?”

3. After having a brief discussion about it, show the girls theexampleofcyberbullying.

4. Askthegirlsiftheyhaveanyexamplesofcyberbullyingthattheyhaveseen,orbullyingingeneraliftheyhavenot.

5. Putthewords,willful,repeated,harm2ontheboardtohelpthem

understand.Explainwhatthewordsmeanandaskthemtoapplyittocyberbullying.Example:Inorderforsomethingtobeclassifiedasbullyingofanykind,itneedstobearepeatedsourceofconflict.

6. Explain that cyberbullying can happen at any age, to anyone, by

friendsornot.

7. Tellthegirlsthattherearepeopleandplaces3theycangototo

reportcyberbullyingandtogethelp.

DiscussionPoints:

1. Whydoyouthinkcyberbullyingorbullyingingeneralhappens?

2. Isthereanywaytopreventit?Whatdoyouthinkthosestrategies

are?

3. Whatstepscouldyoutaketomakesurethatyouarenot

cyberbullying?

4. Whatwouldyoudoifyourealizedthatyouwerebeingcyberbullied?

5. Whatwouldyoudoifyousawsomeonebeingcyberbulliedonline?

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UsingPrivacySettings

Purpose:Toexplainwhatprivacysettingsare,whattheydo,andwhytheyareusefulandimportant.

Materials:PaperwithemptyFacebookprofilesforgirlstofillinduringtheactivity,pencils/pens,markers

Time:30minutes

PlanningNotes

• Find empty Facebook profiles that the girls can use for theactivity,andprintthemout.

• Print out an example of general privacy settings for social

mediathattheycanallhaveacopyof.

Procedure

1. Askthegirlswhattheyknowaboutprivacysettings.

2. Ask the girls: “Do you know what people can see when they typeyournameinonsocialmediaplatforms?”

3. Passout thehandoutwith theprivacy settingson themandexplainwhattheymean.

4. Explainwhat you can control and prevent, in terms ofwhat peoplecansee.

Example:“Ifsomeonepostsapictureofyouonasocialmediaplatform,untagyourselfifyoudon’tlikeit,oraskthepersonwhopostedittountagyou.Makesurethatallpicturespostedandkeptareappropriate.Remember,wouldyouwantyourparents/grandparentstoseethis?”

5. Explain what people can do with the things you post. Forexample,peoplecanscreenshotthings,sendthemtoothers,copyandpastewrittenwords.

6. ExplainactivitytostudentsinwhichtheywilldesignFacebookpages

forcharactersinamovie.Whatwouldthesecharactersnotwanteveryonetosee?Forexample:SnowWhitewouldnotwanttopostapictureofwheresheisbecauseshedoesnotwanttheevilqueentofindher.Whatwouldthesecharacterswanteveryonetosee?Forexample:SnowWhitewouldwantpeopletoknowthatsheisahardworker.

7. Have the students work in groups of two or three for about tenminutes. The girls are more than welcome to color in theirdrawings.

8. Havethegirlssharewhattheyhavecomeupwith.

9. Askthegrouptoaddressthefollowingquestions.

DiscussionPoints:

1. Whyshouldyouhaveprivacysettings?Whatcantheyaccomplishforyou?

2. Howcanyoupreventpeoplefromgettingunwantedinformationfromyou?

3. Whatisokaytopostandwhatisnot,despiteprivacysettings?

Facilitator Resource:

(Write in your character’s name)(Draw a profile picture)

Where does your character live? ______________________ What is your character’s birthday?____________________

Who is your character friends with?_______

What is

What is your character’s job?

What are some things your character likes?Contact information:

Write a good post:

Write a bad post:

Conclusion/Reflection

Purpose:Tosummarizethematerialcoveredinthissession.

