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Unit
Unit
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of Work
Contents
Introduction 2
An overview of the goals of the programme, the unit objectives, how the unit fits
within the PSHE curriculum, safe practice teaching approaches, important
ground rules and suggestions for wider student support networks.

Lesson 1:
Three Sides To Every Story 12

• Learning Objectives and Outcomes.

• Full lesson plan including: talking points, key learning areas and differentiation suggestions.
• Guidance and resources for each activity.
Lesson 2:
Emotional Manipulation 26

• Learning Objectives and Outcomes.

• Full lesson plan including: talking points, key learning areas and differentiation suggestions.
• Guidance and resources for each activity.
Lesson 3:
Us vs Them 34

• Learning Objectives and Outcomes.

• Full lesson plan including: talking points, key learning areas and differentiation suggestions.
• Guidance and resources for each activity.
Lesson 4:
Haters Gonna Hate 44

• Learning Objectives and Outcomes.

• Full lesson plan including: talking points, key learning areas and differentiation suggestions.
• Guidance and resources for each activity.
Lesson 5:
Creators For Change 54

• Learning Objectives and Outcomes.

• Full lesson plan including: talking points, key learning areas and differentiation suggestions.
• Guidance and resources for each activity.

PSHE Education unit of work 1

2 Be Internet Citizens
Introduction
Be Internet Citizens programme

We want a safe and exciting web where young people are empowered to be creative, to
express themselves and to experience a sense of belonging as digital citizens. The challenge
is that while most of today’s young people have grown up as digital natives, many can often
lack the critical thinking and media literacy skills that are key to achieving this. In light of this
fact, the Be Internet Citizens programme was designed by Google, YouTube and a range of
partners including the Institute for Strategic Dialogue (ISD) to teach young people these skills
in a classroom context that is fun and engaging.

The lessons have been designed for delivery to students in Years 9 or 10 (England and Wales)
and S3 or S4 (Scotland).

Unit objectives

This unit of work is comprised of five lessons which cover key areas of digital citizenship:
fake news and biased writing, emotional manipulation, the ‘us vs them’ mentality, and
the difference between hate speech and free speech. The fifth lesson offers students the
opportunity to demonstrate their new digital citizenship understanding and skills through a
range of creative exercises.

Throughout this unit, students will enhance their understanding of some of the challenges
the internet can present to young people, and in doing so, help them to make a positive impact
online as informed and respectful internet citizens. By the end of these lessons, students
should be able to:

• Identify fake and biased news.

• Build resilience and critical-thinking skills to help judge online content.
• Realise the power of the internet in shaping our attitudes towards other people.
• Understand the difference between online hate speech and free speech.

PSHE Education unit of work 3

 How to use this resource

This unit can be taught in individual lessons or as a whole. It will be most effective if taught
as a whole, as each lesson builds upon the learning of the previous ones, in order to embed
understanding and skills. If you do decide to teach the unit in this way, we suggest the order
outlined, with the creative final lesson as a fun extension where time and resources permit.

A full lesson plan: summary of the lesson and

everything required for delivery

A baseline activity: to gauge the students’

initial understanding of the key concepts prior
to learning about them in more detail

Main teaching phases: a series of fun, engaging

and thought-provoking activities to enable students
to build or develop their knowledge and skills

A plenary and final assessment of learning:

enables both you and your students to recognise
the progress made in each lesson

Symbols (* ‡ §) to guide you to the specific

questions you could ask at each stage of the activity.

The 'Talking Points and Key Learning' section support in

facilitating conversations with students on sensitive and often
complex topics to ensure that you can recognise when they
have arrived at the key learning points for each activity.

4 Be Internet Citizens
'Guidance and Resources': an outline of the background information
and resources (including references to PowerPoint (PPT) slides and
handouts) that you will need to deliver the activities. You are advised
to be comfortable with this information in order to bolster your own
understanding of the concepts before delivering the lessons. Activity 3
Negative group

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display key information that you and your students need to

understand in order to grasp the key concepts, and clearly
explain how each activity should run.

Additional considerations

Before exploring the lesson plans, we would like to recommend that, where necessary,
you use real-life and relevant images, video clips and names of popular people that the
students can readily recognise and identify with.

It is important to note that four of the activities in this unit of work will require you to
source your own images and video clips online. For each of these activities, we have
described recommended content that can be easily found through online searches,
to achieve the learning objectives in a safe manner.

When choosing images and video clips it is crucial for safe and effective learning that
you select material that is not shocking or potentially upsetting, offensive or distressing,
as this will prevent the desired learning and may be harmful to individual students.

Finally, please note that all news article headlines used in activities throughout the unit
have been made up. They have been designed in order to enable students to achieve
the learning objectives and to demonstrate a new concept.

PSHE Education unit of work 5

Links to the PSHE Association Programme of Study

Each of the three core themes of the PSHE Association Programme of Study
(https://www.pshe-association.org.uk/curriculum-and-resources/resources/
programme-study-pshe-education-key-stages-1–5) contains suggested
learning opportunities which provide the context through which learners can
develop knowledge, essential skills and attributes. The learning opportunities
should be used flexibly according to students’ development, readiness and
needs, and taking account of prior learning, experience and understanding.
This unit of work contributes to the following learning opportunities from
the relevant PSHE education core themes at KS3 and KS4.

Key Stage 3

Core Theme 1: Core Theme 2: Core Theme 3:

Health and Wellbeing Relationships Living in the Wider World
Students should be taught: Students should be taught: Students should be taught:

H19. that identity is affected by R1. the qualities and behaviours L1. to recognise, clarify and if
a range of factors, including the they should expect and exhibit necessary challenge their own
media and a positive sense of self in a wide variety of positive core values and how their values
relationships (including teams, influence their choices
H20. ways of recognising and
class, friendships, etc)
reducing risk, minimising harm L3. the similarities, differences
and strategies for getting help in R3. to further develop the and diversity among people of
emergency and risky situations communication skills of active different race, culture, ability,
listening, negotiation, offering and disability, sex, gender identity,
receiving constructive feedback age and sexual orientation,
and assertiveness plus the impact of stereotyping,
prejudice, bigotry, bullying, and
R30. to recognise peer pressure
discrimination on individuals and
and have strategies to manage
communities
it; to recognise ‘group think’
(where the cohesion of the group L4. strategies for safely
becomes more important than the challenging stereotypes,
choices or actions of the group) prejudice, bigotry, bullying, and
and to develop strategies for discrimination when they witness
managing it or experience it in their daily lives

R35. the safe and responsible use L6. about the primacy of human
of information communication rights, and how to safely access
technology (including safe sources of support for themselves
management of own and others’ or their peers if they have concerns
personal data including images) or fears about those rights being
undermined or ignored

6 Be Internet Citizens
Key Stage 4

Core Theme 2: Core Theme 3:

Relationships Living in the Wider World
Students should be taught: Students should be taught:

R1. strategies to manage strong L3. to think critically about

emotions and feelings extremism and intolerance
in whatever forms they take
R7. to develop an awareness of
(including religious, racist and
exploitation, bullying, harassment
political extremism, the concept
and control in relationships
of ‘shame’ and ‘honour-based’
(including the unique challenges
violence)
posed by online abuse and the
unacceptability of physical, L4. to recognise the shared
emotional, and sexual abuse in responsibility to protect the
all types of teenage relationships, community from violent
including in group settings extremism and how to respond to
such as gangs) and the skills anything that causes anxiety or
and strategies to respond concern
appropriately or access support
L6. how social media can offer
R16. to recognise when others are opportunities to engage with a
using manipulation, persuasion or wide variety of views on different
coercion and how to respond issues

R29. the role peers can play in L7. to recognise how social media
supporting one another (including can also distort situations or
helping vulnerable friends to issues; can narrow understanding
access reliable, accurate and and appear to validate these
appropriate support) narrow views

PSHE Education unit of work 7

 Facilitating the lessons

This section provides guidance on how best to deliver the lessons and how to handle
sensitive topics.

This unit of work is based on a number of basic principles designed to make the lessons
engaging, enjoyable and memorable.

1. Discussion-based
The content of these lessons shouldn’t be delivered in a lecture format, but through
discussions accompanying the activities. As such, all of the activities are accompanied by a
series of questions that can be explored with the class. It is important that students are given
the opportunity to safely explore, understand and challenge assumptions about their own and
others’ values and behaviours.

2. Interactive and inclusive

Involving all the students in the lesson, including some who might be reluctant, is important
in creating the positive atmosphere that makes these lessons work well. Given the potentially
sensitive nature of the topics covered in this unit, lessons have been designed to cater for
diverse learning styles, ensuring that students of any ethnicity, religion, sexual orientation
or gender can engage with and benefit from them without concerns about stereotyping
and discrimination. Where necessary, the lesson plans include suggested differentiation
strategies that can support students with specific educational needs and stretch those
who need more of a challenge.

However, it is recommended that before teaching these lessons you are aware of any
individuals who may need extra support and plan the teaching accordingly as you would
for any other lesson.

3. A respectful, safe space

Be Internet Citizens works best when the students feel free to express their opinions, even
if what they say might be controversial or not fully formed (see below for further guidance
on handling challenging or unacceptable comments or language). If anyone has any
misconceptions or misunderstandings, it’s best that they are expressed and then discussed.
All contributions and perspectives should be respected. It's important at the beginning of the
lesson to remind students to be respectful of others' opinions, by listening without interruption
and saying when something isn't clear.

This safe space can only be achieved and managed by agreeing effective ground rules through
negotiation with your class. Clear ground rules help students feel safe to express their ideas
while listening to others. They also help students to recognise where the boundaries are for
discussion and to support you in challenging unacceptable behaviours or attitudes. This is
particularly important when covering controversial and emotive issues. Ground rules are
most effective when students understand their purpose, have ownership of them and can
refer to them throughout the lesson, for example by having a visual display or regularly
revisiting key messages.

