THE SOCIAL DILEMMA A Unit Plan for English 12 Riley Jones Riley.jones1@msvu.ca EDUC 5345 – Unit Plan: The Social Dilemma Dr. Katherine Bowlby Submitted by Riley Jones November 18, 2020 UNIT PLAN: THE SOCIAL DILEMMA OVERVIEW Media literacy is a cornerstone of the Nova Scotia English curriculum and an essential skill for students to develop in the 21st century. Young people today are exposed to more media in their daily lives than any previous generation. Over 70% of Canadian teenagers use social media multiple times every day. During the last ten years, these social media platforms have become increasingly sophisticated, targeting users with highly personalized content and experienced by harvesting staggering amounts of data and metadata. At the same time, media literacy education has stagnated. Educators are struggling to keep up with the changing technology and media landscape. Much of the available literature on media literacy, while still somewhat relevant, does not sufficiently deal with the realities of the modern integrated media landscape. The purpose of this unit plan is to introduce students to the unique challenges of media literacy in the age of smartphones through the wildly popular documentary, The Social Dilemma. Using an interdisciplinary approach, students will develop critical thinking skills, learn about media literacy, and engage directly with those platforms which are most relevant to their lives. Over the course of the unit, students will develop their knowledge and confidence as social media experts, culminating in a final, solutions-oriented project. SCHEDULE LESSON 1. INTRODUCTION : MEDIA CONVERGENCE 2. PROJECT: PERSONAL SOCIAL MEDIA U SE 3. CRITICAL MEDIA LITERACY PART I: ASKING THE RIGHT GUIDING QUESTIONS DESCRIPTION How did we get here? Social media and smartphones did not just appear in of all our pockets one day, they represent an ongoing process of media convergence, whereby previously separate media space converged into one shared space. Students will research obsolete technology which has been replaced completely or in part by smartphones. What is social media? What makes it different from other mediums? How do we use it, and how does it use us? What social media platforms do students use, and what do they use them for? Students will reflect on their own social media use, responding to writing prompts about how and why they use social media. What is critical media literacy? What is media for? How do we determine if something is reliable or not? Who can we trust online? Students will turn a critical eye to a piece of media of their choosing. Students will answer a series of questions about that media. Students will share their findings in a brief presentation to a small group of their peers. Students will also begin chronicling their own social media experiences using the app Wakelet. QUESTIONS Students will break into small groups where they will discuss different media sources focused on the same current event. 4. CRITICAL MEDIA LITERACY PART II: COMPARING OUR What are the limits of critical media literacy? How can sharing and collaborating contribute to our critical awareness? Groups will compare their findings from Part I with other groups. Together, they will look for similarities and differences in their pieces and attempt to arrive at a more complete picture as a class. Why are experts worried about the effects of social media on our youth and the future of our society? What problems are important to us and our community? Students will watch the documentary, The Social Dilemma. ANSWERS 5. FILM: THE SOCIAL DILEMMA Students will write brief responses to selected quotations from the film. 6. RESEARCH ESSAY: THE EXPERTS Who are the experts in the world of social media? How do experts build credibility? How do experts conduct research? What do experts have to say about social media? Students will choose one of the experts featured in The Social Dilemma (they may also choose another expert with approval) and research them and their work. Students will use this research as the basis for a research essay which explores some of the experts work and key ideas regarding social media. 7. FINAL PROJECT: SOLUTIONS What can we do to respond to The Social Dilemma? What solutions to the problems posed in this unit do we think are most effective? How can we address those problems in our communities IRL and online? Students will develop a project which addresses one of the issues related to social media which they have explored through this unit. Students will be asked to share their ideas with the class and may choose to share it online via social media. LESSON PLANS PROJECT: PERSONAL SOCIAL MEDIA USE OVERVIEW In this lesson students will reflect on their own social media use and their feelings about social media. This will be an opportunity for students to share their feelings and personal experiences in a non-judgmental environment. Students will provide short answers to thought-provoking questions about their own experiences. This lesson is intended to disarm students, to get them to open up about their own social media use and help them realize that they are experts in their own right. This is meant to be a non-judgemental formative assessment, an opportunity to find out how your students interact with social media, and how much prior knowledge they have about the subject. After completing these questions, students will be asked to track and catalogue some of their social media use over the course of the unit. Using the application Wakelet, students can save content from different platforms in one place and share it with others. LEARNING TARGETS 2.4 reflect critically on and evaluate their own and others’ uses of language in a range of contexts, recognizing elements of verbal and nonverbal messages that produce powerful communication 4.3 articulate their understanding of ways in which information texts are constructed for particular purposes 7.1 critically evaluate the information they access BRIDGE IN Start a discussion about personal social media use. Ask students about their feelings and opinions about social media and what apps they use regularly. This lesson is all about establishing comfort and trust, so be