ALEX Classroom Resource

  

Bot or Not? How Fake Social Media Accounts Could Influence Voting

  Classroom Resource Information  

Title:

Bot or Not? How Fake Social Media Accounts Could Influence Voting

URL:

https://www.pbslearningmedia.org/resource/ccabb2b1-491f-4efe-9590-6302f70899e9/lesson-plan-bot-or-not-how-fake-social-media-accounts-could-influence-voting/

Content Source:

PBS
Type: Lesson/Unit Plan

Overview:

The invention of social media has provided us with a wide range of opportunities to become more informed on key issues and engage in the democratic process. However, it has also created space for individuals to try to influence public opinion around a particular political agenda through the creation of thousands of phony social media accounts, or computer-generated ‘bots.’

In this PBS NewsHour lesson, students will examine how the invention of the bot on social media websites like Twitter plays a role in influencing public opinion. Students will then invent their own bot to spread awareness about an issue they care about.

Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate information from digital sources to answer given research questions.
  • curate information from digital sources to answer given research questions.
Teacher Vocabulary:
  • curate
Knowledge:
Students know:
  • how to find valid sources and cite those sources to answer a given research topic.
Skills:
Students are able to:
  • locate valid digital resources to answer given research questions.
Understanding:
Students understand that:
  • a great deal of information is available.
  • it is important to validate the information and to cite the source of the information.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 8
R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate and curate information from digital sources to answer given research questions.
Teacher Vocabulary:
  • curate
Knowledge:
Students know:
  • how to find valid sources to answer a given research topic.
  • cite sources.
Skills:
Students are able to:
  • locate valid digital resources to answer given research questions.
Understanding:
Students understand that:
  • a great deal of information is available.
  • it is important to validate information and to cite the source of information.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 8
13) Evaluate the impact of digital globalization on public perception and ways Internet censorship can affect free and equitable access to information.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • evaluate the effects of internet censorship and global digitalization on the global society.
Teacher Vocabulary:
  • digital globalization
  • Internet censorship
Knowledge:
Students know:
  • at one time, trades and goods were limited to mostly advanced economies; with changes in digital globalization, services and data are more readily available to all economies not affected by censorship.
Skills:
Students are able to:
  • identify positive and negative implications of digital globalization and internet censorship.
Understanding:
Students understand that:
  • digital globalization has provided opportunities to countries less advanced than some larger countries.
  • internet censorship occurs locally and abroad.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate and curate information from digital sources to answer given research questions.
Teacher Vocabulary:
  • curate
Knowledge:
Students know:
  • how to find valid sources to answer a given research topic.
  • how to cite sources.
Skills:
Students are able to:
  • locate valid digital resources to answer given research questions.
Understanding:
Students understand that:
  • a great deal of information is available.
  • it is important to validate information and to cite the source of information.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
20) Evaluate strategies to manage digital identity and reputation with awareness of the permanent impact of actions in a digital world.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • research the impacts of actions taken in a digital environment.
  • evaluate strategies to protect their reputation in a digital environment.
Teacher Vocabulary:
  • digital identity
Knowledge:
Students know:
  • that often individuals are judged by their publicly visible online presence prior to meeting people in person.
  • that strategies exist to manage what is publicly posted online about you.
Skills:
Students are able to:
  • identify both positive and negative posts online.
  • identify consequences associated with negative online posting.
  • manage their digital identity and minimize negative repercussions.
Understanding:
Students understand that:
  • data posted online may not remain private.
  • all data shared online will have some impact on one's digital identity.
  • one must be mindful of the data attached to one's digital identity.
Tags: bot, digital tool, influence, internet, online, social media
License Type: Custom Permission Type
See Terms: https://www.pbslearningmedia.org/help/terms-of-use/
For full descriptions of license types and a guide to usage, visit :
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  This resource provided by:  
Author: Stephanie Carver