8 Be Internet Citizens
The following ground rules are suggested as talking points, and may include:

Openness
We will be open and honest, but not discuss directly our own or others’
personal/private lives. We will discuss general situations as examples but
will not use names or descriptions which could identify anyone.

Keep the conversation in the room

We feel safe discussing issues and we know that our teacher will not repeat
what is said in the classroom unless they are concerned we are at risk,
in which case they will follow the school’s safeguarding policy.

Non-judgmental approach
It is okay for us to disagree with another person’s point of view but we will not judge,
make fun of, or put anybody down. We will ‘challenge the opinion, not the person’.

Right to pass
Taking part is important. However, we have the right to pass on answering a
question or participating in an activity, and we will not put anyone ‘on the spot’.

Make no assumptions
We will not make assumptions about people’s values, attitudes,
behaviours, life experiences or feelings.

Listen to others
We will listen to another person's point of view respectfully
and expect to be listened to in return.

Using language
We will use the correct terms for the things we will be discussing rather than the slang terms,
as they can be offensive. If we are unsure what the correct term is, we will ask our teacher.

Asking questions
We are encouraged to ask questions. However, we do not ask
questions to deliberately embarrass anyone.

Seeking help and advice

If we need further help or advice, we know how and where to seek it confidentially, both in
school and in the community. We will encourage friends to seek help if we think they need it.

PSHE Education unit of work 9

 Because of the sensitive subject matter, a number of difficult conversations might come
up. If a student makes a comment that contravenes the established ground rules and/
or the school’s behaviour policy, for example an explicitly or purposefully racist statement,
then teachers must follow school policy. On the other hand, if comments are judged to be
acceptable and show a gap in a student’s knowledge, for example a question asking why
something is discriminatory, this should be treated as an opportunity for learning, and teachers
are encouraged to follow up with a question.

For example, you might ask:

  Why might someone be offended by this?

  Do you think you can judge a group as a whole rather than
as individuals? How would you feel in that situation?
In this way, you can build on their comment to have a constructive, judgement-free
conversation. If the conversation is not constructive, and you have challenged their statement,
you can move the conversation on. It is unlikely that you will change someone’s attitudes in the
course of a one-hour lesson, but you might plant the seed that causes them to reflect on their
attitudes over time.

However, disclosures of a personal nature should be discouraged in a public setting.

Encourage young people to ask for help in an appropriate way, seeking out an appropriate
adult they trust like a parent or form tutor, but also refer them to the named pastoral lead,
designated safeguarding lead or similar in your school. Make sure that any pastoral support
offered to students is framed within the reference of your school’s child protection and
safeguarding policies.

Please ensure that at the end of each lesson you display the final lesson PPT slide which
provides students with the following national and regional organisations.

• Childline – offers advice to young people under 19 on a range of

issues including online safety: www.childline.org.uk

• The Mix – a multi-channel service offering support to people under 25, enabling
them to make informed choices about their wellbeing: www.themix.org.uk

• Youth Access – an advice and counselling network striving to improve

services for young people in the UK: www.youthaccess.org.uk

• Relate – the UK’s largest provider of support in helping people strengthen their
relationships: www.relate.org.uk (Help for children and young people section)

• Samaritans – provides emotional support to those who are struggling to cope and
reaches out to high-risk groups: www.samaritans.org (England, Scotland, Wales)

• Thinkuknow – seeks to empower young people, offering them support

and an opportunity to express concerns: www.thinkuknow.co.uk

10 Be Internet Citizens
PSHE Education unit of work 11
12 Be Internet Citizens
 Lesson 1:
Three Sides
To Every Story
Lesson Plan

TEACHER WILL NEED:

Classroom resources: Access to interactive whiteboard or regular whiteboard and
projector, computer with access to PPT and capacity to screenshot a real online news
article, exercise books or lined paper.
Handout resources: Handout 1, Handout 2 photocopied for each student, definition
cards for: Fake News, Biased Writing, Echo Chambers and Filter Bubbles.
UNIT OF WORK: Be Internet Citizens.
PRIOR LEARNING: Course introduction.
LESSON 1 OVERVIEW: In this lesson, students will be able to develop a good
understanding of what fake news, biased writing, echo chambers and filter bubbles are,
and to explain their impact on individuals and society. As a result of the learning, they will
be more confident in forming their own opinions in online contexts.
N.B. the first activity requires you to screenshot a picture of a real online news article,
for comparison with the fake news article PPT slides.

LEARNING OBJECTIVES: LEARNING OUTCOMES:

1. To understand and identify fake news, biased 1. Students can identify fake news, explain its purpose
writing, echo chambers and filter bubbles. and describe how it impacts on society.
2. To learn their impact on individuals and society. 2. S
 tudents can distinguish fact from opinion in online
media content.
3. Students can explain what echo chambers and
filter bubbles are.
4. Students can explain why it is important to
consume diverse media content.

PSHE Education unit of work 13

Lesson 1: Three Sides To Every Story

Baseline Activity (15 minutes)

LEARNING AND Introduction (5 minutes)

TEACHING ACTIVITIES Teacher (T) introduces new unit of work, the purpose of the unit, and
establishes ground rules with students (S). These ground rules should be
displayed clearly and referred back to if S stray from them.

Baseline activity (10 minutes)

S mind map everything they know, believe and want to know about
fake news.

• If S have questions about fake news they should note these down and
have the opportunity to ask.

• They should also note down examples of fake news stories they have
heard and why they believe them to be fake.

• Feedback to T, who provides definition of fake news to copy down

(S should not add anything else to their mind map during feedback as
it will be revisited at the end of the lesson to demonstrate progress).

TALKING POINTS T could ask: How can we show respect to other people’s views? How can
AND KEY LEARNING we create a safe learning environment? (Steer S towards the ground rules
outlined on page 9).

Baseline assessments are most effectively carried out individually and

without discussion, so S can focus on recording their ideas as individuals.
This will give the T a clear impression of what the class already know and
therefore where to pitch teaching for the rest of the lesson.

DIFFERENTIATION Support: S should not be supported in terms of the content of what they
write, as this would not then be a true reflection of their baseline, however
some S may benefit from a scribe to record their ideas.

Extension activity: S should attempt to provide a definition

of fake news.

T has photocopied fake news definition cards (in Handouts section)

for S who need them.

14 Be Internet Citizens
Lesson 1: Three Sides To Every Story

Main Teaching Phase: Activity 1 (15 minutes)

LEARNING AND T displays a headline on PPT – S must stand on one side of the room if
TEACHING ACTIVITIES they think it is fake, or the other side if they think it is real, or the middle of
the room if they don’t know.

• T asks S to justify their choices. Prompt them to refer back to the

definition provided on the PPT. (*)

• T then shows the headline’s URL, images, logo – S are then allowed to
move to a different part of room to reflect their opinion.

• T reveals that the headline is fake, then repeats exercise with next two
headlines.

• T questions S on the identifiers and purposes of fake news – e.g. style

of language used; motives for writing. (‡)

S should note down key points on identifying fake news.

TALKING POINTS T could ask: Why have you decided that this headline is fake? What has
AND KEY LEARNING made you change your mind? Can you list some of the key things to look
for to help identify fake news? What do you notice about the language
used in the fake news headlines? (*)

Key learning: If S do not identify the following features, ensure they are
made aware to check for highly emotional or exaggerated language,
suspicious URLs, edited pictures, blurred or altered logos of well-known
news organisations.

For motives: Why would someone write fake news? What could they be
trying to achieve? What does it mean if someone ‘has an agenda’? (‡)

Use the teacher definition for fake news in the ‘Guidance and Resources’
section to ensure key learning points are drawn out here. This offers more
detail on what fake news is and why people write and post it online.

DIFFERENTIATION T uses differentiated questions to support and stretch S of all abilities.

PSHE Education unit of work 15

Lesson 1: Three Sides To Every Story

Main Teaching Phase: Activity 2 (10 minutes)

LEARNING AND T provides an example of a biased headline: discuss whether this is

TEACHING ACTIVITIES fake news.

• T provides definition of bias and explains meaning. Check for

understanding – in pairs, S should come up with examples of
biased headlines.

• T now displays three headlines from an actual news story. T selects

S to line up behind the headline they think is least biased and justify
choices. Following discussion, allow S to change their minds – ask
them to justify their changed opinions.

TALKING POINTS Key Learning: S should recognise that a main difference between fake
AND KEY LEARNING news and biased writing is that the former consists of completely made-
up stories, seeking to appear as fact but actually not based on any truth at
all. On the other hand, biased writing occurs when someone writes about a
real-life topic or event but does so in a strongly opinionated way, without a
sense of balance or fairness. When writing is presented in this way, the line
between fact and opinion can become blurred.

It is important that S recognise that there is a spectrum of biased writing:

positive, neutral and negative. Positive bias is often full of exaggerated
praise for whatever is being written about, while negative bias will often
attack the subject matter, pointing out the reasons why it is bad. A
balanced or neutral perspective will often exclude personal opinion and
instead be objective and portray the facts about something.

T could ask: What makes the headline you’ve chosen less biased than the
other? Does the language used make you think it is less biased? Why?
In what ways do your headlines seem positive? Could they be interpreted
differently? Would you say that these headlines are biased? Using your
definition of biased writing, justify your answer.

Use the teacher definition for biased writing in the ‘Guidance and
Resources’ section to ensure other key learning points are drawn out here.
This offers more detail on what bias is and why it is used.

DIFFERENTIATION T has photocopied biased writing definition cards (in Handouts section)
for S who may need them.

