Här får du ett färdigt lektionspaket med ett urval av övningar som tillsammans tar ca 120 minuter. Syftet med denna lektion...
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The media landscape and our relationships
This is a complete lesson with a selection of exercises that takes 120 minutes in total. The aim of this lesson is for the pupils to reflect on how the media landscape affects our relationships. If you prefer you can pick the exercises you think suits your group of pupils by using the filter function on the website’s start page.
This section contains the following exercises:
- What is okay? About violations on the Internet.
- Do you have to know who I am? About anonymity.
- To dare online but not offline! About behaviour online.
Exercise 1 - What is okay? About violations on the Internet
In late 2012 two high schools were temporarily closed in Gothenburg. This was because of enraged crowds outside the schools. The crowds were mainly made up of youths who were angry because of offensive pictures that were published on Instagram. The aim of the exercise is to reflect on Internet bullying and to think about how you should act.
- What do you think is the main reason that young people publish pictures of other youngsters with offensive comments on Instagram and Facebook?
- How come some people press like when they see the photos?
- Is it easier to bully online than offline - why?
- Would you press like on an offensive picture? If so, what would be your reason for doing that?
Work in groups
Continue the exercise by splitting into smaller groups. Let each group examine and get more in-depth knowledge on the following:
One of your classmates is harassed through content on Instagram. It says that he takes drugs and has sex with several different people. Everyone in class has seen it and know who from class posted it.
What would you do when you see the post?
- Like the post
- Write a comment in agreement
- Write a comment opposing it
- Look for the person that published it and call them out on it
- Pass the information on to the teachers, principal, other staff, parents and others
Think about whether any of the factors below would change your reaction and the way you behave:
- The gender of the perpetrator
- The gender of the victim
- The perpetrator’s status in class/school
- The victim’s status in class/school
- You know the victim
- You know the perpetrator
- The perpetrator’s dad is you mum’s friend from work
- The victim’s dad is you mum’s friend from work
Present your findings and discuss the similarities and differences. Discuss and try to reach a common point of view:
- When do you think you should intervene and pass information on to teachers, the principal, parents, and others?
- Try to agree on certain situations where you think that information should be passed on to someone.
Exercise 2 - Do you have to know who I am? About anonymity
The basic attitude in our society is openness as regards the possibility of identifying ourselves. Whether it is about introducing yourself by name, showing your face or signing an article you have written. There are, however, situations where anonymity is acceptable. It is just a question of when. The aim of this exercise is to discuss anonymity and place it in relation to democracy.
Below are some examples of individuals in different roles that made themselves anonymous by hiding their faces. When do you think it is okay to hide your face? Write yes, maybe or no after each option.
- Participants in a demonstration
- Football fans
- Teachers at high school
- Youth club leaders
- Pop stars
Discuss in small groups
Present your results to each other in small groups. Discuss similarities and differences
- Look at alternatives where everyone in the group answered doubtful or no. Could there be situations where the answer is yes? Motivate.
- Agree on one alternative where the answer is yes and another where the answer is no. The entire group must agree.
Discuss with the whole group
Present the result to the rest of the class and argue your viewpoint. Proceed with the joint discussion and answer the following questions:
- Are there any problems with anonymity in a democracy?
- What in a democracy could work better if anonymity were allowed?
- Would teacher’s assessments be fairer if pupils could remain anonymous when taking tests and writing work tasks?
- Should witnesses remain anonymous during court trials?
Exercise 3 - To dare online but not offline! About behaviour online
There are those who write things online that they would never say to a person face-to-face. Why is it easier to make negative statements, even hate speech, on the Internet than in real life? The aim of the exercise is to discuss and reflect on Internet behaviour.
- How much should you tolerate online, where is the limit and is the limit the same for everyone?
- Is there any difference in what the following people should tolerate:
- Private persons
- Is there any difference to what you can say and tolerate online in comparison to other contexts in life: at work, at school, in the gym, when hanging out with friends, etc.?
- Has the Internet created a new behaviour - net hate - or is the Internet simply a new arena for a type of behaviour that has always existed. If this behaviour has always existed, how did it manifest itself before the Internet came about?
- Can a harsher tone when we communicate with each other online affect society at large?
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Källkritik Högstadiet Lärare och skolpersonal Lärarhandledningar och lektionsmaterial
Här får du ett färdigt lektionspaket med ett urval av övningar som tillsammans tar ca 120 minuter. Syftet med denna lektion...Samhälle och demokrati Högstadiet Lärarhandledningar och lektionsmaterial
Här får du ett färdigt lektionspaket med ett urval av övningar som tillsammans tar ca 120 minuter. Syftet med denna lektion...Hälsa och välmående Högstadiet Lärare och skolpersonal Lärarhandledningar och lektionsmaterial