Materials:Thekeymessagessheet

Time:5minutes

Procedure:

1. Read over the key messages sheet and see if each topic wassufficientlycovered.

2. Askthegirlsiftheyhaveanyquestionsaboutthemessages.

3. Remindthegirlsofthenextsessiontogetherandexplainnextweek’stopic.

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UnderstandingSocialMedia&Privacy

SocialMediaHistoryWarmup------------------------10minutes

UnderstandingHowInformationCanbeUsedbyOthers--------

----------------------------------------------------------------15minutesUsingPrivacySettings-----------------------------------30minutes

Conclusion/Reflection-----------------------------------5minutes

Objectives

❖ Objectivesforgirlsduringthissectioninclude:

● Tounderstandthehistoryofsocialmedia

● Torecognizethatthingsputonlinecannotbedeleted(digitalfootprint)

● Tounderstandthatbothunknownandknownpeoplecanaccessandusethatinformation

● To understand how to properly and appropriatelycommunicate

● To review what privacy settings are, what they do,andwhytheyareimportant

KeyMessages❖ Social media started as an easy, fast way for people tocommunicate

● Whatwe knowas socialmedia, like blogging1, started in 1997anditgavepeopletheabilitytocontactotherpeopleusingtheInternet. It started as a way for people to communicate andinteractwithoneanotherinanewway.

❖ Oncephotosorwrittenupdatesarepostedonsocialmediaplatforms,peoplecaninstantlyseethemsoeveniftheyaretakendown,someonecouldhavealreadysavedthem

● Thiscouldhappenifaphotoisscreenshottedordownloaded

● Beforepostingphotosorupdates,thinkofwhocouldbelookingatthem.Usetheruleofthumb:ifyourgrandparent/parentcouldseeit,wouldyoustillpostit?Ifyouareparticipatinginactivitiesthatparentsmaynotapproveof,makesuretoleavethemofftheInternet!Neverpostapicturethatimpliesillegalactivities.

❖ Friends can look at and save things posted on socialmedia, but if not prevented through methods such asstrengthening privacy settings, strangers could also belookingatandsavingthatinformation

● Information or pictures could be used against you, which isdangerous. Also, strangers from anywhere around the globecouldbedoingthesamething,whichisfrightening.

❖ Futureemployersandcollegeadmissionsoftenlookatsocialmediabeforehiring,sokeepingitcleanisimportant

● Ifacollegeadmissionspersonorsomeoneassessingyourqualificationsforajobseesapictureonsocialmediaofsomethingunethical,illegal,orinappropriate,itcouldmeangivingupyourdreamschoolorjob.

❖ Socialmediacanbearepresentationofyourselfandyourviews.

● Whatyouchoosetopostandassociateyourselfwithcanaffect

howyouare seenbyothers.Make sure that thewayyouusesocialmedia reflects how youwant to be seen andwhat youwantotherstoknowaboutyou

- You can use socialmedia as a way to educate others

aboutyourviewsorcausesyousupport

- Examples of this could be the Black Lives Mattermovement or the movement for a cleanerenvironment.Ifthegirlsbelievestronglyinamovementandwant to take actionwithin it, they can use socialmedia as a platform to share their views and showothershowtheycanbecomeinvolvedorhelp.

❖ Privacysettingsonsocialmediacanhelpprotectyoufrompeople seeing updates and pictures that you may notwantthemtosee

● Oneachsocialmediaplatform,usetheprivacysettingsthatyoucansetupsothatwhenpeoplelookyouup,theyareunabletoseeanyofyourinformation.Althoughpostingpicturesofabsolutelyeverythingcanbedangerous,keepingyourprofileprivatewillhelpkeepyououtofpotentiallyharmfulsituations.

❖ Socialmediaisandcanbeagreatresourceandwaytoconnectwithpeople;thekeyislearninghowtouseitresponsibly

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SocialMediaHistoryWarmUp

Purpose:Toassesswhatthegirlsknowaboutsocialmediahistoryandexplainittotheminaninterestingandfunway.

Materials:Open-endedsocialmediaquiz,pencils/pensTime:5minutes

PlanningNotes

• Create a large print out of the key messages so the girls canunderstandwhattheyaredoingandareabletoreferbacktoit

• Makesurethequestionsaboutsocialmediahistoryareinteresting,fun,andnotnecessarilysomethingtheyknow,whichisgood,ifnotpreferable.

Procedure

1. Welcome the girls back and if there are any new girls, have themintroducethemselves.

2. Ask the girls if they use social media on a regular basis and whatformstheyuse.

3. Havethemgetinacircleandsharetheirsocialmediahabits.Have

themgoaroundandeachsayapotentialproblemthatmightarisewhenusingsocialmedia.

4. Askthegirlsiftheyhavenoticedanythingwrongwithsocialmedia.

5. Havethemdiscussprosandconsofsocialmedia.Letthemguideand

carrytheconversation.Letthembespecificiftheywanttobe.

