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Digital Citizen Commitment

Making Positive Commitment as a Digital Citizen through Digital Compass & FlipGrid
Steven S.
 Classroom teacher
Sampoerna Academy Jakarta
Jakarta Selatan, Indonesia
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My Grades 7, 8, 9, 10
My Subjects Social Studies
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Objectives

ISTE Standards for Students

Students will be able to:

  • Recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical
  • cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
  • engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
  • demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
  • manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
Subjects
Social Studies
Grades 7
See Common Core Standards
STEPS
1 Introduction to Digital Citizenship 2 Exploring Digital Compass Game 3 Sharing Digital Citizenship Reflection & Commitment 4 Enrichment: Be Internet Awesome
All Notes
Teacher Notes
Student Notes

1 Introduction to Digital Citizenship

YouTube
Free
OFF-SITE RESOURCEhttps%3A%2F%2Fwww.youtube.com%2Fplaylist%3Flist%3DPL8TjVyuBdsCkw7szIQEW-Q7KdCKKOpBPI

Teachers introduce the meaning of digital citizenship to the students by showing some of the video from Digital Citizenship for Middle School Students:

  1. Digital Life 101
  2. Oversharing: Think before you post
  3. What is your digital footprint

Teachers ask the students to discuss with one -two students about these questions:

  1. Why Digital Citizenship is important for their life.
  2. How they can use Digital Citizenship in daily life.

Teachers ask the students to present their discussion in front of the class. 

Student Instructions

Students watch some of the video from Digital Citizenship for Middle School Students:

  1. Digital Life 101
  2. Oversharing: Think before you post
  3. What is your digital footprint

Students discuss these questions: with one -two students about:

  1. Why Digital Citizenship is important for their life.
  2. How they can use Digital Citizenship in daily life.

Students present their discussion in front of the class. 

2 Exploring Digital Compass Game

Digital Compass
Free
OFF-SITE RESOURCEhttps%3A%2F%2Fdocs.google.com%2Fpresentation%2Fd%2F1GZogz9vsYcDevX3OQ7gez1AXsnF-zRPTgQjm7eL4XfQ%2Fedit%3Fusp%3Dsharing
OFF-SITE RESOURCEhttps%3A%2F%2Fclassroom.google.com%2Fu%2F0%2F

Teacher asks the students to access Google Classroom to open their Digital Compass reflection slide.

Teacher explain to the students to fill out their reflection box by writing their response from every single character they are playing in the game. Students can fill out this reflection after playing one character in the game.

Teachers facilitated students when they're playing Digital Compass game.

 

Student Instructions

Students access Google Classroom to open their Digital Compass reflection slide.

Students listen to teachers' explanation about their reflection. Students can fill out this reflection after playing one character in the game.

Students play Digital Compass game and try different story ending per character then they can write their reflection after playing the game.

3 Sharing Digital Citizenship Reflection & Commitment

Flipgrid
Free
OFF-SITE RESOURCEhttps%3A%2F%2Fclassroom.google.com%2Fu%2F0%2F
OFF-SITE RESOURCEhttps%3A%2F%2Fclassroom.google.com%2Fu%2F0%2F

Teacher asks the students to complete their reflection for each character played in the game on the shared Google Slides.

Student Instructions

Students complete their reflection for each character played in the game on the shared Google Slides.

4 Enrichment: Be Internet Awesome

OFF-SITE RESOURCEhttps%3A%2F%2Fbeinternetawesome.withgoogle.com%2F
OFF-SITE RESOURCEhttps://info.flipgrid.com/

Teacher asks the students to complete mission on Be Internet Awesome with Google since this activity will help students to explore how to be safe & confident online explorer. 

Student Instructions

Students need to complete mission on Be Internet Awesome with Google since this activity will help students to explore how to be safe & confident online explorer. 

Key Standards Supported

Reading History/Social Studies

  • RH.6-8.1

    Cite specific textual evidence to support analysis of primary and secondary sources.

  • RH.6-8.2

    Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

  • RH.6-8.3

    Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

  • RH.6-8.4

    Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

  • RH.6-8.5

    Describe how a text presents information (e.g., sequentially, comparatively, causally).

  • RH.6-8.6

    Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

  • RH.6-8.7

    Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

  • RH.6-8.8

    Distinguish among fact, opinion, and reasoned judgment in a text.

  • RH.6-8.9

    Analyze the relationship between a primary and secondary source on the same topic.

  • RH.6-8.10

    By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

  • RH.9-10.1

    Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

  • RH.9-10.2

    Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

  • RH.9-10.3

    Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

  • RH.9-10.4

    Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

  • RH.9-10.5

    Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

  • RH.9-10.6

    Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

  • RH.9-10.7

    Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

  • RH.9-10.8

    Assess the extent to which the reasoning and evidence in a text support the author’s claims.

  • RH.9-10.9

    Compare and contrast treatments of the same topic in several primary and secondary sources.

  • RH.9-10.10

    By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

  • RH.11-12.1

    Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

  • RH.11-12.2

    Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

  • RH.11-12.3

    Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

  • RH.11-12.4

    Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

  • RH.11-12.5

    Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

  • RH.11-12.6

    Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

  • RH.11-12.7

    Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

  • RH.11-12.8

    Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.

  • RH.11-12.9

    Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

  • RH.11-12.10

    By the end of grade 12, read and comprehend history/social studies texts in the grades 11–CCR text complexity band independently and proficiently.

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