Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that a digital citizen knows how to evaluate websites for credibility, safety, and appropriateness. They learn how to identify the domain suffix (e.g. .com, .org, .edu, etc.) as a clue to the purpose of a website. They examine a series of websites and use set of criteria to determine whether the website is a reliable, safe and appropriate for children and teens. Students create posters to inform others how to evaluate websites for reliability of information found online.

Students understand that, as digital citizens, they participate in a community of real people in online places. They determine whether the places in physical and online communities are appropriate for 7th graders. They then discuss ways to effectively prevent and handle encounters with inappropriate people and places. Students interview their peers regarding their online experiences. They identify issues and challenges related to digital citizenship. They conduct a poll, analyze statistics and draw conclusions.

Students understand that, as digital citizens, they participate in a community of real people in online places. They determine whether the places in physical and online communities are appropriate for 7th graders. They then discuss ways to effectively prevent and handle encounters with inappropriate people and places. Students interview their peers regarding their online experiences. They identify issues and challenges related to digital citizenship. They conduct a poll, analyze statistics and draw conclusions.

Students understand that, as digital citizens, they participate in a community of real people in online places. They determine whether the places in physical and online communities are appropriate for 7th graders. They then discuss ways to effectively prevent and handle encounters with inappropriate people and places. Students interview their peers regarding their online experiences. They identify issues and challenges related to digital citizenship. They conduct a poll, analyze statistics and draw conclusions.

Students examine legal trends concerning the Internet. They crirically evaluate laws concerning issues such as cyber bullying, identity theft and malicious code. They collaborate in groups to discuss and evaluate the laws and their implications. Students take action by drafting a letter to their Congressional member to affect change and recommend solutions. A template is provided.

Students examine legal trends concerning the Internet. They crirically evaluate laws concerning issues such as cyber bullying, identity theft and malicious code. They collaborate in groups to discuss and evaluate the laws and their implications. Students take action by drafting a letter to their Congressional member to affect change and recommend solutions. A template is provided.

Students examine legal trends concerning the Internet. They crirically evaluate laws concerning issues such as cyber bullying, identity theft and malicious code. They collaborate in groups to discuss and evaluate the laws and their implications. Students take action by drafting a letter to their Congressional member to affect change and recommend solutions. A template is provided.

Students examine legal trends concerning the Internet. They crirically evaluate laws concerning issues such as cyber bullying, identity theft and malicious code. They collaborate in groups to discuss and evaluate the laws and their implications. Students take action by drafting a letter to their Congressional member to affect change and recommend solutions. A template is provided.

Students examine legal trends concerning the Internet. They crirically evaluate laws concerning issues such as cyber bullying, identity theft and malicious code. They collaborate in groups to discuss and evaluate the laws and their implications. Students take action by drafting a letter to their Congressional member to affect change and recommend solutions. A template is provided.

Students examine legal trends concerning the Internet. They crirically evaluate laws concerning issues such as cyber bullying, identity theft and malicious code. They collaborate in groups to discuss and evaluate the laws and their implications. Students take action by drafting a letter to their Congressional member to affect change and recommend solutions. A template is provided.

Students understand that revealing private information online increases the risk of identity theft. They develop an action plan for dealing with identity theft and create informative brochures.

Students understand that revealing private information online increases the risk of identity theft. They develop an action plan for dealing with identity theft and create informative brochures.