1 Overexposed: Sexting and Relationships & Private Today, Public Tomorrow Grades 9-12 Essential Question: What are the risks and responsibilities when you share online in a relationship? How can you respect the privacy of others online? Lesson Overview Students explore the risks and responsibilities of carrying out romantic relationships in the digital world. Students reflect on their responsibility to protect the privacy of others when posting information about them online. Materials and Preparation Copy the How Should It End? Student Handout, one for each student. Preview the video, Ally s Story Second Thoughts on Sexting, an abridged version from MTV s Sexting in America: When Privates Go Public, and be prepared to play the video for the class. Note: This video addresses the topic of sexting and does not constitute an endorsement of MTV. If you do not feel comfortable showing this material, watch the video, describe the scenario to students, and then have your class complete the lesson based on your description. Copy the The Unintended Consequences of Sharing Student Handout, one for each student. Learning Objectives Students will be able to... explore the role of digital technologies in romantic relationships. understand risky forms of self-disclosure and their possible consequences. identify strategies for avoiding sexting while enhancing positive relationships. consider the possible benefits and risks of sharing information online. recognize the importance of context in posting or viewing online images. understand what choices they need to make to protect the privacy of others online. Estimated Time 45 minutes Standards Alignment Common Core: grades 9-10: RL.1, RL.2, RL.4, RL.7, RL.8, RL.10, RI.1, RI.2, RI.4, RI.10, W.3a-e, W.4-6, W.7-10, SL.1a-d, SL.2-5, L.4a, L.6
2 grades 11-12: RL.1, RL.2, RL.4, RL.7, RL.8, RL.10, RI.1, RI.2, RI.4, RI.10, W.3a-e, W.4-6, W.7-10, W.2-5, SL.1a-d, SL.2-5, L.4a, L.6 Key Vocabulary self-disclosure: sharing private, sensitive, or confidential information about oneself with others reciprocate: to give in return sexting: sending or receiving sexually explicit photos or videos by text message or other digital technologies reputation: the general impression of a person held by others and the public persist: to continue and endure context: different factors that surround a piece of information that help determine its meaning tag: to add a descriptive word, label, or phrase to a photo or video This lesson has Two Sessions: Session 1 How do people in romantic relationships communicate using digital technologies? Sample responses: Video chat, text, and IM each other Post messages on their blog or profile Upload pictures and video of themselves How do people in relationships communicate differently online than they might face-to-face? Sample responses: They might say things online that they wouldn t say face-to-face. They can share things online anytime, which makes them feel closer, even when they re apart. They might have misunderstandings because they can t see one another s facial expressions or hear tone of voice.
3 TELL students that you ll be focusing on the risks and responsibilities associated with online sharing. DIVIDE students into groups of three to five. DEFINE the Key Vocabulary words self-disclosure and reciprocate. Explain to students that when people want relationships to develop, they tend to self-disclose. It is usually expected that the other person will reciprocate something personal about him- or herself. INSTRUCT students to work in groups to answer one of the questions below. Have a recorder jot down responses for each group. (Note: In setting ground rules for the group discussion, tell students that they should be respectful of each other and never use real names or identifying details.) What are examples of self-disclosure? Examples include telling a secret about yourself, or sharing information about your family, childhood, hopes, dreams, fears, and feelings. How does self-disclosure deepen a relationship? Self-disclosure can bring people closer because it helps them learn about one another while also signaling trust. Are there types of self-disclosure that people should be careful about sharing with others? Self-disclosure about very private and personal things can make you feel exposed, especially if someone else doesn t reciprocate. There is a risk in self-disclosure because even if you trust someone, he or she might share that information with others. How might self-disclosing using digital technologies be even more risky than face-to-face? Explain to students that when you self-disclose something using digital technology whether it is a text, message, photo, or video it is even more risky, because another person now has a record. They can copy, paste, forward, alter, tag, or share this information with others, even if you believe they wouldn t. INVITE a volunteer from each group to share the group s responses with the class. KEEP students in groups. Have you heard about sexting? What is it?
