Embedded Files
Goal: To showcase and gain approval from the UC/State school system that the leadership course at LHS is a college level prep course that has value and merit in the application process for post secondary education.
Goal: To showcase and gain approval from the UC/State school system that the leadership course at LHS is a college level prep course that has value and merit in the application process for post secondary education.
Approved as of March 4th, 2022!
Communication Standard
Communication Standard
In this unit, student leaders discover the importance of and hone their skills in written communication, interview skills, public speaking, crowd management, conflict resolution, evaluation/feedback, and interpersonal skills. Through various communication based workshops and project based learning, students will learn how to tangibly practice empathy, authentic communication, and critical thinking. Students apply their acquired knowledge through various informal assessments in class during workshops/activities and are further assessed more formally at events, meetings, and through publicized communication.
Critical Thinking
Critical Thinking
This gives students opportunities to engage in future event planning that will enhance time-management, communication, and marketing skills. After major events, student leaders will reflect on what aspects of the event were successful and identify areas for growth. This will encourage to think strongly for future events and plan out outlines to run activities smoothly. Thinking fast and confidently will induce quick problem solving and solve problems at the moment.
Interview Skills
Interview Skills
Student leaders have the opportunity to improve their interview skills for their interview during the elections. They will be asked to answer questions and mock questions to see if they can quickly problem solve for any future situations. Once in the class, student leaders have to chance to further improve their social skills as they are going to be working with other leaders in the class to put on events and activities for the school.
Public Speaking
Public Speaking
Public speaking skills include the practice of organizing a presentation into a well thought-out development of ideas and designing a lesson that addresses the appropriate audience. Students practice this aspect when designing proposals for change to occur on their campus or delivering lessons, topics designed by instructor, to the class. If order to be fully prepared, students must use research skills, interpersonal skills, and communicative skills to be successful.
P3 Assembly Seating Chart 21-22.pdfCrowd Control
Crowd Control
Crowd control is a very important tactic that we use at Lincoln High School during Assembly's and rallies. Controlling a big crowd during big events gives us more time and makes it accessible to do things that we want to showcase. One example of this is giving each teacher a specific seating chart to sit the students at during assembly's and rallies.
Creative Thinking
Creative Thinking
Students use creative thinking in every event that we plan. Students go step by step planning events to make sure it is equitable for each student and staff member as well as making sure each attendee is having fun at an affordable cost. Students organize events making sure that they include everyone and give lots of free choice to participate in any event.
Reflection/Feedback
Reflection/Feedback
Student leaders will need to reflect after every event/activity that is put on. Going over the pros and cons of the activity in order to create a better outline for future classes. Also allowing the future events/activities to run smoothly. There is always room for improvement.
Interpersonal Skills
Interpersonal Skills
Student leaders must learn to develop these skills in order create inspiration as well as being able to resolve conflicts. This will help student leaders problem solve quickly and help make decisions that will benefit the over end goal.
Unit Application
Unit Application
Time Management
Conflict Resolution
Effective Communicator
Strong Work Ethic
Positive attitude
Self Image
"G" Requirement Application
"G" Requirement Application
Be academically challenging;
Include problem-solving and laboratory work, as appropriate;
Show serious attention to analytical thinking, as well as factual content;
Develop students’ oral and listening skills
Common Core Connections
Common Core Connections
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. selection, organization, and analysis of content.
CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-LITERACY.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
ASB Constitution .pdfGovernment Standard
Government Standard
Student leadership offers our kids the opportunity to participate in the system of government and procedures that exist on their campuses. It also allows them to make comparisons between student government and local, state, and national government systems and policies, and to experience the constraints within all government systems must operate. Adherence to established policies and procedures is an important aspect of local, regional, and national government. Teaching our students to identify and follow these formal and informal protocols is an important part of their growth as entrusted leaders. The Business Meeting often serves as the backbone of the daily operation of student leadership organizations. The adult advisor, the president, the secretary, and each individual member all have a role to play in a productive meeting. By understanding the format and structure of an effective meeting, student leaders can give all stakeholders a voice and more quickly get to the planning and implementation of the programs and activities that create a positive school culture.