16 Be Internet Citizens
Lesson 1: Three Sides To Every Story

Main Teaching Phase: Activity 3 (15 minutes)

LEARNING AND T explains the definition of the terms filter bubble/echo chamber and
TEACHING ACTIVITIES provides examples. (*)

• S are divided into three groups; each receives a different set of

headlines – positive/negative/balanced (see Handout 1).

• S read their own headlines and try to work out what happened in their
news story.

• S present their ideas to the class and justify their reasons. Balanced
group should present last.

• T reveals that first two groups were given biased content – questions
S as to how these headlines are biased.

• T leads discussion through questions on identifying filter bubbles and

echo chambers, how these work online, how bubbles lead to opinion
forming and potentially more extreme thinking. T asks S, what are the
benefits of consuming diverse media content.

TALKING POINTS Example: Someone who visits and ‘likes’ lots of articles from a conservative
AND KEY LEARNING or liberal publication is more likely to have content for similar newspapers
with a similar view suggested to them. T should come up with specific
examples of relevant publications making sure a political balance is kept. (*)

Key learning: To draw out that reading different online newspapers and
searching for a story from more than one source helps to get reliable
information and various points of view. It stops us leaping to conclusions,
believing fake news or developing more extreme opinions. While it can
be nice to have a ‘tailored experience’ online where things we like are
recommended to us, this doesn’t accurately reflect real life, where people
have vastly different views.

T could ask: Can you see how two people in different bubbles can end
up with different versions of the same story? Can you see how this can
happen easily online? What are the benefits of consuming diverse media
content? In what ways are filter bubbles and echo chambers unhelpful?

Use the teacher definitions for echo chambers and filter bubbles in the
‘Guidance and Resources’ section to ensure other key learning points are
drawn out here.

DIFFERENTIATION T could nominate one S from each group to read all group headlines aloud,
to ensure every S has had the opportunity to digest each headline.

T has photocopied echo chamber and filter bubble definition cards

(in Handouts section) for S who may need them.

PSHE Education unit of work 17

Lesson 1: Three Sides To Every Story

Final Plenary & Assessment of Learning (5 minutes)

LEARNING AND S return to their mind maps to add anything new – in a different coloured
TEACHING ACTIVITIES pen – that they have learned about the topics covered in this lesson, or to
change any ideas from the start of the lesson that they now recognise as
misconceptions/inaccuracies.

Remind S of the wider support networks available to them. See Handout 2

which should be given to all S.

TALKING POINTS T could ask: What are filter bubbles/is fake news? Where do you see
AND KEY LEARNING them? What causes them? What effects can they have on individuals/
society? What can people do to prevent them?

18 Be Internet Citizens
Lesson 1: Three Sides To Every Story

Guidance and Resources

Baseline activity

GLOSSARY & BACKGROUND NOTES

Fake News
Teacher definition: Student definition:
Fake news or fake content describes articles or Fake news is usually articles
posts that appear to be factual, but which contain or posts that appear to be
misstatements of fact with the intention to factual, but which contain
influence people, attract viewership, or deceive. intentional lies, pretending to
be facts, which are intended
Those who create fake news can be motivated
to influence people, attract
by financial incentives (often the advertising
viewers, or deceive them.
revenue that sensationalist stories can generate),
by political goals (a desire to influence opinion Student definition can
also be found within
for or against a group, party or candidate) or by
Handouts section.
personal motives (a desire to spread mischief).

Fake news stories are designed to appear

legitimate, often adopting the appearance of
mainstream news sources. They can appear as
social media posts, but are most often website
pages shared over social media. They are often
shared in multiple formats or from different
accounts, making it more difficult to sort truthful
stories from fake ones.

PSHE Education unit of work 19

Lesson 1: Three Sides To Every Story

Activity 1

The following fake news headlines and relevant details to support the exercise (e.g. images,
URL, adverts) can be found on the PPT. A blank slide has been left for teachers to, as an option,
screenshot and paste a real online news article for comparison.
  What conspiracy? Reptilian people walk the Earth, here’s the proof. (Fake)
  Airline hires ‘Canine Crew’ members (Fake)
(N.B. T has option of sourcing real online news article for comparison)

Activity 2

See PPT slide for biased headline:

  “Horse racing is the greatest sport on God’s green earth” 

says racehorse owner.

GLOSSARY & BACKGROUND NOTES

Biased Writing
Teacher definition: Student definition:
Biased writing occurs when a writer shows Biased writing occurs when
favouritism or prejudice towards a particular a writer shows favouritism or
opinion, instead of being fair and balanced. prejudice towards a particular
It is used to push people towards a particular opinion, instead of being
point of view. fair and balanced. It is used
to push people towards a
Bias in writing isn’t new, but now more than ever,
particular point of view.
people need to be able to separate fact from
opinion. The mixing of fact and opinion in media Student definition can
also be found within
has significant negative outcomes.
Handouts section.

Biased content can lead people to develop poor

understandings of important issues, particularly
based on a lack of understanding of opposing
viewpoints, making it harder to solve difficult
problems as a society.

20 Be Internet Citizens
Lesson 1: Three Sides To Every Story

Use the following biased headlines for the activity (see PPT slide):

Before discussing these headlines, you should provide S with context around this activity. It
is based on an article which includes a photo of a famous musician with an unidentified wet
stain on his trousers. The following headlines portray the story behind this photo in three
different ways, each reflecting a different level of bias.

  Fair play! Famous singer bounces back with good humour after
potentially embarrassing wet-trouser incident! (Positive bias: this
headline praises the singer for being able to take a joke at their own expense.
For example, it says “Fair play” and that he shows “good humour”. The incident
is described as only “potentially” embarrassing).

  Famous singer has a laugh at himself after he was snapped with 

an unfortunate wet patch on his trousers. (Balanced viewpoint: this
headline takes a fairly neutral stance on the story. The language used doesn’t
convey a strong opinion on the story, and instead reports the fact that he has
been photographed with the wet patch. It points out that the singer is
good-humoured but also acknowledges that the photograph is unfortunate which
reflects a balanced viewpoint).

  Oh dear... looks like this famous singer just wet himself and
unsuccessfully tried to style it out! (Negative bias: this headline seeks to
embarrass the singer and is quite unforgiving! By starting with “Oh dear...”, it
seeks to create a mocking tone. The headline also reflects an assumption that the
singer has wet himself, despite there being no evidence this definitely happened).

PSHE Education unit of work 21

Lesson 1: Three Sides To Every Story

Activity 3

This activity is based on a news story of rail workers striking, the reasons behind their decision
to strike (removal of safety guards on trains and low pay), and the response to the strike from
various groups. Use the following headlines for each group (see Handout 1).

Negative group:
This set of headlines portrays the rail workers as greedy people, who do not seem to care that
their strikes are having a damaging impact on people’s daily lives and the economy.

• MORE MISERY! Livid commuters show anger at hopeless rail company.

• Over 300,000 affected each day by inconsiderate rail
workers, and at massive cost to local economy.

• Horsey-hell! Rail unions plan to strike on Grand National day causing chaos for punters.
• What’s really behind these strikes? Money-grabbing train drivers
care more about cash than passenger safety.

• GONE OFF-TRACK: greedy rail bosses are to blame for endless strikes.
• Whopping £50 million bill to be footed by poor taxpayers after unions reject reasonable deal.
• Rail strikes: still no agreement after days of talks.
• Strikes continue: well-paid rail workers seek yet more pay.
Positive/sympathetic group:
This set of headlines portrays the rail unions and workers as principled people, standing up for
their rights and for public safety. They convey the strikes as “rock solid”, “strong”, and as having
international support.

• Staff from major rail firm bravely strike over plans to remove safety-critical guards.
• Strikes to preserve public safety and the guard guarantee shows resolve, says union.
• Rail bosses dubbed ‘railway bullies’ over threats to punish striking staff.
• Unions show no signs of weakness as strike remains solid today.
• More success for rail unions – international support received as Japan weighs in!
• Strike is right! Support your rail unions!
• Workplace harassment and bullying leaves train workers no option but to strike.
• Train staff betrayed by rail management who fail to uphold commitments.

22 Be Internet Citizens
Lesson 1: Three Sides To Every Story

Balanced group:
This set of headlines reflects a largely neutral position on this story. Very little of the language
used is inflammatory and for the most part these headlines make factual statements.

• UK rail dispute continues as rail company workers strike.

• No winners here: clashes between unions and rail companies shows them
to be as bad as each other.

• Rail workers strike over efforts to remove safety-critical guards and reduce pay.
• Rail-strike misery continues as union members reject dispute-ending deal.
• Staff from major rail firm to strike over safety-critical guards role.
• Rail strikes dispute: still no agreement after days of talks.
• Grand National punters to endure rail strike woes.
• Rail passengers to face further disruption as union calls two-day strike against
major rail company.

Activity 3 resources continue on the next page

PSHE Education unit of work 23

Lesson 1: Three Sides To Every Story

GLOSSARY & BACKGROUND NOTES

Echo Chambers
Teacher definition: Student definition:
Echo chambers are social spaces in which ideas, Echo chambers are social
opinions and beliefs are reinforced by repetition spaces in which ideas,
within a closed group. Within echo chambers, opinions and beliefs are
dissenting views are unexpressed or reinforced by repetition within
unrepresented, dismissed or removed. a closed group.

Student definition can

Most people have had first-hand experience
also be found within
with echo chambers, which can be found in Handouts section.
everything from discussions conducted on
news sites to small discussions between peers
on social media.

Echo chambers are comfortable, because it’s

easier to agree with people in a discussion than
disagree with them. Yet they can be harmful,
reinforcing social division or political polarisation
by reducing opportunities to interact with people
who disagree with you, or people from different
backgrounds. Echo chambers can reduce
individuals’ understanding of other opinions
and empathy for those who hold them.

