Students become more aware of the language and techniques used in print advertising, as well as the impact of advertising on their daily lives. The unit will focus on three key media literacy concepts: construction of reality, representation, and audience. Students will learn to analyze the format and structure of advertisements, differentiate between information and selling, and learn about target audiences.

Students learn how to authenticate online information by comparing "facts" from the website entitled "All About Explorers" with more authoritative sources. (This four-lesson unit on search skills and critical thinking teachers students how to target and specify their online searches to avoid unwanted results, how to judge whether a link, search result or website is legitimate or phony, and how to find legitimate sources online for media works such as music videos and movies.)

Students become more aware of the media"™s role in determining what, and who, are perceived as being cool. Through class discussion and activities, students explore the differences between superficial and real "coolness," how marketers use cool to sell products, and how their own attitudes and perceptions are affected by media messages that reinforce specific messages about what coolness is.

Students are provided with opportunities to explore this concept and discuss the importance of using empathy and common sense when talking to others online. Because of the ways that digital media leave out many of the cures that prompt us to feel empathy, it is easy for students to sometimes forget that real people "“ with real feelings "“ are at the heart of online conversations.

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.

Students look at the ways in which consumer frenzy develops around a particular product. They begin by brainstorming the characteristics that make a toy a "must-have" possession; and discuss and reflect on the "Tickle Me Elmo" phenomenon as an example of this sort of marketing occurrence. Students discuss the ethical issues associated with consumerism, and how they respond to "gotta have it" pressures from peers and the media. Students will demonstrate and understanding of the ways in which marketers use hype to sell products, an awareness of how consumers respond to marketing hype, and an awareness of the elements that make a product desirable.

Students explore the concepts of rules, values and ethics and learn how they influence our decision-making. Students are invited to consider how they can contribute to create positive online cultures. Students will demonstrate the ability to understand to role of rules, values and ethics in helping them to do the right thing online. Students will suggest rules for preventing cyberbullying.

In this sequel to Privacy Playground, more appropriate for 6th grade or younger, the three CyberPigs learn some important lessons about authenticating online information and observing rules of netiquette. They also learn how to distinguish between fact and opinion and how to recognize bias and harmful stereotyping in online content. As Les, Mo and Lil discover, "just because it's on the Internet, doesn't mean it's true." The accompanying Teacher's Guide explains how to play the game, gives background information on the issues of authenticating online content, stereotyping and cyberbullying and children's provide activities and handouts for classroom use.

Students apply the "5Ws of Cyberspace" to sources of information they find online. Assuming the role of a student researching a science project, students must authenticate the information in an online article about the artificial sweetener, aspartame.

Students will demonstrate an understanding of the different types of messages about alcohol consumption that are promoted in public awareness messaging by various groups and the consequences associated with drinking.

Students will demonstrate an awareness of the types of food needed to maintain a healthy diet and how fast food doesn't fit into a healthy plan.

Students learn strategies for using the Internet effectively to research global development issues. Students discover how to determine the truth and accuracy of online information and learn effective ways to obtain balanced sources of information. Students learn to ask, and search for answers to, the questions: Who is presenting this information and why?

Students will explore their beliefs and values about independence and how cigarette advertising exploits peoples' desires for greater freedom.

Students begin by brainstorming the functions or purposes of music and by discussing music's power as a mirror and a symbol. A special focus will be made on the use of music to sell- how advertisers use the power of music to create bonds between consumers and products. As a group activity, students will create and present multi-media, musical collages, based on the functions of music that they have brainstormed. This lesson examines how music reflects and influences societies and is a metaphor for ideas and experiences.

Students will think critically about culturally inherited gender stereotypes, and explore how stereotypes about men and women are promoted and reinforced through the images and messages in alcohol ads.

Students look at how gender stereotyping may discourage young women from becoming involved in politics. Students begin by discussing what is meant by the terms "politics" and "political action."

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.