open and honest about your own social media use. It’s important to establish that this is a non-judgmental space for students to share. PROCESS Questionnaire – This is an independent, in-class assignment meant for formative assessment. You can print out a questionnaire, write questions on the board one at a time, or even put together a Kahoot. Generate questions about social media which students can answer individually. Start simple with yes or no questions and build towards short and personal answers. Ask students to generate their own questions to ask the class. Potential questions could include: o What social media platforms do you enjoy using? o How often do you use social media? o How does social media make your life better? o Can you recall a time when you saw something that made you angry or upset on social media? What was it? o Do you feel like you spend too much time online? o Have you ever fought with someone on or about social media? o Have you ever shared anything online that a lot of people liked? INDEPENDENT WORK Wakelet Journal– This is an independent project which can be completed in or out of class. It is intended to be simple and fun to complete. It is an opportunity for students to express their interests and for the teacher to learn more about what students are consuming online. Students will compile a social media journal using the app Waklet. If you prefer, you may choose another means for students to compile their content. Over the course of the unit students will save a small number of social media posts from whatever platforms they use. These can be videos, songs, articles, memes, photos, anything. It is important that these posts are spaced out over the course of the unit. Teachers should discuss with students how many entries would be appropriate. Students will respond to three of their posts with a brief reflective paragraph. If you have students who do not use social media they choose to respond to whatever is most appropriate for them (newspaper articles, a piece of art they observed, a family photo, etc.) Teachers may collect these journals at the end of the unit or on an ongoing basis as a way to stay in touch with what their students are consuming online. WRAP UP Make sure students understand this journal is not meant to be a ton of work. Students should not be going on social media in order to find content for their journals but using their journals as a means to mindfully reflect on their normal social media use. FILM: THE SOCIAL DILEMMA OVERVIEW Students will view the Netflix documentary The Social Dilemma in class and respond to some of the key ideas in the film. During the film, students will generate questions which they can use in a Socratic Circle. At the end of the film they will compile their questions and use them to discuss the film in groups. LEARNING TARGETS 1.2 ask discriminating questions to acquire, interpret, analyze, and evaluate ideas and information 1.4 listen critically to analyze and evaluate concepts, ideas, and information 3.3 address the demands of a variety of speaking situations, making critical language choices, especially of tone and style − express individual voice, enabling them to remain engaged, but be able to determine whether they will express themselves or remain silent BRIDGE IN This lesson will follow two lessons on critical media literacy so it will be important to tie into the ideas you explored there. Ask students to reiterate some of what they learned in those critical media literacy lessons, they may have already landed on some of the ideas that are present in the film. It is important that students see the connection between CML and the film; there are limits to what we, as individuals can do to engage critically with media. PROCESS Introduce the film, explain the basic premise and assess prior knowledge. Inform students they will be responsible for compiling ~10 questions which they can use for Socratic Circles at the end of the film. You may want to provide a simple visual organizer. You may choose to structure these discussions in various ways depending on the comfort level of the students. After the viewing, give students time to complete their questions and submit them. This is an opportunity to assess their knowledge and give feedback on their questions. Break students into smaller groups for discussions. Each student should contribute both questions and responses. WRAP UP Ask students to reflect on the film, you may want to allow for an informal class discussion if time allows. Ask students to begin thinking about what issues/topics stood out for them and to begin thinking about what they want to focus on in their final projects. FINAL PROJECT: FINDING SOLUTIONS OVERVIEW This project will ask students to take a solutions-based approach to the issues they have explored thus far in the class. Students will be offered a great deal of freedom and flexibility to approach this project as they see fit, while also being given scaffolding and guidance along the way. This project will ultimately be presented to the class, and should therefore have some sort of visual element to accompany it. LEARNING TARGETS 4.1 select texts to support their learning needs and range of special interests 5.1 access, select, and research, in systematic ways, specific information to meet personal and individual learning needs − use the electronic network and other sources of information, in ways characterized by complexity of purpose, procedure, or subject matter − evaluate their research processes 9.1 produce writing and other forms of representation characterized by increasing complexity of thought, structure, and conventions 10.4 demonstrate a commitment to the skilful crafting of a range of writing and other representations BRIDGE IN At this point students have spent a great deal of time thinking about social media, it’s pros and cons and some of the most important contemporary issues surrounding its platforms. Remind students that they are experts in their own right, that they have a strong base of knowledge to help identify and solve the social dilemma. PROCESS Students will receive a handout outlining the project, their options and expectations, and a rubric which will be