Unit of Work
Unit of Work
INTERNET
INTERNET
CITIZENS
CITIZENS
A programme
A programme
by by
In partnership
In partnership
withwith
Unit
Unit
of Work
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
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:
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.
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
To Every Story
Three Sides
Handout 1
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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.
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
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
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
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.
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.
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.
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.
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.
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.
• 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
• 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)
10 Be Internet Citizens
PSHE Education unit of work 11
12 Be Internet Citizens
Lesson 1:
Three Sides
To Every Story
Lesson Plan
• 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.
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).
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.
14 Be Internet Citizens
Lesson 1: Three Sides To Every Story
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 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.
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.
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.
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
LEARNING AND T explains the definition of the terms filter bubble/echo chamber and
TEACHING ACTIVITIES provides examples. (*)
• 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.
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.
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.
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
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).
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
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.
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).
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).
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.
• 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.
• 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.
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.
24 Be Internet Citizens
Lesson 1: Three Sides To Every Story
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.
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
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?
(‡)
28 Be Internet Citizens
Lesson 2: Emotional Manipulation
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?
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.
LEARNING AND T asks S how they might be manipulated online. Collects responses
TEACHING ACTIVITIES verbally.
• 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.
30 Be Internet Citizens
Lesson 2: Emotional Manipulation
LEARNING AND S present their petitions/adverts to the class. S use their checklists to
TEACHING ACTIVITIES develop their own responses to these examples.
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?
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
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? (*)
DIFFERENTIATION For S needing additional support: T could offer all the names of these
symbols to save S time from working them out.
36 Be Internet Citizens
Lesson 3: Us vs Them
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 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? (‡)
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
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.
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?
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.
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.
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.
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):
2. What does the video compare our bodies too? (Answer: cars)
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
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:
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
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.
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?
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?
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.
• 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).
TALKING POINTS T should ensure that all S cover the following (see ‘Guidance and
AND KEY LEARNING Resources’ for descriptions):
• ‘Block’ e.g. this prevents a person from being able to see or contact the
person who blocked them.
48 Be Internet Citizens
Lesson 4: Haters Gonna Hate
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.
50 Be Internet Citizens
Lesson 4: Haters Gonna Hate
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 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.
Activity 2
The case studies to be handed out to groups are as follows (see Handout 6):
You see comments under a social media post that racially abuse
someone, making comments about their skin colour (Hate)
52 Be Internet Citizens
Lesson 4: Haters Gonna Hate
T should be open to different answers, but the mind maps must include the following:
‘Ignore’ – Whether a statement is free or hate speech, you can ignore it.
Teachers should use the slides showing the specific icons for each social media tool, as per above.
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
S are then asked to consider and write down their answers to these
questions, for 6-8 minutes.
Using the learning from previous lessons, why might it be tempting for
someone to be more negative online than they are in person?
Can you think of examples where you have seen the internet being used in
a really positive way?
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 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.
58 Be Internet Citizens
Lesson 5: Creators For Change
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 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.
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 AND T signposts to S the wider national and regional support networks
TEACHING ACTIVITIES available to them on the final slide.
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.
Success criteria:
• 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
Close of unit
A programme by
Fake News
Biased Writing
Echo Chambers
Filter Bubbles
EMOTIONAL MANIPULATION
Emotional Manipulation
US VS THEM
Scapegoating
US VS THEM
Us vs Them Mentality
Hate Speech
Free Speech
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?
It is acceptable to challenge
beliefs online, even if it offends
some people.
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
A programme by
A programme by
BE
INTERNET
CITIZENS
A programme by
In partnership with
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