Roles and Responsibilities
Roles and Responsibilities
Through Government hierarchy, students understand the importance of following chain of command, understand the importance of following procedures, take part in reviewing the student constitution, take part in committees and understand how the smaller group contributes to the good of the whole, and are familiar with the formation of a government consisting of representatives. Students read and evaluate the constitution yearly before formal approval of the inner workings of the program is executed.
Parliamentary Procedure
Parliamentary Procedure
During effective meetings, students will understand group dynamics, experience and obtain a working knowledge of Parliamentary Procedure, and understand the importance of accurate agendas and minutes for meetings. Parliamentary Procedure developed analytical thought through the process of professional report presentations and relating to the opinions and directives of other students involved.
Elections - Approval Voting
Elections - Approval Voting
In elections, students recognize fair campaigning and marketing of one's self or a group one supports, understand the importance of positive salesmanship and voter persuasion, use an opportunity to make a speech or presentation, and understand the makings of a representative government and the workings of a democracy.
Unit Application
Unit Application
Time Management
Conflict Resolution
Effective Communicator
Strong Work Ethic
Positive attitude
"G" Requirement Application
"G" Requirement Application
Be academically challenging;
Include problem-solving and laboratory work, as appropriate;
Show serious attention to analytical thinking, as well as factual content;
Develop students’ oral and listening skills
Common Core Connections
Common Core Connections
CCSS.ELA-LITERACY.RI.11-12.8
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
CCSS.ELA-LITERACY.RI.11-12.9
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.
CCSS.ELA-LITERACY.W.11-12.9.B
Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]").
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.SL.11-12.4A (CA)
Plan and deliver a reflective narrative that: explores the significance of a personal experience, event, or concern; uses sensory language to convey a vivid picture; includes appropriate narrative techniques (e.g., dialogue, pacing, description); and draws comparisons between the specific incident and broader themes.
CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
CCSS.ELA-LITERACY.W.11-12.2.E
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Business and Finance
Business and Finance
With a combination of school activities, athletics, and class activities, an associated student body in California can easily have a six- or seven-digit figure annual budget to manage. School staff (including administrators, athletic directors, leadership advisor, and account clerk or other classified staff) often handle many of the day-to-day ASB transactions. However, students in middle and high school ASBs are still considered by state law to be the stewards of all student body funds. As such, student leaders should be involved at every level of student body fund accounting, from the creation and approval of an budget, through the pre-approval and disbursement of funds, and the collection of fundraiser monies, as well as the record-keeping of all approvals through the ASB minutes. Building a successful leadership and activities program requires resources. While the LCAP and LCFF have unlocked new discretionary resources for site administrators to use in promoting a more positive school culture, the funding for these programs most often falls to a school’s associated student body. Student leaders who learn effective fundraising practices and techniques not only help bring in this much-needed revenue, but learn skills they can use in college, career, and beyond.
Business Meetings
Business Meetings
Students participate in weekly formal business meetings where position leaders, committee leaders, and commissioners speak about the status of their job and events. Students also discuss old business and new business (concerns raised monthly) along with financial budget reports and reimbursements that include motions as exhibited in parliamentary procedure.
Fundraising
Fundraising
Students are required to produce a fundraiser within each class based on activities held throughout the year: homecoming tshirt sales, winter formal, prom, homecoming dance, etc. Students, along with their head adviser, must complete a fundraising form and turn it into the Campus Culture Director Director for formal approval. From there it is given to the ASB Bookkeeper to keep on file until the fundraiser is complete. The students are required to take the data of funds raised, calculate the expenses of the event, and balance out the profit of the actual event. From there, students must assess whether the fundraiser was productive and beneficial to their budget in order to be able to purchase items for future events. Students learn marketing techniques, accounting, communication, the importance of a budget for positive sale outcomes, and how all deposits are important for a working budget.
ASB-Manual-FCMAT.pdfBusiness Law
Business Law
Business Law includes understanding what items need to be taxed and which do not; understanding employment laws and minors, being exposed to Senate bills which might effect the activities students produce, and understand why monies are spent the way they are and the laws that dictate these procedures.