24 Be Internet Citizens
Lesson 1: Three Sides To Every Story

GLOSSARY & BACKGROUND NOTES

Filter Bubbles
Teacher definition: Student definition:
Filter bubbles occur online when users are Filter bubbles occur online
suggested content based on their previous when users are suggested
internet consumption habits, and can lead to content based on their
them being separated from information that previous internet consumption
disagrees with their viewpoint. habits, and can lead to
them being separated from
This can isolate users in political, social or information that disagrees
ideological bubbles, in a phenomenon closely with their viewpoint.
related to that of the echo chamber. It can push
Student definition can
people towards more extreme positions and
also be found within
reduce their empathy for people who Handouts section.
think differently.

Final Plenary and Assessment of Learning

Please see Handout 2.

Handout 2 Three Sides To Every Story Final Plenary & Assessment of Learning
Want more Want more
support or advice? support or advice?
Why not try accessing some of the following websites: Why not try accessing some of the following websites:
Childline – offers advice to young people under 19 on a range of Childline – offers advice to young people under 19 on a range of
issues including online safety: www.childline.org.uk issues including online safety: www.childline.org.uk

The Mix – a multi-channel service offering support to people under 25, The Mix – a multi-channel service offering support to people under 25,
enabling them to make informed choices about their wellbeing: www.themix.org.uk enabling them to make informed choices about their wellbeing: www.themix.org.uk

Youth Access – an advice and counselling network striving to improve Youth Access – an advice and counselling network striving to improve
services for young people in the UK: www.youthaccess.org.uk services for young people in the UK: www.youthaccess.org.uk

Relate – the UK’s largest provider of support in helping people strengthen their Relate – the UK’s largest provider of support in helping people strengthen their
relationships: www.relate.org.uk (Help for children and young people section) relationships: www.relate.org.uk (Help for children and young people section)

Samaritans – provides emotional support to those who are struggling to cope Samaritans – provides emotional support to those who are struggling to cope
and reaches out to high-risk groups: www.samaritans.org (England, Scotland, Wales) and reaches out to high-risk groups: www.samaritans.org (England, Scotland, Wales)

Thinkuknow – seeks to empower young people, offering them support Thinkuknow – seeks to empower young people, offering them support
and an opportunity to express concerns: www.thinkuknow.co.uk and an opportunity to express concerns: www.thinkuknow.co.uk

In my school, I am able to get help from the following people: In my school, I am able to get help from the following people:
This can be photocopied and given

In my local area, I am able to get support from the following organisations: In my local area, I am able to get support from the following organisations:
to all students to complete

PSHE Education unit of work 25

26 Be Internet Citizens
 Lesson 2:
Emotional
Manipulation
Lesson Plan

TEACHER WILL NEED:

Classroom resources: Access to interactive whiteboard or regular whiteboard and
projector, computer with access to PPT, an internet connection to stream short online
videos, exercise books or lined paper, post-it notes.
Handout resources: Definition card for Emotional Manipulation.
UNIT OF WORK: Be Internet Citizens.
PRIOR LEARNING: Fake news/biased writing/echo chambers.
LESSON 2 OVERVIEW: This lesson plan includes videos that present examples of
emotional manipulation, and prompts a discussion around what emotions the videos
stimulate, how those emotions are triggered, and the motives of the video creator in
stimulating that emotion. It seeks to develop an increased critical awareness of the
use of emotional manipulation.

LEARNING OBJECTIVES: LEARNING OUTCOMES:

1. To understand what deliberate emotional 1. Students can identify examples of emotional
manipulation is and how and why it is used online. manipulation.
2. Students can explain why emotional
manipulation is used.
3. Students can follow a series of steps, helping them
to think critically about online content they view.

PSHE Education unit of work 27

Lesson 2: Emotional Manipulation

Baseline Activity (15 minutes)

LEARNING AND Recap of previous lesson (5 minutes)

TEACHING ACTIVITIES T provides examples of fake news and biased news. In pairs, S discuss
which they are – T takes feedback from pairs and asks them to justify
their choice. (*)

Starter (10 minutes)

T displays three images on the board – all examples of emotional
manipulation. (‡)

• In pairs, S work out what links these images.

• Feedback to class.
• T introduces term ‘emotional manipulation’ (EM) – S write down
definition.

• On post-it notes, S write where they might find examples of EM –

stick on classroom walls.

• T leads discussion on why people use EM. (§)

TALKING POINTS T could ask: Can you define an echo chamber? What are two ways to
AND KEY LEARNING identify fake news? (*)

T could ask: What exactly are these pictures? What are they trying to
achieve? Do they have similar goals? Do they have similar ways of
achieving these goals? How do I feel about them? Why do I feel this way?
(‡)

T could ask: What is the point of emotionally manipulating someone?

Can you think of different reasons as to why someone might manipulate
others? Is manipulation always a bad thing? Does this ever happen
online? If so, where? Why are emotions an easier target than reason and
common sense? (§)

Use the teacher definitions in the ‘Guidance and Resources’ section to

ensure key learning points are drawn out here.

DIFFERENTIATION As in Lesson 1, avoid offering S support as far as possible, in order to

establish baseline understanding.

T has photocopied EM definition cards (in Handouts section) for S

who need them.

28 Be Internet Citizens
Lesson 2: Emotional Manipulation

Main Teaching Phase: Activity 1 (20 minutes)

LEARNING AND T asks S to offer examples of where EM can be a good thing.

TEACHING ACTIVITIES
• S watch first video ( T chooses one by an animal welfare charity,
making sure to avoid using images that are unduly shocking, upsetting,
offensive or distressing, as this will prevent the desired learning and
may be harmful to individual S) – S mind map the different emotions
they feel during the video.

• S feedback to T. T asks S what techniques were used to manipulate

these emotions.

• Discuss why this content has been designed to manipulate viewers.

• S repeat activity with next video (generic army recruitment video –
T must apply the same principles as above, with no unduly shocking
or upsetting images or footage) – work in pairs/groups on a series of
questions relating to the video.

TALKING POINTS T could ask: What was the most impactful part of the video? How was
AND KEY LEARNING the music used effectively? How do the tone and emotions change as the
video develops? How likely do you think it is that someone would want to
take action after watching this? If so, what would be the reasons for this?
What were the goals of the people who made this video? How successful
do you think they would have been in achieving them?

DIFFERENTIATION T uses targeted differentiated questions to support and stretch S of

all abilities.

Between activity 1 and 2, T could ask: Where might someone see EM happening online?
Is it easier or harder to manipulate someone on the internet? Explain your answer.

PSHE Education unit of work 29

Lesson 2: Emotional Manipulation

Main Teaching Phase: Activity 2 (20 minutes)

LEARNING AND T asks S how they might be manipulated online. Collects responses
TEACHING ACTIVITIES verbally.

• Working in pairs, S must create a checklist (six steps max) of how to

respond to EM online.

• S feedback ideas. Discussion around what the key points to cover are.
• S should now work in pairs or groups to devise ideas for a petition or
environmental protection/animal welfare charity advert – they must
consider what their advert is trying to achieve, and the most effective
ways of using EM to achieve it.

TALKING POINTS For checklists, S should be thinking along the lines of the following:
AND KEY LEARNING How do I feel? Why do I feel this way? Am I being persuaded to do or
think something and if so, what? Who is doing the persuading? What is
their agenda? Is it positive or negative? Why do they want me to do this?
What are the consequences of me doing what they want/believing what
they tell me? What is my own opinion on this issue? Are there any facts
I already know about this topic? Am I convinced by this argument? Who
could I talk to about this?

DIFFERENTIATION For S who need support, T could provide some of these questions as a
prompt, then ask S to come up with three more themselves.

T could also work with pairs/groups needing support to brainstorm the

basic ideas for a petition or environmental protection/animal welfare
charity advert.

30 Be Internet Citizens
Lesson 2: Emotional Manipulation

Final Plenary & Assessment of Learning (5 minutes)

LEARNING AND S present their petitions/adverts to the class. S use their checklists to
TEACHING ACTIVITIES develop their own responses to these examples.

T checks S remember the definition of EM and where it might be found.

T signposts to S the wider national and regional support networks

available to them on the final slide.

TALKING POINTS T could ask: What are some of your key checklist questions? Can
AND KEY LEARNING you define EM? Can you provide an example of where it might be
found online?

PSHE Education unit of work 31

Lesson 2: Emotional Manipulation

Guidance and Resources

Baseline Activity

T to source three diverse examples of emotionally manipulative content online

and display on blank slide provided in PPT. As outlined in the T definition below,
it is important to note that EM is not always negative but can be used as a force for good.
As such, we recommend the following examples for this activity:

  1x poster showing a charity campaign for access to clean water

  1x image with a recruitment slogan for military service

  1x poster image campaigning against deforestation

GLOSSARY & BACKGROUND NOTES

Emotional Manipulation
Teacher definition: Student definition:
Emotional manipulation is a persuasive Emotional manipulation
technique whereby an argument or piece of is a persuasive technique
content is designed to trigger an emotional used to trigger an emotional
response rather than appeal to reason or logic. response rather than
Emotional manipulation is a common tactic in all appeal to reason or logic.
communications and can be seen in advertising,
Student definition can
political messaging, and news editorials. also be found within
Handouts section.
Often appealing to emotional responses can
be an effective technique for positive as well
as negative causes, such as in fundraising for
charitable causes. However, this disconnection
from logic can leave individuals vulnerable to
manipulation.

