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Minimize screen use, especially for the youngest children:
In this lesson, students use mind maps to explore concepts of “respect” and “consent” in an online context. They consider a wide range of scenarios that shed light on different aspects of consent relating to digital media and draw on those to create a detailed definition. Finally, students create an “explainer” video in which they illustrate one of the aspects of consent.
Framed around key concepts of media literacy, the Facing Online Hate tutorial examines how the Internet is used to spread and incite hate, how radicalization occurs, and how youth encounter hate online both through traditional hate sites and “cultures of hatred”. The tutorial also provides strategies for building critical thinking skills in young people to help them understand the nature of online hate, how they may be targets and how to respond appropriately when bias, stereotyping and hatred are encountered online.
Developed in partnership with CIRA, this interactive quiz is designed to increase students’ knowledge of the cyber security risks they face every day.
The Responding to Online Hate guide assists law enforcement personnel, community groups and educators in recognizing and countering hateful content on the Internet – especially as it pertains to youth.
In this lesson, students consider how difficult and complicated it can sometimes be to do the right thing. Students are asked to consider whether they agree with a number of widely-held moral principles and then are asked to consider a moral dilemma in which a number of moral principles are in conflict, reflecting on how their view of it may change based on the details of the scenario. They then explore the idea of weighing different moral principles against one another and develop their own moral dilemmas. Finally, students learn practical tools for deciding how best to intervene when they witness cyberbullying and apply those tools to moral dilemmas relating to cyberbullying.
This lesson encourages students to analyze the forensic science crime drama as a television show genre.
In this lesson students learn about the inherent tension within democratic societies between freedom of expression and freedom from hatred. They also learn how Canada has addressed these issues within the Criminal Code of Canada, the Canadian Human Rights Act and the Canadian Charter of Rights and Freedoms.
In this lesson, students explore their beliefs and values about independence – and how cigarette advertising exploits peoples’ desires for greater freedom.
This lesson looks at the increasing prominence of gambling in the media, particularly movies and television.
In this lesson, students consider the positive aspects of video games as well as the ways in which games may take time away from other activities they enjoy. Students are introduced to the idea of balancing game and screen time with other parts of their lives and learn about the reasons why they may be tempted to spend more time playing games or find it difficult to stop playing. They then keep a diary of their game play (or another screen activity if they do not play video games) that prompts them to reflect on their gaming habits. Partway through that process, they are introduced to techniques that will help them moderate their game play and deal with the difficulties they may feel reducing game time. Finally, students reflect on the experience and develop a plan to make their game play more mindful.
In this lesson, students think critically about culturally inherited gender stereotypes, and explore how stereotypes about men nd women are promoted and reinforced through the images and messages in alcohol ads.
These lessons are an adaptation of Grade 8 lessons from the Curriculum Healthy Relationships, by Men For Change, Halifax, Nova Scotia, a 53-activity, three-year curriculum designed for teens.
One of the most common ethical decisions kids face online relates to how they access and use content like music, games and videos. We can help kids make better choices by teaching them about the issue: in one study, one-quarter of young people said that they would stop accessing content illegally if it was more clear what was legal and what wasn’t.