4 Give students a moment to write down their definitions, and then invite volunteers to present them to the class. DEFINE the Key Vocabulary term sexting. Inform students that in most cases sexting is against the law. This is because many states have laws that prohibit sending or receiving sexual images of minors (usually under 18). Some states have even prosecuted teens for child pornography or felony obscenity, and as a result, many of these teens are now on a list of registered sex offenders. When you sext, you put both the recipient and yourself at risk. That s because even if someone receives an unsolicited sext, that person can still face charges of child pornography. TELL students that they will watch a video in which a teen sends a sext to someone, and that person sends the private information to others. (Note: There are several reasons teens might sext: as a form of flirting; as a signal that they want to take their relationship to the next level; as a way to show another what they can get if that person dates them; as an expression of sexuality; or simply because they are bored and felt like doing something exciting. Keep these things in mind as you lead the discussion with students.) SHOW the video, Ally s Story Second Thoughts on Sexting. INSTRUCT students to work in groups to answer one of the questions below. Have a different group member be the recorder, jotting down the group s responses to report back to the class. Why did Ally share the nude picture of herself with her ex-boyfriend? (Ally thought she might entice him to rekindle the relationship by sending the photo.) Why do you think Ally s ex-boyfriend forwarded the picture to others? (He might have wanted to show off to his friends, or humiliate and embarrass Ally.) How might Ally have felt after she found out the photo was sent around? (Even though Ally doesn t say so explicitly, she likely felt embarrassed, humiliated, and betrayed.) Looking back on the situation, Ally has a different perspective on what happened. What did she later realize? (Ally says sexting was the biggest mistake of my life. She reflects on how when she was in high school she thought she and her boyfriend would be together forever. Ally didn t expect the picture to be shared, saying, The picture getting out never crossed my mind. ) INVITE students to share responses.
5 Can you name at least three consequences that could happen if you sext someone? Students should be aware that a sexually explicit photo or message might be forwarded to other people s phones or computers; posted on social networks, blogs or websites; and seen by friends, classmates, teachers, parents, and strangers. As a result, they would likely feel embarrassed and humiliated. Some people might harass them. They might get in trouble at school and at home. They might feel like they shamed their family. They might be embarrassed if the sext turns up in the future. And, they most likely broke the law. Is it ever okay to sext? Or ask someone else to send you a sext? Students should recognize that sexting is a risky form of self-disclosure. Even if a photo is sent as a token of love to someone you trust, you can never be certain what the consequences will be. And, students should realize it is unfair to pressure others to carry out a risky behavior. DISTRIBUTE the How Should It End? Student Handout, one per student. INSTRUCT students to work individually or in groups to write an ending to the story presented in the student handout. For example, students may decide to write an ending in which Shaila decides not to sext, or one in which she sends a photo to Jake, or an ending where Jake stops pressuring Shaila. INVITE volunteers to present their endings to the class, encouraging them to discuss strategies the characters used to avoid sexting, or the consequences that happened based on their decisions. In the examples we discussed, boys pressure girls to sext, but statistics show that boys sext girls too. Do you think boys and girls who sext are treated the same way? Guide students to contemplate gender stereotypes with sexting. For instance, a boy caught sending a sexual picture may be thought of as a fool or showing off, while girls may be chastised as easy. Session 2 DEFINE the Key Vocabulary terms persist and reputation. Why do you think things posted online tend to persist, even when you prefer they didn t? Students should understand that even if they unpost something, it can persist online because information can easily be reposted, copied, and passed around by others.
6 What kinds of things might be good for your reputation in the future if they are posted online now? What kinds of things might be harmful? Sample responses: Good for reputation Photos and videos of you doing activities for school and community Positive comments about you from others Cool things you created for school or for fun Harmful to reputation Embarrassing or humiliating comments or photos Hints of drug or alcohol use References to illegal or bad behavior Personal information that you shared in confidence with someone Photos that were taken without your consent TELL students that they will explore a situation in which information posted online had unintended consequences and damaged someone s reputation. INVITE students to reflect on the saying, A picture is worth a thousand words. What do you think this saying means? Students should consider that a complex idea can often be illustrated with a single image, and that context plays a role in how an image is interpreted. ARRANGE students in groups of four or five, and distribute the Unintended Consequences of Sharing Student Handout, one for each student. INSTRUCT students to read the Drunken Pirate article, either silently or aloud (taking turns). The purpose of the article about a young teacher in training whose career is affected by a photograph on a social networking site is to encourage students to understand how oversharing information online might affect their privacy, and to grasp the importance of context around sharing things online. DEFINE the Key Vocabulary terms context and tag. Explain that tagging can be done on many social networking sites without the permission of the person who is being tagged. INSTRUCT students to discuss the following questions in their groups, with one group member writing down their responses.