32 Be Internet Citizens
Lesson 2: Emotional Manipulation

Activity 1

The class will be presented two video clips. As previously mentioned, it is important that T
use videos that are not unduly shocking or upsetting, as this will prevent the desired learning
and may be harmful to individual S. Recommended videos to be found on YouTube/other
video-sharing websites:
1. An advert for animal welfare charity
2. Generic army recruitment advert

PSHE Education unit of work 33

34 Be Internet Citizens
 Lesson 3:
Us vs Them
Lesson Plan

TEACHER WILL NEED:

Classroom resources: Access to interactive whiteboard or regular whiteboard and projector,
computer with access to PPT, an internet connection to stream a short online video, flip chart
paper and board pens.
Handout resources: Handout 3, Handout 4, definition cards for ‘Us vs Them’ and Scapegoating.
UNIT OF WORK: Be Internet Citizens.
PRIOR LEARNING: Emotional Manipulation.
LESSON 3 OVERVIEW: This lesson enables students to understand how powerful ‘us vs them’
divisions can be, and encourages them to think of where they have seen this rhetoric used online.
Through the lesson activities, students should understand how divisive arguments can lead to
problems in society, as well as being wary of the consequences of labelling individuals. After
this and the preceding two lessons, students should have a sound understanding of how certain
online social environments can shape opinions. Students will build on that learning in the next
lesson to learn how to respond to hate speech and intolerance online.

LEARNING OBJECTIVES: LEARNING OUTCOMES:

1. To understand how ‘us vs them’ thinking creates 1. Students can explain what ‘us vs them’ thinking
divisions in society and the problems it causes. is and how it affects politics and society.
2. Students can evaluate the problems posed by
and limitations of ‘us vs them’ thinking.

PSHE Education unit of work 35

Lesson 3: Us vs Them

Baseline Activity (15 minutes)

LEARNING AND Recap of previous lesson (5 minutes)

TEACHING ACTIVITIES T leads a quick recap of the previous lesson’s learning. Questions S
on EM. (*)

Starter (10 minutes)

S look at whiteboard displaying different symbols of identity: religious
symbols, national flags, languages, clothing, etc and answer following
questions: What are these symbols? How many can you identify?
What links these symbols?

• S establish that all are linked to identity.

• T asks: Do identities cause divisions in society?
• S feedback the ideas to the T and class.
• T introduces the concept of scapegoating and provides a definition.
T provides S with an historical example of scapegoating (Nazis/Jews)
once they have had opportunity to think for themselves – discussion
follows as to why this is scapegoating. (‡)

TALKING POINTS T could ask: What online content might be designed to manipulate us?
AND KEY LEARNING What are some of the ways we can respond to potentially manipulative
content? (*)

T could guide S towards the historical example of the Nazis and

antisemitism, where lots of early Nazi propaganda focused on suggesting
Jews were to blame for Germany’s economic problems. However, the
biggest reason that Germany was in debt was due to the money spent
on WWI. (‡)

DIFFERENTIATION For S needing additional support: T could offer all the names of these
symbols to save S time from working them out.

T has photocopied scapegoating definition cards (in Handouts section)

for S who may need them.

36 Be Internet Citizens
Lesson 3: Us vs Them

Main Teaching Phase: Activity 1 (20 minutes)

LEARNING AND T divides S into two teams, Rover and Discover, and explains to them that
TEACHING ACTIVITIES a trip to Mars is taking place and only one group will get to go there and
settle it (bigger classes may need to split into four groups – and run two
competitive tasks simultaneously).

• Each group is given a different list of fictional skills (see Handout 3).
They should add these to their group flip chart paper once they are able
to justify why these skills are necessary to take to Mars.

• Once S have added their skills, they must look at the other team’s
skills and argue to the T why their skill set is superior and they should
go to Mars. (*)

• T questions S on the emotions they felt during this debate. (‡)

• T provides definition of ‘us vs them’ mentality and discusses with S
whether they found themselves adopting an ‘us vs them’ mentality in
order to get on the trip. (§)

TALKING POINTS T should encourage competitiveness of activity by asking: What skills do

AND KEY LEARNING you have that they don’t? Which group is more practical? Is anyone good
at DIY? Does anyone know first aid? Does anyone in your group have any
special skills? (*)

T could ask: How competitive did you get? Did you really think you were
the best group? Did you get annoyed by how the other group said they
were better? What emotions did you feel just then? (‡)

Once T has told S they just experienced an ‘us vs them’ mentality, T

could ask: How much stronger do you think that feeling might be if it was
based on a real group, like class, religion or race? Where else might this
group mentality appear in our society? What about online? T could inform
S that the next lesson will look at how to respond to this kind of online
behaviour. (§)

DIFFERENTIATION T uses differentiated questions to support and stretch S of all abilities.

T ensures that all S who want to contribute have an opportunity to speak,

whether reading a skill out or justifying why a skill is important.

PSHE Education unit of work 37

Lesson 3: Us vs Them

Main Teaching Phase: Activity 2 (15 minutes)

LEARNING AND T shows S video clip on labels and stereotyping.

TEACHING ACTIVITIES
• S should write ideas on the following questions: What are the
consequences of labelling people? How might someone feel if they
were labelled by others, and why would they feel like this? What are the
benefits of getting to know people who appear to be different to you?

T collects feedback from S and leads discussion on labelling people.

TALKING POINTS Emphasise to S the importance of recognising people’s individuality and

AND KEY LEARNING that we are all different and unique. While stereotyping can be tempting
because it makes the world seem easier to understand, it
takes us further away from understanding each other as people. It can
help us to identify with groups, but this doesn’t mean that we all act, feel or
think the same.

DIFFERENTIATION T provides ‘Support Worksheet’ (see Handout 4) for those who need
additional support in this activity.

38 Be Internet Citizens
Lesson 3: Us vs Them

Final Plenary & Assessment of Learning (5 minutes)

LEARNING AND Key messages relay: split class into two columns, standing in front of two
TEACHING ACTIVITIES pieces of flip chart paper. S take it in turns to add key messages that they
have learned.

(Bigger classes might require more groups in order to ensure all S

get to add an idea, for example four rows in front of four pieces of flip
chart paper).

T signposts to S the wider national and regional support networks

available to them on final slide.

TALKING POINTS T could prompt S with: What are some of the problems of scapegoating?
AND KEY LEARNING What is the impact of an ‘us vs them’ mentality on society?

PSHE Education unit of work 39

Lesson 3: Us vs Them

Guidance and Resources

Baseline Activity

T to source online a variety of symbols and display them on a blank slide

provided in PPT. For example:

  2x national flags

  2x famous musician logos or album covers

  2x religious symbols

  2x charity logos

  2x clothing brands

GLOSSARY & BACKGROUND NOTES

Scapegoating
Teacher definition: Student definition:
Closely related to the concept of ‘us and Scapegoating is the practice
them’ rhetoric is the idea of scapegoating. of singling out a person or
Scapegoating is the practice of singling group within society for
out a person or group within society negative treatment and
for negative treatment and blame blaming them for social
for social or political problems. or political problems.

Scapegoating is a key driver of intolerance. Student definition can

also be found within
By scapegoating an out-group and painting
Handouts section.
them as the cause of the in-group’s problems,
certain groups can drive polarisation through
hatred. Examples of scapegoating include
the portrayal of Jewish citizens in Nazi
propaganda, or blaming ethnic minorities
for social or economic problems.

40 Be Internet Citizens
Lesson 3: Us vs Them

Activity 1

T should provide each group with the following set of skills (see Handout 3). Tell each group
that they should add these skills to their lists, and crucially, be able to justify why those skills
are more important than the other groups.

TEAM DISCOVER TEAM ROVER

• Construction skills • Cookery skills
• Resourcefulness • Communication skills
• Athletic ability/fitness • Muscle strength
• Scientific knowledge • Storytelling ability
• Communication skills • Reading ability
• First aid • Musical talent
• Creative thinking • Speed/running ability
• Leadership skills • Emotional intelligence/maturity

GLOSSARY & BACKGROUND NOTES

Us vs Them
Teacher definition: Student definition:
An ‘us vs them’ mentality divides the world An ‘us vs them’ mentality
into a negatively viewed, stereotyped out- divides the world into
group (them) and a positively viewed in-group negatively viewed, stereotyped
(us). Divisions can be based on race, religion, groups (them), and a positively
gender, class, nationality and political views. viewed groups (us). Divisions
Differences are often projected through the use can be based on a wide range
of stereotyping, and all members of the out-group of identity characteristics such
are characterised as the same. This tactic is often as, race, religion, gender, class,
used to polarise people. The out-group is often nationality, and political views.
blamed for the problems experienced by the in-
Student definition can
group, and this is used to strengthen the way the also be found within
in-group views themselves. Handouts section.

The division into ‘us’ and ‘them’ exists throughout

human society. It is present in sports, politics
and even where we live in a town or city. On its
own it is not necessarily an issue, and can be
used positively. However, when it is deployed for
negative means it becomes a powerful weapon,
which can significantly impact community
cohesion and generate hatred.

PSHE Education unit of work 41

Lesson 3: Us vs Them

Activity 2

S should watch the following video: ‘I am not black. You are not white.’ goo.gl/qPTi6f

For differentiation, S who need additional support could use this worksheet to guide them
through the video (see Handout 4):

  1. What is the video telling us we are not? (Answer: labels)

  2. What does the video compare our bodies too? (Answer: cars)

Why does it make this comparison?

  3. If not our skin colour, where does the video suggest we can find 
who we truly are? (Answer: inside ourselves)

  4. The film includes the sentence: ‘Where there is division, there will 
be conflict’. This means that if people feel divided from each other they
will argue or fight. To what extent do you agree with this?