6. Transitionthegroupintothenextactivity

UnderstandingWhatCanBeDoneWithYourInformation

Purpose:Toreviewwhatcyberbullyingisandthelawsareoncyberbullying. To understand sexting4 and its implications.Lastly, to explain how advertisers can take information totargetpeopleindividually.

Materials:N/A

Time:15minutes

KeyTerms:Cyberbullying,sexting

PlanningNotes

Planquestionstoaskthegirlsaboutit;askgirlsiftheycanrelate,iftheyhaveseenthisbefore(activebystander)

1. Have you ever seen cyberbullying happen? Have you heard of ithappeningtoothers?

2. Whydoyouthinksextingand/orcyberbullyingoccurs?

3. What are ways you think cyberbullying and sexting can beprevented?

4. Doyouknowwhat the lawsare regarding sexting?Whyare they

there?

❖ Describe what sexting is and how it legally works. Tiesexting and cyberbullying together. Sexting can turn intocyberbullyingorevenstartascyberbullying.Sincesextingcan have terrible consequences, it is directly related tocyberbullying.❖ Ask the girls to come up with a sexting incident. Forexample, ask “if your best friend told you that someonewassextingher,whatwouldyoudo?”Or,askwhat theywoulddopersonallyinthatsituation.

❖ Understandthatcompaniesaretaking informationfromonlineprofiles aswell as online searches to individuallyadvertise

Procedure

1. Review the definition of cyberbullying. Ask if they know anyonewhohashadexperiencewithit.

2. Afterhavingabriefdiscussionaboutit,havethegirlsgoaroundandanswer/discussthequestionslistedabove.

3. Askthegirlsiftheyknowwhatsextingis.Explainthedefinitionof sexting clearly. Sexting means sending someone sexuallyexplicitmessagesofphotographsviacellphone(althoughitcanbevia socialmedia,aswell).Make it clear that sextingcanbemessages,notjustphotographs.

4. Tiecyberbullyingandsextingtogether.Explainthatsextingcanbeaformofcyberbullying,consideringtherisks.Unwantedpicturesormessagescanbesentaroundandusedtoharassthevictim.

Showvideo“ThinkBeforeYouPost”:https://www.youtube.com/watch?v=OhBknvwgfmk

5. Describethatsendingorreceivingexplicitphotographsofsomeoneunderageisacrime,andthateveniftheyarenotunderage,peoplecantakethosephotographsormessagesandusethemtocyberbullythemorcausethemharm.

6. Put the words,willful, repeated, harm2 on the board to help themunderstand.Explainwhatthewordsmeanandaskthemtoapplyittocyberbullying.

Example: In order for something to be classified as bullying of anykind,itneedstobearepeatedsourceofconflict.

7. Explain that cyberbullying can happen at any age, to anyone, byfriendsornot.

8. Tell thegirls that therearepeopleandplaces3 theycango toreportcyberbullyingandevensextingandthattherearewaysgethelp.

DiscussionPoints:

1. Whydoyouthinksextingand/orcyberbullyingingeneralhappens?

2. Is there anyway to prevent it?What do you think those strategiesare?

3. Whatwouldyoudoifyourealizedthatsomeonewassextingyou?

4. Whatarethelawsregardingsextingandwhyaretheyputinplace?-------------------------------------------------------------------------------------------------------

UsingPrivacySettings

Purpose:Toexplainsomecommonprivacysettings,whattheydo,whattheyprotectindividualsfromandwhytheyareusefulandimportant.

Materials:PaperwithemptyFacebookprofilesforgirlstofillinduringtheactivity,pencils/pens,markers

Time:30minutes

PlanningNotes

● Handouttheprofilepageprintouts.

● Print out an example of general privacy settings for social mediathattheycanallhaveacopyof.

Procedure1. Askthegirlswhattheyknowaboutprivacysettings.

2. Askthegirlstothinkaboutwhatpeoplemightseewhentheytypetheirnameinonasocialmediaplatform.Encouragethemtosearchthemselvesathomeonsocialmediaplatformsthatallowthemtoseetheirprofilesfromsomeoneelse’spointofview.

3. Passout thehandoutwith theprivacy settingson themand tell thegirlstogatheringroupstodiscusstheprivacysettings.Havetheyseenthem before?Would they know how to find them? Have they everchangedtheirprivacysettings?