7 Do you think Millersville University was justified in disqualifying Stacy from earning her teaching degree because of her profile page? Why, or why not? Encourage students to think about the question from different perspectives, such as that of Stacy, her friends, school officials, community members, or parents of Stacy s students. Remind students that Stacy is an adult, and that for the purpose of this exercise, they should be less concerned about judging her behavior than about considering issues of online privacy. How would the situation be different if the context of the photo were taken into account? For instance: What if the caption of the photo was not Drunken Pirate, but Happy Halloween or My friend forced me to wear this pirate hat? What if a post accompanying the photo said that it had been taken at a child s birthday party and Stacy was drinking punch? Students should consider that the context including where a photo is placed and how it is labeled affects how others perceive it. What if Stacy s friend Joe had posted the picture of Stacy without her knowing it, and tagged her with the Drunken Pirate caption. Does the fact that Joe posted the picture change the situation? Why or why not? Students should realize that in this case, even though Joe would be responsible for posting the picture without Stacy s permission, Stacy might still have to face negative consequences. Does Joe have a responsibility to ask Stacy before he posts (and tags) a picture of her? Do other people, including strangers who come across the photo online, have the responsibility to check with Stacy before they tag or repost the photo? Why, or why not? Students may say that it depends on the picture, but they should clearly recognize that pictures or tags that have any chance of being harmful should never be posted without the consent of the person in the photo. If they aren t sure, they should always ask. KEEP students in groups. Do you ever post things online about your friends? Do you comment on or tag their posts or photos? How do you decide what is okay? Students might say that they try not to post mean, embarrassing, or private things about their friends. What if your own judgment about a post is different from a friend s? For example, imagine you ve posted a photo of a group of friends. One friend immediately comments that she loves it, but another complains that he doesn t like the way he looks, and asks that you to take it down. You think everyone in the photo looks great. What do you do?
8 Students may suggest talking to the friend who doesn t like the photo, or choosing another photo of the group to post in its place. INVITE students to brainstorm a list of questions that someone should ask him- or herself before posting anything about another person. Have them write these questions on paper or on the backs of their student handouts. Sample responses: What am I posting, and where am I posting it? Who might see what I post? Might it be harmful, harmless, or something in between to the person? Do I have permission to tag people? Even if I don t think something is harmful, is it possible that my friend will? Do I know my friend s feelings about what he (or she) would want posted? Would I feel comfortable if someone posted this about me? What are the possible consequences of sharing this information about that person? How might the information affect the person s reputation? Could the information be offensive to some members of the online community? Closing Wrap-up You can use these questions to assess your students understanding of the lesson objectives. You may want to ask students to reflect in writing on one of the questions, using a journal or an online blog/wiki. Session 1 Closing Why is self-disclosing using digital technology risky? Students should understand that any time they self-disclose using digital technology, their self-disclosure can be copied, pasted, forwarded, altered, spread, or used in ways they didn t intend. Is it ever okay to sext? Is it okay to pressure others to sext? Encourage students to think of the possible risks and consequences of sexting. They should be aware of the potential damage it might cause to themselves and others including the legal implications.
9 Session 2 Closing How can people s reputations be affected by what is posted about them online? What impact could this have on their future? Anything posted online could persist for years to come, and this might affect important parts of their future lives, such as attending schools or getting jobs. Remind students that they can help build each other s online reputations in a positive way, creating reputations that they like and are proud of. What should you ask yourself before you post a photo, video, or other information about another person online? Students should be able to identify questions from their decision tree. How can you take responsibility for protecting the privacy and reputation of others? Never post anything that might be harmful to someone else, and ask the person s permission before you post anything that might be private. Only post things that contribute to building a positive online reputation for someone help them be proud of the things that are online about them.
Estimated time: 40 minutes Essential Question: How can you respect the privacy of others online? Learning Overview and Objectives Overview: Students reflect on their responsibility to protect the privacy
Estimated time: 45 minutes Essential Question: How can you respect the privacy of others online? Learning Overview and Objectives Overview: Students reflect on their responsibility to protect the privacy
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