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.
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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.
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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
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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
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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:
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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: _________________________
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FEEDBACK
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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:
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