Marketing
Marketing
Marketing is a broad strategy. It involves the creation and nurturing of a brand and brand message that connects the producer (student leaders) to their consumers. The American Marketing Association defines it as “the activity, set of institutions, and processes for creating, communicating, delivering, and exchanging offerings that have value for customers, clients, partners, and society at large.
1. The student leader recognizes the difference between marketing and advertising.
2. The student leader works collaboratively with the student leadership team to create a brand and/or marketing message for the student leadership team, the student body, the school, and/or school events.
3.The student leader systematically develops and implements a marketing plan to deliver the brand and/or marketing message to the target audience.
Advertising
Advertising
Advertising is one part of your marketing strategy, specifically designed to sell or promote a product or activity. Modern advertising blends the more traditional media of posters and flyers with video production, photography, and social media. An effective advertising begins with accurate and well-articulated information and comes to life with creativity and sensory appeal.
1. The student leader identifies a target audience for each advertisement.
2. The student leader makes sure each advertisement contains all necessary information for the product or event.
3. The student leader creates advertisements that are grammatically correct and visually appealing.
4. The student leader utilizes a variety of techniques and media to deliver the message to the target audience.
5. The student leader demonstrates creative ways to advertise.
6. The student leader experiments with different displays/product placement to produce optimal interest and results.
Unit Application
Unit Application
Time Management
Conflict Resolution
Effective Communicator
Strong Work Ethic
Positive attitude
"G" Requirement Application
"G" Requirement Application
Be academically challenging;
Include problem-solving and laboratory work, as appropriate;
Show serious attention to analytical thinking, as well as factual content;
Develop students’ oral and listening skills
Common Core Connections
Common Core Connections
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-LITERACY.RI.11-12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
CCSS.ELA-LITERACY.RI.11-12.6
Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Personal/Social Development
Personal/Social Development
Effective leaders work collaboratively to create vision, purpose, and direction for their team. Particular emphasis on positive group dynamics leads to the best possible outcome for the team’s mission. The team should first identify why its mission is important and then set attainable goals to achieve its objectives.Individual leaders need to develop self awareness and an appreciation for the diversity of others in order to utilize their strengths and contribute positively to the group.
Group Dynamics
Group Dynamics
Group dynamics includes understanding different personality types and how they contribute to a group setting, realizing the importance of the diversity of others, having the opportunity to accept a leadership role in an activity and to serve as both leader and follower, enlist others in sharing a vision, celebrating accomplishments and contributions of others, and passing on authority when appropriate.
Goal Setting
Goal Setting
Goal setting includes the creation of goals and objectives, setting and meeting time lines with periodic review, and the importance of prioritizing events. Students will use the SMART goals technique to create tangible, challenging, and time oriented goals.
Restorative Practices
Restorative Practices
Restorative Practices are a set of practices designed to build relationships and a sense of community. The use of Restorative Practices are for every member of a school staff including admin, office staff, teachers, custodians, lunch room staff, yard duty staff etc. When this takes place, people interact more positively with one another – regardless of age or role – which builds a climate of safety, trust, high expectations and an environment conducive to learning. Student learners will learn how to engage in difficult or courageous conversations and how to be proactive in preventing conflict.
Empathy
Empathy
Empathy is a social skill that combines understanding and action. In lessons on empathy, student leaders will engage in social-emotional learning activities where they can practice greater understanding for others in the class and the student body they represent. Additionally, student leaders will learn tangible people skills about setting aside implicit bias and listening to understand.
Cultural Competency
Cultural Competency
Cultural competency is a social mindset that practices for people of all backgrounds. Students will learn the value of empathy in event planning, public speaking, and public service as students cultivate a more equitable campus culture. Also, through cultural competency lessons, student leaders will learn about each other and develop a greater sense of unity and compassion for on another.