  5. What does the video say we should do with labels? (Answer: remove them)

  6. What will happen if we stop using labels? (Answer: we will be free to see
each other for who we really are and love each other)

42 Be Internet Citizens
Lesson 3: Us vs Them

PSHE Education unit of work 43

44 Be Internet Citizens
 Lesson 4:
Haters Gonna Hate
Lesson Plan

TEACHER WILL NEED:

Classroom resources: Access to interactive whiteboard or regular whiteboard and
projector, computer with access to PPT, flip chart paper.
Handout resources: Handout 5, Handout 6, definition cards for Hate Speech and
Free Speech.
UNIT OF WORK: Be Internet Citizens.
PRIOR LEARNING: Us vs them mentality.
LESSON 4 OVERVIEW: Haters gonna hate is designed to help students understand
what acceptable and unacceptable online behaviour is, and how to distinguish between
hate speech and free speech. The lesson also explores how to react to hateful content
online, including the use of various online tools such as reporting, flagging and blocking.

LEARNING OBJECTIVES: LEARNING OUTCOMES:

1. To understand what hate speech is, how and 1. S
 tudents are able to distinguish between
why it is used, and how to respond to hateful appropriate and inappropriate online behaviours
content online. and between free and hate speech.
2. Students can explain why someone might post
hateful and intolerant content online.
3. Students demonstrate that they can respond
effectively to hate speech and hateful and intolerant
content online.

PSHE Education unit of work 45

Lesson 4: Haters Gonna Hate

Baseline Activity (15 minutes)

LEARNING AND Recap of previous lesson (5 minutes)

TEACHING ACTIVITIES Brief reminder about the previous lessons. Pop quiz on defining concepts
such as emotional manipulation, fake news, bias, scapegoating, ‘us vs
them’. (*)
Starter (10 minutes)
T poses questions to S, who work in pairs:

• What’s the difference between hate speech and free speech?

Why do
you think some people post nasty comments online? What should
someone do if they see hate speech online?

• T takes feedback and provides definitions of hate and free speech,

filling in any gaps in knowledge.

TALKING POINTS T could ask: What is emotional manipulation? What could be an indicator
AND KEY LEARNING of a fake news story? What is a negative consequence of an ‘us vs them’
mentality? (*)

Once the definitions of free and hate speech have been provided, and if
S have successfully responded to the initial questions, T could use the
following questions to lead the discussion with S:
What makes a comment hate speech? Is a negative opinion or nasty
statement the same thing as hate speech? If a nasty comment is directed
at someone, rather than a general statement, does that make it different?
Why do we have hate speech laws? And free speech?

See the teacher definitions for hate speech and free speech in the
Guidance and Resources section, for guidance and key learning. Ensure
the following points are drawn out through the discussion:

• Free speech can include negative or nasty speech. One might be

offended by a statement but that doesn’t necessarily make it hate
speech. Hate speech is an attack on someone else’s identity or belief
system. Someone could disagree with a key principle of a religion, and
criticise the religion for it, but unless they verbally attack someone on
the basis of their religious beliefs, they are exercising free speech.

DIFFERENTIATION Stretch: can you think of examples that blur the line between free and hate
speech (S should be descriptive here, not graphic), e.g. S might offer an
example of someone using homophobic language without directly saying
what that person said.

T has photocopied hate speech and free speech definition cards (in
Handouts section) for S who may need them.

46 Be Internet Citizens
Lesson 4: Haters Gonna Hate

Main Teaching Phase: Activity 1 (20 minutes)

LEARNING AND T joins pairs up to make groups of four (groups of three are adequate but
TEACHING ACTIVITIES no higher than four). Each group is given a set of cards (see Handout 5) to
sort and arrange in a diamond shape in order of how far they agree with
them. The statement at the top of the diamond represents the one they
most strongly agree with, and the bottom statement the one they most
strongly disagree with.

• T takes feedback from one group, asking what their top and bottom
choices were. T asks next group if they agree or disagree, and continues
to take feedback from each group.

• (If time allows), draw attention to any statements that haven’t been
commented on, T should ask a group where they placed the statement
and again take feedback on whether other groups agree or disagree.

• T leads discussion on the impact hate speech can have on individuals

and communities, and why someone might make hateful/intolerant
comments. (*)

TALKING POINTS After these group questions, T could ask: What similarities did we notice
AND KEY LEARNING between our groups? What have most of us prioritised, and why? Does
anyone disagree with the general consensus?

T could ask: What drives someone to post something hateful online?

How might they be feeling? Why may they be feeling this way? Does the
fact they are posting it online change the way they might express their
views? Does online hate speech always reflect how the person posting it
truly feels? If not, then why do they post it? What are the different ways
in which hate speech could impact on an individual? How does it affect
society as a whole? (T could make the comparison of hate speech to
bullying, to draw out answers from S). (*)

Key Learning: this is a good opportunity to draw on prior learning, e.g.

why do people scapegoat others? Often hate speech stems from people
looking to blame others for social and political issues that affect them
negatively. On the other hand, others may use the internet as an outlet to
voice hatred due to their own personal insecurities. Others may simply be
spiteful, emboldened by the anonymity the internet can provide – as such,
their hate speech may not truly reflect how they feel.

DIFFERENTIATION Stretch S with questioning, e.g. thinking back to our previous lessons in
this unit, are we more influenced by hate speech than we think? Where do
we need to be most vigilant of hate speech?

PSHE Education unit of work 47

Lesson 4: Haters Gonna Hate

Main Teaching Phase: Activity 2 (20 minutes)

LEARNING AND Mix up groups. T provides a case study to each group (see Handout 6);
TEACHING ACTIVITIES each case study describes an action taken by someone online; each
group must determine whether theirs is an example of free speech or
hate speech.

• T questions S on their responses; S must justify choices. Encourage

them to use the terms free speech or hate speech correctly.

• S and T now mind map what actions young people can take when
confronted with online hate speech. Use PPT slides to show specific
social media tools. (Or S do this individually/pairs and present back to
class).

• S should return to groups and consider which of these actions should

be taken in response to their specific case study. If time permits, S can
feedback their responses to the class, who in turn can comment on
these actions.

• S must leave the lesson with a list of effective responses to online

hate speech.

TALKING POINTS T should ensure that all S cover the following (see ‘Guidance and
AND KEY LEARNING Resources’ for descriptions):

• ‘Reporting/Flagging’ e.g. to make the site owners aware of something

that displays hateful content.

• ‘Response’ e.g. calmly and politely responding to the comment

explaining why it is mistaken/inaccurate.

• ‘Block’ e.g. this prevents a person from being able to see or contact the
person who blocked them.

• ‘Ignore’ e.g. simply not replying to ignorant or inappropriate comments

to avoid getting into an unnecessary online spat.

• ‘Counter with positivity’ e.g. rather than engaging directly with a

negative message offer positive comments, providing an alternate,
constructive perspective.

48 Be Internet Citizens
Lesson 4: Haters Gonna Hate

Final Plenary & Assessment of Learning (5 minutes)

LEARNING AND Exit pass: S must note down…

TEACHING ACTIVITIES
• Three things they can do to challenge online hate speech
• Two considerations to keep in mind while taking this action
• One question they still have on digital citizenship
T signposts to S the wider national and regional support networks
available to them on the final slide.

PSHE Education unit of work 49

Lesson 4: Haters Gonna Hate

Guidance and Resources

Baseline Activity

GLOSSARY & BACKGROUND NOTES

Hate Speech
Teacher definition: Student definition:
Hate speech is speech which attacks a person or Hate speech is speech which
group on the basis of their race, religion, sexual attacks a person or group on
orientation or their physical or mental disability. the basis of their race, religion,
Online hate speech is a major problem and sexual orientation or their
something a lot of young people will encounter physical or mental disability.
at some point.
Student definition can
also be found within
Hateful content online can feed into social Handouts section.
polarisation and drive individuals towards
discrimination, hatred and violence. Effectively
dealing with this material through discouraging
its creation and reducing its viewership can play
an important role in ending cycles of hate.

Globally, many countries have laws forbidding

certain types of hate speech. In order to respond
to hate speech in an informed, responsible and
effective way, it is crucial that young people
are able to correctly identify hate speech when
they encounter it. In particular it is important for
young people to be able to correctly distinguish
between hate speech and free speech.

50 Be Internet Citizens
Lesson 4: Haters Gonna Hate

GLOSSARY & BACKGROUND NOTES

Free Speech
Teacher definition: Student definition:
Free speech is the right to vocalise and share your Free speech is the right to
opinions and ideas without fear of retaliation or voice and share your opinions
censorship. Freedom of expression is recognised and ideas freely and without
as a human right under article 19 of the Universal fear of retaliation.
Declaration of Human Rights, and is recognised in
Student definition can
international human rights law in the International also be found within
Covenant on Civil and Political Rights. Handouts section.

Activity 1

For this activity, refer to Handout 5. Groups will need the diamond nine statements
to be printed out.

  It’s more important to express your own opinion than to worry about
hurting someone’s feelings.

  We should practise tolerance and kindness in everything we do.

  If you are unable to handle criticism, you shouldn’t be online 

in the first place.

  It is acceptable to challenge beliefs online, even if it offends 

some people.

  We should always try to understand why people hold views different 
to our own.

  If your views do not attack anyone’s beliefs, you should feel free 
to share them online.

  All that it takes for hate to win is for good people to do nothing.

  You should always give as good as you get.

  It is important to display tolerance towards the views of others online.

PSHE Education unit of work 51

Lesson 4: Haters Gonna Hate

Activity 2

The case studies to be handed out to groups are as follows (see Handout 6):

  You see a social media post which uses homophobic language 

to insult someone (Hate)

  Someone shares a news article online asking the question of whether

terrorist fighters returning to the UK should be allowed back in (Free)

  You see comments under a social media post that racially abuse
someone, making comments about their skin colour (Hate)

  Someone comments under an online video that it is “sexist and

disgusting” (Free)

  Someone posts an image of a disabled person on social media, 

and mocks their disability. (Hate)

  A social media post threatens graphic violence against someone

because they are gay (Hate)
Once S have provided feedback to the class on their justifications for choosing free or hate
speech, T should lead a brief mind mapping lesson to get S thinking about the ways in which
they can effectively and maturely respond to hateful online content when they see it.