4. Askthegirlswhattheywoulddoifsomeonetaggedtheminapictureorapostthattheydidnotwanttobetaggedin.Askthemhowtheydecide what to post or not post/what others can post or not postaboutthem.

5. Explain what people can do with the things you post. Forexample,peoplecanscreenshotthings,sendthemtoothers,copy and pastewrittenwords. Ask the girls why they thinkthisisnotacceptableandhowthiscouldgowrong.

6. ExplainactivitytostudentsinwhichtheywilldesignFacebookpagesforacelebrityoftheirchoosing.Whatwouldthesecelebritiesnotwanteveryonetoseeorbepublicinformation?Forexample:KimKardashiangivingherlocationinhersnapchatstoriesandrobberstrackingherdown.Explainhowevenunexpectedconsequencescanariseifyou’renotcarefulontheinternet.Whatwouldthesecelebritieswanteveryonetosee?Forexample:KimKardashiandonates10%ofherearningstocharityeveryyear.

7. Havethestudentsworkingroupsforabouttenminutes.

8. Havethegirlssharewhattheyhavecomeupwith.

9. Askthegrouptoaddressthefollowingquestions.

DiscussionPoints:

1. Whyshouldyouhaveprivacysettings?Whatcantheyaccomplishforyou?

2. Howcanyoupreventpeoplefromgettingunwantedinformationfromyou?

3. Whatisokaytopostandwhatisnot,despiteprivacysettings?

4. Have you ever experienced individualized advertising? Do you feel

thisisaviolationofyourprivacy?

Facilitator Resource:

(Write in your celebrity’s name)(Draw a profile picture)

Where does your celebrity live?

What is

What is your celebrity’s birthday?_______________What is your celebrity’s job?

Who is your celebrity’s friends with?

What are some things your celebrity likes?Contact information:

Write a good post:

Write a bad post:

Conclusion/Reflection

Purpose:Tosummarizethematerialcoveredinthissession.

Materials:ThekeymessagessheetTime:5minutes

Procedure:

1. Ask thegirlswhatmessages stoodout to them today.Readoverthe key messages sheet and see if each topic was sufficientlycovered.

2. Askthegirlsiftheyhaveanyquestionsaboutthemessages.

3. Remindthegirlsofthenextsessiontogetherandexplainnextweek’stopic.

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Appendix

1. Blogging:Writingaboutanevent,situation,topic,opinion...etconasocial

mediawebsite.Peoplecanwritetheirthoughtsonsomethingthatothers

cansee,andotherscanchatwiththemorrespondwiththeirownthoughts

andopinions.

2. Willful-Havingorshowingastubbornanddeterminedintentiontodoas

onewants,regardlessofconsequencesoreffects

Repeated-Doneoroccurringagainseveraltimesinthesameway,orthe

sameharmfulway

Harm-Physicaloremotionalinjury

3.https://www.stopbullying.gov/get-help-now/-thisisawebsitethatgives

alistofpeople,phonenumbers,andsuggestionsforwheretogethelpif

someoneisbeingcyberbullied.

The problem What you can do

There has been a crime or someone is Call 911.

at immediate risk of harm.

Someone is feeling hopeless, helpless,

thinking of suicide.

Contact the National Suicide Prevention

Lifeline online or at 1-800-273-TALK

(8255).

The toll-free call goes to the nearest crisis

center in our national network. These

centers provide 24-hour crisis counseling

and mental health referrals.

Someone is acting differently than

normal, such as always seeming sad or

anxious, struggling to complete tasks, or

not being able care for themselves.

Find a local counselor or other mental

health services

The Mental Health and Addiction

Insurance Helpconsumer portal prototype

can help consumers get to the correct

resource to solve their Mental Health and

Substance Use Disorder insurance

coverage issue.

A child is being bullied in school.

Contact the:

1. Teacher

2. School counselor

3. School principal

4. School superintendent

5. State Department of Education

See more on working with the school.

The school is not adequately addressing

harassment based on race, color,

national origin, sex, disability, or religion.

Contact:

● School superintendent

● State Department of Education

● U.S. Department of Education,

Office for Civil Rights

● U.S. Department of Justice, Civil

Rights Division

4. Sexting-Tosendsomeonesexuallyexplicitphotographsormessagesvia

cellphone(orInternet)