Google Internet Keep Safe Workshop 1: Detecting Lies and Staying True Instructor Handbook - Manual (Page 12)

(c) IKSC 2010 Copying allowed for incidental, classroom purposes. 8
Further discussion: If time allows, you can lead a discussion by giving some examples or ask
leading questions:
1. How would you feel if anyone could walk into your house and take whatever they
wanted?
2. Why do we need drivers to obey rules on the road? What might happen if there were
no signals and no signs?
3. Could we play games or sports without rules?
4. Do all rules need to be enforced by someone or would people obey them even
without anyone to enforce them?
5. Who benefits from having rules?
Points for conclusion or further discussion:
1. We need rules to protect us, guide us, define acceptable behavior, etc.
2. Rules limit some freedom of the individual in order to protect other individuals or to
protect the group.
3. There is a difference between rules, laws, guidelines and code of conduct.
4. Discuss with the students the fact that some rules are general and apply to many societies
and communities, offline and online, and some rules are more specific to particular
communities. Give
YouTube as an example for an online community that has its own
rules. Hand out Community Guidelines for YouTube (Student Handouts). If time allows, go
over rules. If not, just mention that the students should familiarize themselves with the
guidelines if they are using
YouTube .
Optional activity (if time allows): Show students the video Playing Safe on YouTube
( www.ikeepsafe.org/youtube ). Let the students know that they are going to play the game
“Who Wants to be a Millionaire” to test their knowledge about the rules of YouTube . Before
you begin, download the PowerPoint file of Who Wants to be a Millionaire. You can also
prepare your own presentation or use the questions in
Who Wants to be a Millionaire in the
Instructor Toolkit. Divide the class into groups of 4-5 students. Each group comes up with
an answer and whoever gets it correct scores points. Alternatively, this game can be played
in the traditional way where one student is the contestant and the class is the audience.
5. Arrange students into groups of 4-5 and hand them the Community Rules activity
sheet (Student Handouts). Each group will represent a different online community. This
community can be a real one or imaginary, big or small. Ask each group to invent a name
that represents their community and its purpose (for example: The Online Society for
Having Fun, The Dog Owners Association, Online Club for Pizza Lovers, Fans of Jonas
Brothers, etc.) and create 6 rules – 3 Do’s and 3 Don’ts that are most important for that
community to function properly. Next to each rule write the purpose that it serves (what
would happen if that rule didn’t exist?). Each group will then choose an ambassador that
will share with the class their community rules and their purpose.
6. As a class, discuss each rule and ask the class to determine whether: 1. Is it also applicable
to other communities? 2. Is it also applicable to offline societies?