Standards in this Framework
| Standard | Description |
|---|---|
| A.1.A.1 | Introduce all instructors and review respectful discussion and technology use expectations. |
| A.1.A.2 | Discuss the purpose of the lesson—to help students develop safe, healthy, and responsible habits when using social media and the internet. |
| A.1.B.1 | Define “social media” and “internet.” |
| A.1.B.2 | Discuss the importance of balance between online and offline activities, such as sleep, exercise, and in-person interactions. |
| A.1.B.3 | Introduce the concept of “digital free zones” and healthy screen-time limits. |
| A.1.B.4 | Encourage reflection on how social media affects emotions, focus, and relationships. |
| A.2.A.1 | Explain how digital platforms are designed to capture attention through likes, followers, and notifications. |
| A.2.A.2 | Discuss how overuse can lead to stress, anxiety, comparison, and reduced self-esteem. |
| A.2.A.3 | Describe how dopamine and “reward loops” influence behavior online. |
| A.3.A.1 | Review best practices for maintaining privacy, including strong passwords and two-factor authentication. |
| A.3.A.2 | Discuss the risks of sharing personal details, locations, or private images online. |
| A.3.A.3 | Explain that once information is shared online, it can remain permanently accessible, even if deleted. |
| A.3.A.4 | Review how posts, comments, and images can impact future opportunities. |
| A.4.A.1 | Explain how algorithms determine what users see and how engagement keeps users scrolling. |
| A.4.A.2 | Discuss persuasive design features (likes, shares, streaks) and how they impact self-worth or time spent online. |
| A.4.A.3 | Encourage critical thinking about targeted ads, influencer marketing, and echo chambers. |
| A.5.A.1 | Explain how our digital footprint impacts all materials shared or created online. |
| A.5.A.2 | Discuss how information can be retained in private chats and messages. |
| A.5.A.3 | Encourage discussion about the likelihood and consequences of old information resurfacing. |
| A.6.A.1 | Discuss steps for protecting personal data and managing privacy settings. |
| A.6.A.2 | Review how to identify and avoid suspicious links, phishing, and scams. |
| A.6.B.1 | Explain what information should never be shared publicly (addresses, passwords, school details). |
| A.6.B.2 | Reinforce the concept of “Think Before You Share.” |
| A.6.C.1 | Define cyberbullying and review its emotional and legal consequences. |
| A.6.C.2 | Discuss warning signs of predatory contact and human trafficking (unsolicited messages, secrecy requests, false promises). |
| A.6.C.3 | Encourage students to protect themselves and their peers through vigilance and reporting. |
| A.6.D.1 | Review district and school reporting procedures for cyberbullying, harassment, and suspicious online activity. |
| A.6.D.2 | Emphasize trusted adults (parents, teachers, school counselors, SROs) as primary supports. |
| A.7.A.1 | Explain how AI and algorithms shape what users see. |
| A.7.A.2 | Discuss the risks of misinformation and “deepfake” content. |
| A.7.A.3 | Teach students to evaluate information by asking: Who created this content? Why was it made? Is it accurate and reliable? |
| B.1.1 | Explain how social media can support career exploration and academic development. |
| B.1.2 | Demonstrate how students can highlight academic or extracurricular achievements, research colleges, scholarships, or military opportunities, and connect with mentors or professionals in fields of interest. |
| B.2.1 | Discuss how social media helps maintain supportive relationships and family connections. |
| B.2.2 | Encourage healthy digital communication and setting personal boundaries. |
| B.3.1 | Explore how to participate safely in online communities related to hobbies or goals. |
| B.3.2 | Discuss how to verify group legitimacy and recognize red flags. |
| B.3.3 | Reinforce protecting personal information and avoiding risky interactions. |
