Students are introduced to the idea that "hot" emotional states such as anger or excitement can make it harder for them to control how they act. They also discuss the concept of empathy and look at the ways in which digital communication can make it harder to feel empathy for other people. Students then read scenarios that portray two sides of an online conflict and consider how to resolve them, using their discussion to build a list of tools for emotional management and conflict resolution online. Finally, student create a media product that explains and reminds them of one of those tools.

Students consider how we come to hold values and how they affect our behavior, especially online. They begin by comparing their assumptions about how common positive and negative online behaviors are with accurate statistics, and then consider how believing that something is more or less common than it really is can affect whether or not we think it is acceptable. A fable is used to introduce students to the ways that values can be communicated. Students discuss what values they have learned about online behavior.

This lesson starts with an interactive quiz that teaches students about the ways in which hate may be encountered online. After completing the quiz, students discuss the issues raised and the strategies modeled for confronting online hate. In groups, students research an online environment (such as social networking sites) and a particular example of that environment (such as Facebook) to learn the issues, strategies and tools relating to online hate in that environment.

Students consider one of five scenarios that illustrate unhealthy relationship behaviors relating to digital media: pressuring others to share private content, cyberstalking, harassment and abuse of trust. Students then relate the scenarios to their own experience by brainstorming other examples of these behaviors and voting on which they feel are most relevant to their lives. Students act out their own scenario in which they portray young people successfully dealing with one of the unhealthy relationship behaviors.

Students discuss their experiences playing free online games and then learn the costs of these "free" games in the form of paying with money sharing personal information or providing attention to advertising or branded content. Students then learn a variety of techniques for mitigating the risks and drawbacks of online games and communicate their learning by describing one of these techniques in video-game terms.

Students are introduced to the idea that their gaming experiences may compromise their personal information. Students consider the ways in which games may gather or solicit information about them and learn about tools which they can use to control their personal privacy, and then discuss the trade-offs between protecting their privacy and enjoying a full game experience. Students explore short scenarios designed to highlight the complexity of these trade-offs. Finally, in an optional evaluation task students assess a game on the basis of how much it compromises players"™ personal information and how well it permits them to take control of their personal privacy.

Students learn about online privacy issues, primarily those relating to giving out personal information on social networking websites such as Facebook. Students will learn to assess the various types of information they provide in Facebook profiles, along with the different levels of access. They will examine the potential risks and consequences of posting personal information on the Internet, and become more aware of how to protect their privacy.

Students encounter the key concepts of intellectual property, learning the difference between copyright and trademark and coming to understand how these affect how media products are created and sold. The lesson uses the legal decision regarding the rights to the comic book hero Superman to help students understand the different ways in which intellectual properties can be owned, leased and sold. This is followed by a series of activities that ask students to explore the key ideas they"™ve learned and consider how intellectual property issues re relevant to them. As a summative activity, students hold a debate on intellectual property issues.

Students discuss their online experiences and learn how to minimize the potential risks that may be associated with them. Using the Cyber Security Tip Sheet, students explore the many tools and strategies that can be used to mitigate or prevent negative online experiences. Once they have reviewed these strategies and resources, students will extend and test their knowledge by playing a game in which they compete against other students to match a series of technological "Tools" to the "Risks" they can help to prevent.