Students investigate legal trends related to the Internet including cyber bullying, intellectual property, online grooming and malicious code. They identify a problem related to safety and ethical use of the Internet and examine the laws that relate the problem. They then write a letter to Congress to influence policy.

Students investigate legal trends related to the Internet including cyber bullying, intellectual property, online grooming and malicious code. They identify a problem related to safety and ethical use of the Internet and examine the laws that relate the problem. They then write a letter to Congress to influence policy.

Students investigate legal trends related to the Internet including cyber bullying, intellectual property, online grooming and malicious code. They identify a problem related to safety and ethical use of the Internet and examine the laws that relate the problem. They then write a letter to Congress to influence policy.

Students investigate legal trends related to the Internet including cyber bullying, intellectual property, online grooming and malicious code. They identify a problem related to safety and ethical use of the Internet and examine the laws that relate the problem. They then write a letter to Congress to influence policy.

Students investigate legal trends related to the Internet including cyber bullying, intellectual property, online grooming and malicious code. They identify a problem related to safety and ethical use of the Internet and examine the laws that relate the problem. They then write a letter to Congress to influence policy.

Students investigate legal trends related to the Internet including cyber bullying, intellectual property, online grooming and malicious code. They identify a problem related to safety and ethical use of the Internet and examine the laws that relate the problem. They then write a letter to Congress to influence policy.

Students investigate legal trends related to the Internet including cyber bullying, intellectual property, online grooming and malicious code. They identify a problem related to safety and ethical use of the Internet and examine the laws that relate the problem. They then write a letter to Congress to influence policy.

Students investigate legal trends related to the Internet including cyber bullying, intellectual property, online grooming and malicious code. They identify a problem related to safety and ethical use of the Internet and examine the laws that relate the problem. They then write a letter to Congress to influence policy.

Students identify the characteristics of an effective Acceptable Use Policy (AUP). They then evaluate their school AUP and recommend ways to make the AUP more effective.

Download and complete this Personal Release Form for all media-based projects depicting personal likeness of individuals. Submit completed forms when sharing multimedia content with i-SAFE for educational purposes.

Prepare students to make a positive influence on the world with iDrive. iDrive is the Youth Outreach and Empowerment program of i-SAFE. Student-driven projects promote digital citizenship by empowering students to purposefully engage online and to deeply contribute to their communities.

Students examine and discuss the risks involved with forming relationships with others online. They come to understand how certain online relationships can be inappropriate and consider the pitfalls associated with forming online relationships. Students develop strategies to protect themselves from developing harmful relationships. As an Empowerment Activity, students create a short form documentary about online relationships.

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.