52 Be Internet Citizens
Lesson 4: Haters Gonna Hate

T should be open to different answers, but the mind maps must include the following:

‘Reporting/Flagging’ – If something you see online is hate speech,

then flagging it will mean that the website moderator would have to check
to see if they need to censor the comment.

‘Response’ – If you think it is worth it, then responding to a comment

in a polite, rational way could help others to rethink their ideas online.

‘Block’ – If you feel threatened by a user because of their trolling

behaviour or because of their use of hate speech then blocking them
could be a sensible option.

‘Ignore’ – Whether a statement is free or hate speech, you can ignore it.

‘Counter with positivity’ – If you have a positive perspective

to share on something which you see being negatively commented
on, add your own constructive thoughts, without directly engaging
with the negativity.

Teachers should use the slides showing the specific icons for each social media tool, as per above.

PSHE Education unit of work 53

54 Be Internet Citizens
 Lesson 5:
Creators
For Change
Lesson Plan

TEACHER WILL NEED:

Classroom resources: Access to interactive whiteboard or regular whiteboard and
projector, computer with access to PPT, post-it notes, video recording equipment
(e.g. flip cameras, smartphones, school iPads).
Handout resources: Handout 7, Handout 8.
UNIT OF WORK: Be Internet Citizens.
PRIOR LEARNING: How to identify and respond to online hate speech.
LESSON 5 OVERVIEW: This optional final lesson allows students to showcase their
learning across the previous four lessons, and offers them the opportunity to get creative
through using video equipment.
The lesson is broken down into three sections: the first asks students to consider how
they have used the internet in the past. The second asks pairs to conduct an interview
in which they discuss what they find inspiring about the internet, and how they hope to
contribute to it more positively in the future. The final section asks students to plan and
create an awareness campaign on digital citizenship.
Students are encouraged to film sections 1 and 3, on smartphones, flip cameras, school
iPads, or other devices available (in line with school policies). This content can then be
used by the school in different ways, for example it could be played to PSHE classes in
different year groups, or in year group assemblies.
N.B. Filming should only occur where students and parents have given consent,
and any footage should be used and stored in line with school policy on data protection.

LEARNING OBJECTIVES: LEARNING OUTCOMES:

1. To consider the importance of digital citizenship. 1. Students can demonstrate increased confidence
2. To analyse ways in which the internet can be in their digital citizenship skills.
used positively. 2. S
 tudents can explain how the internet can be an
3. To design content which reflects digital inspiring place and describe the various ways it
citizenship learning. can be used positively.
3. Students display creative and presentational skills
when communicating their ideas.

PSHE Education unit of work 55

Lesson 5: Creators For Change

Reconnecting Activity (5 minutes)

LEARNING AND Recap previous lessons: S volunteer to stand up and deliver one key fact
TEACHING ACTIVITIES they have learnt across the previous four lessons.

T outlines the structure of today’s lesson: all S work in pairs and small
groups to reflect on what they’ve learnt throughout the unit of work, and if
they wish to, to use video equipment to document their learning experience
and key messages across the series of lessons. With consent, this footage
can be used in assemblies or PSHE classes of a different year group, to
convey positive messages about using the internet.

TALKING POINTS T could emphasise that video is a powerful and creative way to have
AND KEY LEARNING positive conversations and bring people together. This lesson provides S
with an opportunity to demonstrate this.

T could prompt S who are struggling for facts with questions, such as:
What is the difference between free speech and hate speech? Where
might we find examples of emotional manipulation? What is scapegoating?

DIFFERENTIATION T should plan pairs and small groups in advance to ensure all S are
working with classmates who will support each other and be productive.
Ideally, S would work with a partner they do not know particularly well.

56 Be Internet Citizens
Lesson 5: Creators For Change

Main Teaching Phase: Section 1 (10-15 minutes)

LEARNING AND T displays PPT slide asking the following questions:

TEACHING ACTIVITIES
1. What words would you use to describe the way you have used the
internet in the past, and why? Choose from the following options:

• Responsibly • Carelessly • Positively

• Freely • Proudly • Kindly
• Inquisitively • Negatively • Lazily
2. Have you used the internet as a tool to spread positive messages?
If yes, provide examples. If no, consider where you have seen this being
done effectively.

S are then asked to consider and write down their answers to these
questions, for 6-8 minutes.

T then provides video recording equipment to those S who wish to film

their responses. S are then asked to find a quiet place in the classroom to
record their responses. Each recording should last no more than around
30-45 seconds.

S who do not wish to film themselves could do a quick speed dating

activity, sharing their responses with other S in 2-4 minute bursts.
Alternatively, S could share their responses to these questions with the T
and the rest of the class as a whole. T facilitates this discussion, and asks
questions such as:

Using the learning from previous lessons, why might it be tempting for
someone to be more negative online than they are in person?

In some ways, there are more opportunities to make a positive difference

to the world online than offline. How do you think this is possible?

Can you think of examples where you have seen the internet being used in
a really positive way?

TEACHER WILL NEED:

Smartphones, flip cameras, school iPads and other devices could be
used to record footage (in line with school policies).

Filming should only occur where students and parents have given
consent, and any footage should be used and stored in line with
school policy on data protection.

PSHE Education unit of work 57

Lesson 5: Creators For Change

Main Teaching Phase: Section 2 (15-20 minutes)

LEARNING AND T now puts all S into pairs and provides them with a questionnaire (see
TEACHING ACTIVITIES Handout 7) to interview their partner. The interview questions are designed
to get S to think about the different ways in which the internet can be an
inspiring place and how it can be used to make a positive difference to
people’s lives.

S should complete the interview in 8-10 minutes max and then switch
roles. S are encouraged not to rush through these questions, but to
thoughtfully consider their answers.

TEACHER WILL NEED:

Copies of the questionnaire for all students.

58 Be Internet Citizens
Lesson 5: Creators For Change

Main Teaching Phase: Section 3 (15-20 minutes)

LEARNING AND T introduces next section: S will work in pairs or small groups to
TEACHING ACTIVITIES produce a short 2-3 minute awareness campaign on digital citizenship.
This will capture their learning over the previous four lessons, as well as
incorporating their questionnaire answers from the previous activity.

S are given the option of filming their awareness campaign, to be played

back to the class at a later date, or, if of a high enough quality, to be used
internally by the school (e.g. in assemblies or the PSHE classes of a
different year group).

S who do not wish to record their answers also have the option of
performing their campaigns to the class, either at the end of the lesson
or at a later date. In keeping with the ‘right to pass’ rule, S who do not wish
to be filmed or to perform should not feel pressured to do either.

The awareness campaign could be mapped out on flip chart paper,

and could include:

• An overview of what digital citizenship is, and why it is important.

• Key takeaway facts about digital citizenship that are important to
young people.

• Different examples of online inspiration (as noted down in the

questionnaire activity).

• Ways in which young people can make their own contributions

to an exciting and safe online environment (as noted down in the
questionnaire activity).

• A song to play in the background, and other creative ideas.

TEACHER WILL NEED:

Smartphones, flip cameras, school iPads and other devices could be
used to record footage (in line with school policies).

Filming should only occur where students and parents have given
consent, and any footage should be used and stored in line with
school policy on data protection.

PSHE Education unit of work 59

Lesson 5: Creators For Change

Close of Unit (5 minutes)

LEARNING AND T signposts to S the wider national and regional support networks
TEACHING ACTIVITIES available to them on the final slide.

At the close of lesson, T provides S with their YouTube branded,

Be Internet Citizens certificate (see Handout 8).

TALKING POINTS For sections 1 and 3, T can encourage S to use the video equipment to
AND KEY LEARNING record their responses by arranging for this footage to be displayed in
another year group’s PSHE lesson or assembly, to outline the importance
of digital citizenship to other S.

It is important that S who do not wish to be filmed do not to feel under

pressure to do so. All S, whether filming their campaigns or not, should
follow the success criteria outlined below, to ensure the campaigns reflect
their understanding of digital citizenship and also offer an opportunity to
think creatively.

Success criteria:

• S display an understanding of the definitions of at least half of the

following concepts: fake news, biased writing, echo chambers, filter
bubbles, emotional manipulation, scapegoating, us vs them mentality,
hate speech, free speech.

• S are able to provide examples of where these concepts are exhibited

online, and how someone should respond if they are viewing potentially
harmful content.

• S should explain or demonstrate the skills they have developed rather

than just presenting new knowledge, e.g. how to safely challenge hate
speech, differentiate between fake and real news, manage the effects
of filter bubbles/echo chambers etc.

• S should outline the different ways in which the internet is an inspiring

place, for young people and more generally.

• S should briefly outline how their approach to internet usage has

developed as a result of their increased understanding of digital
citizenship.

• S are able to share creative ideas on how they would use the internet
as a force for good in their communities and around the world, if there
were no constraints.

60 Be Internet Citizens
Lesson 5: Creators For Change

Guidance and Resources

Section 2

Questionnaires to be handed to all students.

Please see Handout 7.

Close of unit

Please see Handout 8. A Be Internet Citizens

certificate is awarded to all students that complete
the unit of work.

THIS CERTIFICATE IS AWARDED TO

For completing the Be Internet Citizens unit of work –

highlighting the media literacy and digital citizenship skills
needed to be strong, heard and proud online.