Unit Application
Unit Application
Time Management
Conflict Resolution
Effective Communicator
Strong Work Ethic
Positive attitude
Self Image
"G" Requirement Application
"G" Requirement Application
Be academically challenging;
Include problem-solving and laboratory work, as appropriate;
Show serious attention to analytical thinking, as well as factual content;
Develop students’ oral and listening skills
Common Core Connections
Common Core Connections
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
CCSS.ELA-LITERACY.SL.11-12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CCSS.ELA-LITERACY.SL.11-12.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Civic and Service Learning
Civic and Service Learning
As the future leaders of our communities and world, our student leaders need the experience of working collaboratively with affiliated organizations to establish connections -- allowing all groups to achieve their highest potential. Informed global citizens need practical experiences -- at an early age, to effect change in their communities and beyond. Fostering these opportunities (and follow up reflection) empowers them to identify their responsibilities as members of the global community. Serving others creates connections and awakens a sense of responsibility for societal challenges. It also helps the leader identify needs within the community and fosters the development of empathy and compassion.
International Night
International Night
During International Night, student leaders plan, promote, and perform a school wide fundraiser where diversity and culture is celebrated. Part of this planning process includes communication with various student groups to produce booths for people to learn about their culture and logistical planning of performances by clubs. Additionally, this event includes the practice of business and marketing skills to produce a successful event.
Community Service
Community Service
During Community Service, student leaders are given an opportunity to have an understanding of what it is like to serve other people for the benefit of another. Students have had the ability to work with various different military service groups developing the skills to give back to the soldiers that protect their daily freedom. Students come to understand the effect serving in the military has on a soldier and his family. Students have also worked on their own campus taking on beautification projects making their campus a welcoming environment.
Campus Culture -LTA's
Campus Culture -LTA's
During Lunch Time Activities, student leaders will engage in planning, executing, and reflecting on meaningful engagement opportunities for all members of the student body to participate. Part of this planning includes logistics, communicating with other student groups, and creating equitable opportunities for student engagement and participation.
Club Rush
Club Rush
This event allowed all clubs on campus to advertise their club and show the main purpose the clubs will be doing to make campus culture better at Lincoln. Students can sign up for as many clubs as they want to show their school spirit. During Club Rush planning, student will practice communication and advertising skills in order to gain club members.
Homecoming Activities
Homecoming Activities
On the day of Homecoming, student leaders will be tasked with providing meaningful engagement opportunities for school-wide participation. Traditionally, this looks like an all school assembly that calls for logistical planning and communication with student group performances and marketing strategies for class competitions.
Homecoming Carnival
Homecoming Carnival
Homecoming Carnival is a way for students to connect better with the campus and allow campus culture to be shown throughout the booths that were built. Student leaders have signed up to work certain shifts during the carnival to keep the pace organized, fun, and clean.
Unit Application
Unit Application
Time Management
Conflict Resolution
Effective Communicator
Strong Work Ethic
Positive attitude
Self Image
"G" Requirement Application
"G" Requirement Application
Be academically challenging;
Include problem-solving and laboratory work, as appropriate;
Show serious attention to analytical thinking, as well as factual content;
Develop students’ oral and listening skills
Common Core Connections
Common Core Connections
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
CCSS.ELA-LITERACY.RI.11-12.2
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
CCSS.ELA-LITERACY.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-LITERACY.W.11-12.3.A
Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
Technology and Digital Citizenship
Technology and Digital Citizenship
The ability to collaborate on budgets, scripts, to-do lists, calendars, and surveys, just to name a few, helps student leaders to focus less on the back-and-forth of comparing different versions of documents, and more on producing a better digital product to serve the student body. Comments, version tracking, editing/suggesting mode, in-document chat, and other features enhance the student leaders’ ability to communicate and collaborate whether in the same room, on a home computer, or on their mobile device. Whether on a shared classroom computer, at home, or on a mobile device, student leaders have the power to connect to each other and to the world in ways that we never did at their age. With this power comes the responsibility to understand their own digital footprint, as well as to treat others with kindness, dignity, and respect. Student leaders are frequently called upon to not only use video and amplified sound in rallies, assemblies, and outdoor activities, but also to set up the technology needed for these events as well. The student leader should have the basic skills to set up this technology, as well as know how to get the right music started to set the tone for the event.
Can Media Be Addictive_ _ Common Sense Education.pdfMedia Balance
Media Balance
and Well Being
and Well Being
The word "addiction" packs a heavy punch, and the research is inconclusive on whether it's truly accurate when it comes to digital device use. What's certain, however, is that as people use devices and apps more, profits increase for the companies who make them. Help your students recognize how most of the technology they use is designed to keep them hooked, and help them use this as an opportunity to find more balance in their digital lives.