used for assessment of the final product. Students will brainstorm ideas for their project, first by identifying an issue which is personally significant, and then exploring possible solutions. Students will submit a project proposal. The proposal should identify the issue they are focusing on, their proposed solution, as well as resources which they will need to complete the project. This project will require a visual element of some sort. Students will have time in class to work on their projects, but they may require time outside of class and access to special resources. Students will present their projects to their peers. WRAP UP Students should be encouraged to take action to realize their project if it is feasible. They may choose to share it online via social media. FINAL PROJECT OUTLINE: FINDING SOLUTIONS TO THE SOCIAL DILEMMA 1. For this project, you will identify an issue related to social media which you can help address in your community or online. Drawing from your experience and expertise, you will submit a proposal for your project, and prepare a presentation for the class which outlines your plan for addressing one of the following issues and/or topics: Social media addiction Mental health problems linked to social media use “Siloing” and/or political polarization Online radicalization Data harvesting and/or targeted content Manipulative Practices Machine Learning Algorithms Content Creators Misinformation The democratic process Other topics related to social media (will require approval) 2. When you have chosen a topic, you will brainstorm possible solutions. A good solution will be realistic and actionable, think big but act small. You may believe that outlawing social media in Canada would solve your problem, but is that a realistic solution? 3. This project can take many forms, but it should include a strong visual element. Remember, you will present your plan to the class. Some formats which would work well for this project include but are not limited to: Build a website to educate others Plan a community event Record your own TED Talk Start a letter writing campaign Plan an art installation or write a song Make a video or animation Write a short story, picture book, or graphic novella Design an app or alternative social media platform Create a group or organization Conduct an interview 4. You will use this sheet to submit a project proposal. In a short paragraph describe your project, the issue(s) it is meant to address, research you plan to conduct, materials or resources you will need access to, and the format of your presentation. Include a working title that sums up your project. Remember, it is okay if your project changes in focus or form throughout this process, developing your ideas further should be part of the process. Flexible is good! Just ensure you seek approval for any substantial changes. PROJECT PROPOSAL TITLE: _________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ FEEDBACK ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 5. Include a bibliography of any resources which you used for this project, following necessary citation guidlines. You can use resources from your research essay, your social media journal, or any other project you’ve completed in this or other classes! 6. You will present your project to your peers. There is some flexibility for presentations, for instance, a video may be submitted in place of a live presentation, or you may be able to present to the teacher or a small group of your peers if such an accommodation is necessary. Just ask, we will work something out! 7. If you are excited about your project and interested in following through with your plan in a way that goes above and beyond the expectations of this project, please consult. Bonus points will not be awarded for this project, but we may be able to credit your work in other ways. FINAL PROJECT RUBRIC Name: _________________ OUTCOMES 4 3 2 1 PROPOSAL Proposal is clear, and well developed. Proposal is clear and developed. Proposal is somewhat unclear or undeveloped. Proposal is unclear and undeveloped. Proposal has a clear focus, while also allowing for flexibility. Proposal has focus, and has allowed for some flexibility. Proposal lacks focus, and/or is too rigid. Proposal lacks focus, and or/is too rigid. All necessary components are present, including materials and necessary research. Most necessary components are present. Some necessary components are present. Few or no necessary components are present. COMPREHENSION Project reflects a deep and nuanced understanding of a key issue(s) related to social media. Project reflects an understanding of a key issue(s) related to social media. Project reflects an incomplete understanding of a key issue(s) related to social media. Project reflects a lack of understanding of a key issue(s) related to social media. SOLUTION Proposed solution is highly inventive, effective, and actionable. Proposed solution is inventive, effective, and actionable. Proposed solution is somewhat inventive, effective, and actionable. Proposed solution is not inventive, effective, or actionable. RESEARCH At least __# of works cited. At least __# of works cited. At least __# of works cited. Few or no works cited. Research is relevant and enhances the project. Research is mostly relevant and supports the project. Research is somewhat relevant to the project. Research is irrelevant to the project or incomplete. Citations adheres to some formatting guidelines. Citations does not adhere to formatting guidelines. Presentation is somewhat visually appealing. Presentation lacks a visual element. Citations adhere to all formatting guidelines. PRESENTATION Citations adheres to most formatting guidelines. Presentation is creative, and visually appealing. Presentation is visually appealing. Student displays confident presentation skills. Student displays competent presentation skills. Student displays some presentation skills. Students presentation skills need some improvement. Presentation is highly enthusiastic and engaging. Presentation is enthusiastic and engaging. Presentation is somewhat engaging. Presentation is unengaging. COMMENTS: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________