A programme by

PSHE Education unit of work 61

 Handouts
Please find on the following pages the
necessary supporting resources to be
photocopied and distributed to students
throughout the unit of work.
The full set of handouts includes:

Handout 1: Three sets of eight headlines (positive, negative, balanced)

Handout 2: A list of wider support networks for students and gap-fill
exercise on where students can seek additional support
Handout 3: Name tents for Team Rover and Team Discover, and sets of
skills for each team
Handout 4: A supporting worksheet for a video-based exercise
Handout 5: A list of statements to be cut out and ordered
Handout 6: A series of case studies on controversial social media posts
Handout 7: An internet-based questionnaire to be completed by students
Handout 8: Be Internet Citizens certificates
Please also find: Student-friendly definition cards for all key concepts
covered in this unit of work

Digital downloads of the unit of work and supporting handouts

can be found at: www.isdglobal.org/be-internet-citizens-resources
Definition cards Photocopy, cut out and supply to students as needed

THREE SIDES TO EVERY STORY

Fake News

Fake news refers to articles or posts that

appear to be factual, but which contain
intentional lies, pretending to be facts,
which are intended to influence people,
attract viewers, or deceive them.

THREE SIDES TO EVERY STORY

Biased Writing

Biased writing occurs when a writer shows

favouritism or prejudice towards a particular
opinion, instead of being fair and balanced. It
is used to push people towards a particular
point of view.

THREE SIDES TO EVERY STORY

Echo Chambers

Echo chambers are social spaces in which

ideas, opinions and beliefs are reinforced by
repetition within a closed group.
Definition cards Photocopy, cut out and supply to students as needed

THREE SIDES TO EVERY STORY

Filter Bubbles

Filter bubbles occur online when users are

suggested content based on their previous
internet consumption habits, and can lead to
them being separated from information that
disagrees with their viewpoint.

EMOTIONAL MANIPULATION

Emotional Manipulation

Emotional manipulation is a persuasive

technique used to influence people by appealing
to their emotions, rather than getting them to
think things through.

US VS THEM

Scapegoating

Scapegoating is the practice of singling out

a person or group within society for negative
treatment and blaming them for social or
political problems.
Definition cards Photocopy, cut out and supply to students as needed

US VS THEM

Us vs Them Mentality

An ‘Us vs Them’ mentality divides the world

into a negatively viewed, stereotyped group
(them), and a positively viewed group (us).
Divisions can be based on a wide range of
identity characteristics such as race, religion,
gender, class, nationality, and political views.

HATERS GONNA HATE

Hate Speech

Hate speech is speech which attacks a

person or group on the basis of their race,
religion, sexual orientation or their physical
or mental disability.

HATERS GONNA HATE

Free Speech

Free speech is the right to voice and

share your opinions and ideas without
fear of retaliation.
Handout 1 Three Sides To Every Story Activity 3 Negative group

Over 300,000 affected each

MORE MISERY! Livid
day by inconsiderate rail
commuters show anger
workers, and at massive cost
at hopeless rail company
to local economy

What’s really behind these

Horsey-hell! Rail unions plan
strikes? Money-grabbing train
to strike on Grand National day
drivers care more about cash
causing chaos for punters
than passenger safety

GONE OFF-TRACK: greedy Whopping £50 million bill to be

rail bosses are to blame for footed by poor taxpayers after
endless strikes unions reject reasonable deal

Rail strikes: still no agreement Strikes continue: well-paid rail

after days of talks workers seek yet more pay
Handout 1 Three Sides To Every Story Activity 3 Positive/sympathetic group

Staff from major rail firm Strikes to preserve public

bravely strike over plans to safety and the guard guarantee
remove safety-critical guards shows resolve, says union

Rail bosses dubbed ‘railway Unions show no signs of

bullies’ over threats to punish weakness as strike remains
striking staff solid today

More success for rail unions –

Strike is right!
international support received
Support your rail unions!
as Japan weighs in!

Workplace harassment and Train staff betrayed by

bullying leaves train workers rail management who fail
no option but to strike to uphold commitments
Handout 1 Three Sides To Every Story Activity 3 Balanced group

No winners here: clashes

UK rail dispute continues as between unions and rail
rail company workers strike companies shows them to
be as bad as each other

Rail workers strike over efforts Rail-strike misery continues

to remove safety-critical guards as union members reject
and reduce pay dispute-ending deal

Staff from major rail firm

Rail strikes dispute: still no
to strike over safety-critical
agreement after days of talks
guards role

Rail passengers to face

Grand National punters further disruption as union
to endure rail strike woes calls two-day strike against
major rail company
Want more Want more
support or advice? support or advice?
Why not try accessing some of the following websites: Why not try accessing some of the following websites:
Childline – offers advice to young people under 19 on a range of Childline – offers advice to young people under 19 on a range of
issues including online safety: www.childline.org.uk issues including online safety: www.childline.org.uk

The Mix – a multi-channel service offering support to people under 25, The Mix – a multi-channel service offering support to people under 25,
enabling them to make informed choices about their wellbeing: www.themix.org.uk enabling them to make informed choices about their wellbeing: www.themix.org.uk

Youth Access – an advice and counselling network striving to improve Youth Access – an advice and counselling network striving to improve
services for young people in the UK: www.youthaccess.org.uk services for young people in the UK: www.youthaccess.org.uk

Relate – the UK’s largest provider of support in helping people strengthen their Relate – the UK’s largest provider of support in helping people strengthen their
relationships: www.relate.org.uk (Help for children and young people section) relationships: www.relate.org.uk (Help for children and young people section)

Samaritans – provides emotional support to those who are struggling to cope Samaritans – provides emotional support to those who are struggling to cope
and reaches out to high-risk groups: www.samaritans.org (England, Scotland, Wales) and reaches out to high-risk groups: www.samaritans.org (England, Scotland, Wales)

Thinkuknow – seeks to empower young people, offering them support Thinkuknow – seeks to empower young people, offering them support
Handout 2 Three Sides To Every Story Final Plenary & Assessment of Learning

and an opportunity to express concerns: www.thinkuknow.co.uk and an opportunity to express concerns: www.thinkuknow.co.uk

In my school, I am able to get help from the following people: In my school, I am able to get help from the following people:

In my local area, I am able to get support from the following organisations: In my local area, I am able to get support from the following organisations:
to all students to complete
This can be photocopied and given
Handout 3 Us vs Them Activity 1 This sheet can be cut and folded to make a tent-card for both teams

DISCOVER
FOLD ON THIS LINE

DISCOVER

ROVER
FOLD ON THIS LINE

ROVER
 Handout 3 Us vs Them Activity 1

ROVER DISCOVER
Cookery skills Construction skills
Communication skills Resourcefulness
Muscle strength Athletic ability/fitness
Story-telling ability Scientific knowledge
Reading ability Communication skills
Musical talent First aid
Speed/running ability Creative thinking
Emotional intelligence/maturity Leadership skills
This can be photocopied and given to each team to use
Handout 4 Us vs Them Activity 2 This can be photocopied and given to all students who need additional support

Additional Questions
for Support
  What is the video telling us we are not?

  What does the video compare our bodies to? Why does it
make this comparison?

  If not our skin colour, where does the video suggest we can
find out who we truly are?

  The video includes the sentence: ‘Where there is division,

there will be conflict’. This means that when people feel
divided from each other they will argue or fight. To what
extent do you agree with this?

  What does the video say we should do with labels?

  What will happen if we stop using labels?

 This should be photocopied for each group. Statements should
Handout 5 Haters Gonna Hate Activity 2
be cut out either by teacher or students, ready to be ordered

It’s more important to express your

own opinion than to worry about
hurting someone’s feelings.

We should practise tolerance and

kindness in everything we do.

If you are unable to handle

criticism, you shouldn’t be online
in the first place.

It is acceptable to challenge
beliefs online, even if it offends
some people.

We should always try to understand

why people hold views different to
our own.

If your views do not attack anyone’s

beliefs, you should feel free to share
them online.

All that it takes for hate to win is for

good people to do nothing.

You should always give as good

as you get.

It is important to display tolerance

towards the views of others online.
Handout 6 Haters Gonna Hate Activity 2 These should be printed and each group given one case study to work with

You see a social media

post which uses
homophobic language
to insult someone

Someone shares a news

article online asking the
question of whether terrorist
fighters returning to the UK
should be allowed back in
Handout 6 Haters Gonna Hate Activity 2 These should be printed and each group given one case study to work with

You see comments under

a social media post that
racially abuse someone,
making comments about
their skin colour

Someone comments under

an online video that it is
“sexist and disgusting”
Handout 6 Haters Gonna Hate Activity 2 These should be printed and each group given one case study to work with

Someone posts an image

of a disabled person on
social media, and mocks
their disability

A social media post

threatens graphic violence
against someone because
they are gay
Handout 7 Creators For Change Section 2 List of interview questions for students to ask their partners

Working in pairs, ask your partner

the following questions and make notes
The interview should take 8-10 minutes max and then swap roles (20 minutes total).

Name:

  Inspiration Online
List the Top 3 most inspiring things about the internet and why! (e.g. broadening experiences of different
cultures and viewpoints, a particularly inspiring website, an online personality, a group on social media etc.)

1.

2.

3.

  Small Steps
Thinking about what you’ve learnt about digital citizenship, what little things will you now do to have more
positive experiences and support others online?

  Big Ideas
If there were no constraints, how would you use the internet to make a positive difference to society,
both in your own community and around the world?
  IMPORTANT: Think big! What would you create? How would you improve what already exists? Whose lives
could you change? How would you inspire others?

1.

2.

3.
Appendix 8 Creators For Change Final Plenary & Assessment of Learning Certificates for successful students

THIS CERTIFICATE IS AWARDED TO

For completing the Be Internet Citizens unit of work –

highlighting the media literacy and digital citizenship skills
needed to be strong, heard and proud online.

A programme by

THIS CERTIFICATE IS AWARDED TO

For completing the Be Internet Citizens unit of work –

highlighting the media literacy and digital citizenship skills
needed to be strong, heard and proud online.

A programme by
 BE
INTERNET
CITIZENS
A programme by

In partnership with
©2018 Google Inc.

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