Twelfth Grade
Twelfth Grade
We Are Civil Communicators
How can we communicate with civility online?
When we talk about our personal beliefs and politics, passions can run high -- especially when we're online. These intense moments can often lead to tit-for-tat insults, or worse. But, if addressed calmly and coolly, they can be an opportunity to find common ground and deeper understanding. Teach students to keep disagreements civil so their ideas will be heard and so they can advocate for positive change.
After the horrific shootings at Stoneman Douglas High School in Parkland, Florida, Cameron Kasky and his classmates started the March for Our Lives movement to support legislation aimed at curbing gun violence. But jumping into a highly political debate at the national level wasn't easy. Along the way, they learned a lot about what it takes to keep debates civil -- both in person and online.
In this video, Cameron shares some anecdotes and his advice on advocating for positive change and creating opportunities to find common ground with others, even in times of great disagreement.
Lesson Objectives
Students will be able to ...
Define civil discourse and identify why it can be challenging on the internet.
Analyze resources to identify the causes and effects of uncivil online discourse.
Learn strategies for civil discourse and apply them to a scenario involving uncivil discourse.
Key Vocabulary
civil discourse
conversation that involves respectful sharing and debate of ideas
trolling
online behavior that is meant to offend or stir up drama between individuals or groups
Alignment with Standards
CASEL
1a,2a,2c,3a,3b,3c,3d,4a,4b,4c,4d,5a,5b,5c,5e,5f
AASL
I.A.2,I.B.2,I.B.3,I.C.1,I.C.4,I.D.1,I.D.2,I.D.3,I.D.4,II.A.1,II.A.2,II.A.3,II.B.1,II.B.2,II.B.3,II.C.1,II.C.2,II.D.1,II.D.2,II.D.3,III.A.1,III.A.2,III.A.3,III.B.1,III.B.2,III.C.2,III.D.1,IV.A.1,IV.A.2,IV.A.3,IV.B.1,IV.B.2,IV.B.4,V.A.1,V.A.2,V.A.3,V.D.2,VI.A.1,VI.A.2,VI.D.1,VI.D.2
ISTE
1d,2a,2b,2d,3a,3b,3d,6a,6b,6c,6d,7a,7b,7c,7d
Expand each aspect of the lesson below for detailed instructions.
This lesson will likely fill two class periods.
Consider: Social Megaphone
Before the lesson: This lesson involves students choosing from a list of online resources, which they will use to explore and analyze the lesson topic. In Step 2, use the Resource Notes on the Teacher Version of the student handout to review the resources beforehand. You may want to suggest particular resources over others for particular students, or you may want to watch a resource together as a class. You will also need to confirm that all resources are accessible and not blocked by your school or district's filter.
1. Ask: People often use the phrase "the power of the internet." What do you think they mean by that? What makes the internet "powerful"? Share with a partner.
Invite students to share out. Highlight answers that reference
Access to information
Communicating with large amounts of people in real-time
Connecting with others emotionally through photos, videos, and other digital media.
2. Explain that there can also be challenges to communicating online. Tell students that they are going to watch a short video that features Cameron Kasky, who was a student that survived the Stoneman Douglas High School shooting in Parkland, Florida in 2018. After the shooting, he became an outspoken advocate for gun reform. In the video, he shares experiences using the power of the internet to communicate his message.
Show the video "Civil Discourse Online" and ask students to consider the discussion questions as they watch. You may also want to have them take notes as they watch. (Slide 4)
What are some of the big takeaways from Cameron Kasky's story?
What does Kasky say about debating with people who disagree with you? Do you agree?
3. Invite students to share out. Highlight the main takeaways:
Kasky and his classmates used social and digital media to start a movement advocating for a cause they were passionate about, gun control.
Kasky is proud of the movement they started, but feels badly about hurtful things that were said both by and against him.
He feels strongly that it is important to engage in debate, and especially to debate people who disagree with you. But he also feels that it is important to remember that there is a real person behind the opinions, and that debate should always be about the issues and ideas, and not about attacking people.
Explore: Disconnected Discourse
1. Say: As you saw, one of the big challenges with online communication is maintaining civil discourse, which is defined as conversation that involves respectful sharing and debate of ideas. (Slide 5) You're now going to work collaboratively to explore and analyze two online resources. These resources focus on the causes of uncivil online discourse and its negative effects.
2. Arrange students into pairs or small groups. Distribute the Disconnected Discourse Student Handout and read the directions for Part 1 aloud. (Slide 6)
3. Allow students 20 minutes to work in groups to explore and take notes on the resources.
4. Invite groups to share out their notes with the class. (Slide 7) Use the Teacher Version to help guide discussion. Highlight any specific takeaways that you want students to capture and allow them a couple of minutes to add to their notes.
Create: Stay COOL
1. Explain that there are strategies that people can use to make sure that their comments and communication remain civil. We're about to watch a video that shows people with different political perspectives coming together to engage in civil discourse. You will see people labeled "blue" or "red" and this refers to their political affiliation as democrat (blue) or republican (red).
Show the video "Divided We Fall Trailer" from The National Institute for Civil Discourse and have students listen for specific strategies for civil conversation. (Slide 8)
2. Have students share out the strategies they heard in the video. Examples may include:
They came together in-person to discuss the issues with curiosity and an open mind.
People called out the fact that a lot of news can be misleading and meant to stir people up.
People spoke their honest opinions in a respectful way.
People were open to new information from people they disagreed with.
People tried to find common ground, not just points of disagreement.
3. Explain that they can use the acronym C-O-O-L to remember them: (Slide 9)
Calm. Take a deep breath and relax before engaging.
Open-minded. Consider ideas that are different than yours.
Only focused on the ideas. Separate your judgments about who people are from what they're saying.
Listening actively. Aim to understand the person's ideas, experiences, and emotions.
4. Point students to Part 2 of the Disconnected Discourse Student Handout and read the directions aloud. (Slide 10) Allow students 10 minutes to work in pairs or small groups to complete the scenario and Reflect questions.
If time allows, have students to share out their responses with the class.
5. Have students complete the Lesson Quiz. Send home the Family Activity and Family Tips.
Additional Resources:
"Civil Discourse in the Classroom", Teaching Tolerance Publication (curriculum) (2019)
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