Students will be able to:
- Analyze and draw conclusions about a series of photos depicting device use.
- Use online resources to track arguments for and against whether we are addicted to our devices.
- Complete a short writing assignment analyzing one or more aspects related to the device addiction debate.
How Young Is Too Young for Social Media_ _ Common Sense Education.pdfPrivacy and Security
Privacy and Security
Kids have to be at least 13 to sign up for most social media platforms. But we know that many tweens work around the restriction. In doing so they can connect with peers and have fun, but they're also vulnerable to a number of risks -- mainly overuse and challenges to their social-emotional health. Reflecting on age-appropriate content and behaviors can help students think through social media's effects on all of us, regardless of our age.
Students will be able to:
- Explain why websites that collect personal information have an age requirement of 13.
- Identify the risks of targeted advertising, especially when it is targeted to children.
Explain what age they think is best for beginning to use social media, and support their argument with specific reasons and examples.
Who's Looking at Your Digital Footprint_ _ Common Sense Education.pdfDigital Footprint
Digital Footprint
and Identity
and Identity
Our digital footprints can have a powerful impact on our future. This can be a scary thought, given that what's in our digital footprint isn't always in our control. Teach students that digital footprints are an opportunity to showcase their best selves and craft a footprint that leads to future success.
Students will be able to:
- Learn that they have a public presence online called a digital footprint.
Recognize that any information they post online can help or hurt their future opportunities (college admission, employment, etc.).
- Create a vignette that shows how a positive digital footprint can help someone take advantage of an opportunity.
Connecting with Digital Audiences _ Common Sense Education.pdfRelationships and Communications
Relationships and Communications
What you say, and how you say it, often depends on whom you're talking to, both in person and online. The person or people you're chatting with -- and the apps or websites you're using -- affect how we communicate.
Remind your students to consider their audience before they post or comment online, and help them build community and communicate effectively in the digital world.
Students will be able to:
- Apply the idea of code-switching to how they use phones and other devices in and outside of school.
Consider different ways that code-switching online can make communication more meaningful and effective.
- Write an example post or message that uses code-switching to communicate with an online audience.
Online Disinhibition and Cyberbullying _ Common Sense Education.pdfCyberbullying, Digital Drama, and Hate Speech
Cyberbullying, Digital Drama, and Hate Speech
Texting and chatting online can sometimes feel just like talking to someone in person, but it's actually pretty different. It's all because of something called the "online disinhibition effect," which makes us more likely to share or communicate differently from how we would in person. Help your students learn to consider this concept before they post, and stop digital drama and cyberbullying before they start.
Students will be able to:
- Define "online disinhibition" and describe how it can be both positive and negative.
- Explain how anonymity, lag time, and lack of nonverbal cues all contribute to online disinhibition.
- Analyze how online disinhibition can cause cyberbullying and brainstorm ways to counter it.
Clicks for Cash _ Common Sense Education.pdfNews and Media Literacy
News and Media Literacy
Well-crafted headlines benefit everyone. They help readers digest information and publishers sell news stories. But what if the headline is misleading? What if it's crafted just to get clicks and not to inform? "Clickbait" headlines may benefit advertisers and publishers, but they don't benefit readers. And when they go viral, they can badly misinform the public. Help students recognize and analyze clickbait when they see it.
Students will be able to:
- Describe how advertisers and publishers make money through online advertising.
- Describe how clickbait can contribute to the spread of fake news and misinformation.
- Take a position on whose responsibility it is to fight fake news and misinformation.
Unit Application
Unit Application
Time Management
Conflict Resolution
Effective Communicator
Strong Work Ethic
Positive attitude
Self Image
"G" Requirement Application
"G" Requirement Application
Be academically challenging;
Include problem-solving and laboratory work, as appropriate;
Show serious attention to analytical thinking, as well as factual content;
Develop students’ oral and listening skills
Common Core Connections
Common Core Connections
CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-LITERACY.W.11-12.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CCSS.ELA-LITERACY.W.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.
CCSS.ELA-LITERACY.SL.11-12.2
Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
CCSS.ELA-LITERACY.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
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