ALEX Learning Activity

  

Civil Right Leaders “Fakebook Pages”

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Monique Chatman
System:Talladega County
School:Talladega County Board Of Education
  General Activity Information  
Activity ID: 2358
Title:
Civil Right Leaders “Fakebook Pages”
Digital Tool/Resource:
Facebook Sample Page
Web Address – URL:
Overview:

In this lesson, students will create a fake profile on a modern Civil Rights Leader using a Facebook Page template. They will also explore the positive and negative effects of data permanence on someone's personal and professional digital footprint. The Fakebook page can be used creatively in any content, but for this lesson, students will research the significance and contributions of a modern civil right leader. Students will “post” true and false information. The most important part of this lesson is providing time for students to discuss the reflection questions at the end of the lesson.

This activity was created as a result of the ALEX  Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 6
United States Studies: The Industrial Revolution to the Present
9 ) Critique major social and cultural changes in the United States since World War II.

•  Identifying key persons and events of the modern Civil Rights Movement
Examples: persons—Martin Luther King Jr.; Rosa Parks; Fred Shuttlesworth; John Lewis (Alabama)

events—Brown versus Board of Education, Montgomery Bus Boycott, student protests, Freedom Rides, Selma-to-Montgomery Voting Rights March, political assassinations (Alabama)

•  Describing the changing role of women in United States' society and how it affected the family unit
Examples: women in the workplace, latchkey children

•  Recognizing the impact of music genres and artists on United States' culture since World War II
Examples: genres—protest songs; Motown, rock and roll, rap, folk, and country music

artists—Elvis Presley, the Beatles, Bob Dylan, Aretha Franklin, Hank Williams (Alabama)

•  Identifying the impact of media, including newspapers, AM and FM radio, television, twenty-four hour sports and news programming, talk radio, and Internet social networking, on United States' culture since World War II
Unpacked Content
Strand: Economics, History, Civics and Government
Course Title: United States Studies: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Explain how the use of boycotts and demonstrations led by various ethnic groups has resulted in social change in the United States.
  • Describe the changing role of women in the workplace and the impact on the family unit.
  • Describe the cultural effect of music genres, artists and media on influencing social practices and policies following World War II.
Teacher Vocabulary:
  • Brown vs. Board of Education
  • Montgomery Bus Boycott
  • Freedom Rides
  • Selma-to-Montgomery Voting Rights March
  • Motown
  • AM/FM radio
  • protest songs
  • demonstrations
  • genre
  • political assassinations
  • latchkey children
  • Civil Rights Movement
Knowledge:
Students know:
  • The key figures involved in the Civil Rights Movement.
  • The major social and cultural changes that occurred in the United States post WWII.
Skills:
Students are able to:
  • Critique multiple points of view to explain the ideas and actions of individuals and ethnic groups to gain equality.
  • Cite evidence to support changes in social and cultural traditions using primary and secondary sources.
  • Evaluate the contribution of technology and mass methods of communication to influence people, places, ideas, and events.
Understanding:
Students understand that:
  • There were important the social and cultural changes that occurred in the U.S. after WWII.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.6.9- Define civil rights movement; identify key figures and events of the Civil Rights movement, including Martin Luther King Jr., Rosa Parks, Montgomery Bus Boycott, and the 16th Street Baptist Church bombing; identify culturally influential music from the post-World War II world including, Elvis Presley, the Beatles, Bob Dylan, and Jimi Hendrix.


Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • discuss the impacts of data permanence on digital identity.
  • identify best practices to protect personal digital footprint.
Teacher Vocabulary:
  • data permanence
  • digital footprint
Knowledge:
Students know:
  • that data posted to the internet can be difficult to remove and can impact how others view you.
Skills:
Students are able to:
  • identify ways to protect their personal digital footprint.
Understanding:
Students understand that:
  • data posted online can be difficult to remove and can impact a personal digital footprint.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 8
12) Cite evidence of the positive and negative effects of data permanence on personal and professional digital identity.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate and share authentic accounts of positive and negative consequences of data permanence.
Teacher Vocabulary:
  • data permanence
  • digital identity
Knowledge:
Students know:
  • that people are often judged on behavior, both offline and online.
Skills:
Students are able to:
  • identify postings that may be unbecoming to self or others.
Understanding:
Students understand that:
  • consequences exist for every choice one makes
  • good and bad.
  • some choices can have lasting impacts.
Learning Objectives:

I can:

  • identify, describe, and discuss key leaders of the modern Civil Rights Movement and discuss their impact on the world.

