1
2
3
4
5
6
Next
Digital Drama is a new age phrase that refers
to forms of abuse and violence among
teens in the technology world.
Sometimes it can start with comments
online or gossip, but it can escalate
quickly.
When does inappropriate online behavior
cross the line to cyberbullying, and what
can you do about it?
In this SlamDunk lesson you will examine the
research resources within to be able to
answer the question:
Select the image above to watch a video from Common
Sense Media about Digital Drama, how it affects girls and
boys, and why it can be so damaging.
1
As you explore these resources, think about how Digital Drama may
affect your online life.
Think about feeling empathy towards victims of Digital Drama and
cyberbullying.
Think about the different ways people cyberbully.
For example: harassing, deceiving/impersonation, flaming, and hate
speech.
Digital Drama
 Digital Drama: How teens help each other navigate online stress and
abuse- from Usable Knowledge/ Harvard Edu
 Moving Past Digital Drama: from Half Of Us/ MTV U
 How to Deal With Digital Drama: teen vogue
 Cyberbullying-Stop Bullying.gov: A U.S. government cyberbullying
(stopbullying.gov)
 Bystanders become Upstanders: Learn what it means to be an
upstander. (From Stomp Out Bullying)
 When Bullying becomes a Crime: Did you know that bullying can
become a crime? (from Stomp Out Bullying)
 Cyberbullying Glossary: A list of terms related to cyberbullying. (from
cyberbullying.org)
2
3
4
5
6
Next
View the BrainPOP video above to
review the basics of cyberbullying.
1
2
3
4
5
6
Next
Use the resources on slide 2 to gather notes
about Digital Drama.
 What is Digital Drama?
How can you avoid getting sucked in to Digital
Drama?
How can Digital Drama quickly escalate into
something more serious like cyberbullying?
 What is the difference between being an
upstander and a bystander?
If you are being cyberbullied, what should you
do? What actions should you take?
Use this notes taking organizer to collect
information on the questions above.
Click the image above to watch a video called
“Emma’s Story” from Common Sense Media.
Video Source: Common Sense Media
1
2
3
4
5
6
Next
PSAs, public service announcements, are messages in
the public interest that are meant to help raise
awareness or change attitudes about a particular
social issue. These campaigns, popular since World
War II, tend to be short, multimedia messages.
Work individually or in a small group to create a PSA
about digital drama or about the importance of
being an upstander and not a bystander to
cyberbullying.
You can use an audio recording, a slide presentation,
music, video, or a combination of these to create and
communicate your powerful message to others.
Here are some tools you may consider using to create
your PSA: PowerPoint, Animoto, Audacity, Digital
camera or FlipCam, or another presentation tool of
your choice.
Use this PSA Rubric to help guide your creative process.
Select the box above to watch this PSA about
cyberbullying from the FBI. (May be blocked
as a YouTube video)
Video Source: FBI.gov
1
2
3
4
5
6
Next
Select the image at the left to
take an interactive cyberbullying
quiz from the Carnegie Mellon
Cyber Academy.
Cyberbully 411: A website aimed at providing help
for teens about cyberbullying. This site offers
ways to help teens experiencing cyberbullying and
the effects of cyberbullying.
Select the image above for an interactive
story about Digital Drama &
Cyberbullying. Image Source: NSteens
1
Middle School: Grade 6-8
Maryland State Curriculum
The Impacts of Technology: Students will develop abilities to assess the impacts of
technology. Indicator Statement: Develop an understanding of the cultural, social,
economic, and political effects of technology. (ITEA, STL 4)
Common Core State Standards
grade 6: RI.4, RI.7, RI.10, W.4, W.7, W.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.4, SL.6, L.6
grade 7: RI.4, RI.7, RI.10, W.4, W.7, W.10, SL.1a, SL.1b, SL.1c, SL.4, SL.6, L.6
grade 8: RI.4, RI.7, RI.10, W.4, W.7, W.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.4, SL.6, L.6
Standards for the 21st Century Learner
1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual,
media, digital) in order to make inferences and gather meaning.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular
areas, real-world situations, and further investigations.
ISTE Standards for Students
2a-b, 2d, 3a-d, 4a-d, 5a-d, 6a-b, 6d
2
3
4
5
6
Time Frame:

1 hour for research

1 hour to create research product (PSA)
Differentiation strategies for this lesson:

Direct students to use learning tools included in our BCPSlicensed databases, such as: audio read-aloud, labeled reading
levels/Lexiles, and embedded dictionaries.
Notes to the teacher:

Collaborate with your school library media specialist to
implement this lesson and to assist with having students use content
creation tools associated with this lesson.

Students may complete this lesson independently from school or
home
•
Lesson content used or adapted from the Common Sense Media
lessons Digital Drama and Cyberbullying: Crossing the Line, and
Cyberbullying: Be Upstanding . Please review these lessons before
implementing the SlamDunk research model to gain a broader scope
of the lesson content.
Last updated: July 2015
Created by Anna Conner, Library Media Specialist
BCPS Slam Dunk Research Model, Copyright 2013, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only.
All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.