  • distinguish the difference between true and positive information versus false and negative information about historical figures.

  • find and cite evidence of modern figures that have been negatively impacted by data permanence.

  Strategies, Preparations and Variations  
Phase:
During/Explore/Explain
Activity:

  1. Students will open the Facebook Template. The template can be downloaded to work with PowerPoint, Slides or DocHub.

  2. Students will open the template with Google Slides. The template has 4 slides that contain information. The teacher may use or delete the slides. (*See Ex 1.1)

*Ex 1.1

 

3. Have students work in pairs to create a Fake Facebook account using the template.

The Facebook Template is easy to change. Students will click on the text boxes to enter their text. Pictures on the template can be deleted and new pictures added. 

To add pictures in Google Slides. Students will click “Insert”; click “images”; choose an image source.

Students should share the Google Slide with their partner if students are 1:1. (If your students have access to Google for Education tools, allow them to share their Facebook pages by clicking “Share”; Click “Get Shareable Link”; Choose an option that will allow others to edit.)

4. Students will choose a modern civil rights leader and include information on their “page” that is both true and false, positive and negative.

Potential names might include but are not limited to:

I suggest providing students with a digital copy of the listed leaders via Google Classroom. The names listed above are hyperlinks which makes it easy for students to find valid information quickly. Some of the links are videos. You can remove or change the hyperlinks.

5. Students’ true information about their chosen leader should include basic facts as well as major contributions each person made during the Civil Rights movement.

6. Encourage students to make up rumors to add to the “Facebook Page” that will negatively impact the leader’s reputation.

*Explain appropriate rumors students may use (discourage any sexual rumors).

7. After the activity, students will share their Facebook accounts with their classmates and try to identify false and negative information on the post. (If your students have access to Google for Education tools, allow them to share their Facebook pages by clicking “Share”; Click “Get Shareable Link”; Choose Option and Share Link.)

8. Ask students the following questions whole class or in small group discussions:

  • If ____________________ saw your fake Facebook page, how do you think they would feel? (choose any of the Civil Rights Leaders)

  • How would the post-impact their political, civil rights work and personal lives?

  • Have you ever read something that wasn’t true about yourself or someone you know? How did it make you feel?

    • Why is it important not to create fake accounts or post negative information about others?

      9. Tell students that you’re going to delete the fake Facebook Pages before they go viral--BUT you realize someone did a screenshot of the page before you could take it down. It has several comments, especially from family members. Ask students how does this make them feel?

Assessment Strategies:

  • Check students’ Facebook pages and see if they have sufficient information about a Civil Rights leader that had a major impact on the world.
  • Provide them with feedback and allow them to make corrections if time permits.
  • The exit question can be a Google Form or a quick write on an index card.
  • Exit Question: What is data permanence? Give an example of how data permanence can affect someone’s professional and digital identity.

Advanced Preparation:

  1. Have a discussion about data permanence.

  2. Post link to Facebook Sample for students to have quick access (I suggest Google Classroom). Students might have to make a “copy” before editing. *Students may use other tech tools such as PowerPoint. 

  1. Post or distribute a list of leaders students may use for the assignment. The names listed below have hyperlinks. Feel free to edit the list if necessary.

    1. Fred Shuttlesworth

    2. Rosa Parks

    3. Martin Luther King Jr.

    4. Michelle and Barack Obama

    5. Cornel West

    6. Jesse Jackson

  2. Give students time to create the Fakebook Profile. This will be a great time for the teacher to circulate around the room and help pairs of students with their profile.

  3. Provide students with access to the exit question. Students may answer on index cards, Google Forms, or orally. You could also use Google Classroom’s discussion feature.

Variation Tips (optional):

As an extension have students research a current public figure whose career has been affected because of digital permanence. Allow students to share their research in the following format:

Who?

What?

When?

Why?

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: civil rights, culture, data permanence, Martin Luther King Jr, Rosa Parks