Using
the Internet Safely
Noah and Saskia |
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Lesson Plan Young people’s use of the Internet Set in both the UK and Australia, the Internet is central to the action that unfolds during this cutting edge series. Noah and Saskia is a contemporary drama story set in the everyday world of online chat spaces familiar to many teenagers throughout the world today. Like many films and television programs for young people, Noah and Saskia is a series that allows viewers to engage with a fantasy world tinged with enough reality to enable them to suspend disbelief, and explore their own thoughts feelings and identity. The unique virtual setting underpinning Noah and Saskia gives characters opportunities to express themselves in multiple ways. The Internet is now considered by many to be an essential communication and research tool. This is particularly true for young people and Noah and Saskia reflects the zeal with which they embrace online communication using an increasing array of tools including the Internet, mobile phones, instant messages, chat rooms, web cams, and MP3 technology to socialise, download music and create animations, photo albums, movies and other stories in all manner of forms. Some people are concerned that Noah and Saskia will encourage young people to engage in unsafe Internet behaviour. However throughout the series the stories highlight the need for guidelines when using the Internet and actively promote Internet safety and responsible use. One of the key themes throughout the series is the notion that you don’t really know who you’re talking with when you’re on the net. Issues raised by this anonymity are explored as characters deal with adolescent issues such as friendship and other relationships, ‘virtual’ vs ‘real-time’ friends, identity, feelings and honesty. Young people and the Internet Access and risks Risks Ongoing and open discussions about Internet use at home, at school and with other carers will encourage young people to be mindful of what is acceptable and help them to develop responsibility for monitoring their own activities. One problem associated with use of the Internet by young people is the ease with which adults can pose as children. In general this is because of the opportunities for anonymous communication provided by the Internet. Provide examples to young people to show that this is a possibility and help them to understand that they often have no real way of knowing for sure who might be writing the words they receive when ‘chatting’ or communicating with others. Assist them to realize that often they have no way of verifying whether information communicated or passed on via the Internet is true. Safeguards Make a list together of the type of information that should never give
out unless a person is known or you are sure the person can be trusted,
for example, Encourage young people who are using Internet chat rooms or other public services to use a pseudonym rather than real names. Encourage the use of real names only when communicating between known and trusted friends. Chat rooms that are moderated help to ensure that the standards of the provider of the service are not breached. However it is essential to help young people to ‘moderate’ their own interactions since most chat rooms are not moderated. Another reason to encourage young people to safeguard their privacy is because it’s easy to be ‘tricked’ into providing information that allows others to send virus or spyware to your computer. Explain to young people that they need to be wary when visiting web-sites not to download things Locating computers with internet access in a public space within your
home makes it easier to supervise. It is also sensible to investigate
the type of services offered by Internet Service providers (ISP) to select
one that is appropriate. Find out what types of filters the ISP offers.
You might also find out about software that can be purchased for your
computer that helps to screen out or block some undesirable or objectionable
material. Teach young people not to respond to materials or messages that make
them feel uncomfortable, or that are rude, obscene or threatening. Explain
the need for them to tell you or another trusted adult if this happens.
If it happens, provide your Internet Service Provider with details and
ask them to take appropriate action. You might also phone the NetAlert
helpline for free 1800 880 176. Visit The Australian Internet Safety Advisory panel web-site for practical
advice on Internet safety and for comprehensive advice about the differing
needs for supervision and guidelines for Internet use according to the
age of young people. References When using the Internet: I will agree with my parents, teachers or carers about when I can go online, how often and for how long. I will only visit web-sites or use the Internet in ways that I know my parents would approve. I will not give out personal information (such as my last name, home address, email address, telephone number, parents' names or other information, or the name or location of my school) without permission from my parents, teachers or carers. I will not send my photo or descriptions of myself, family members or friends, to anyone without the permission of my parents, teachers or carers. I will not respond to anything that makes me feel uncomfortable; or that is rude, obscene, offensive or threatening. I will tell my parents, teachers or carers immediately if I read or see
anything that makes me feel uncomfortable; or that is rude, obscene, offensive
or threatening. Identity, friendship and the Internet Ask each individual to write a pen portrait (a short paragraph describing
the specific qualities of a person) of someone who is a special friend.
Brainstorm some ideas to help students, for example, Share pen portraits in small groups, then in the same groups write a
recipe for friendship. Fourteen-year-old Saskia (alias Indy) goes online in Australia to seek out the person who stole her music to give him a piece of her mind! Instead, she meets Noah, alias Max Hammer, who lives on the other side of the world. Max is a handsome, smart and sensitive guy or is he? And who is Indy? In a virtual world, it's so easy to be whoever you want to be! Noah and Saskia follows the journey of self-revelation for the two main characters. In the beginning they each develop a persona through their avatar that they are able to hide behind. If students have not viewed the Noah and Saskia series view the trailer
and discuss the following questions: “The central idea sounds simple, but as the concept developed,
we also started to explore the notion of self-revelation. Could our two
characters become such good friends precisely because they would never
actually have to meet in person? Would they hide behind the idealized
selves they’d created on the Internet, or gradually come to trust
each other even more because they felt safe from the usual peer group
pressures and scrutiny?” Have each group listen and respond to the ideas of each group. Broaden the discussion by asking students: What risks Internet ‘friendships’ might pose? How can you protect yourself from any potential harm posed by Internet ‘friendships’? Chatting—virtual vs real time chats Discuss the similarities and differences between having a telephone conversation with someone, talking face-to-face and having a conversation with someone using the Internet? Using worksheet 9 ‘Chatting—face-to-face and via the Internet’ record ideas with a partner. Have students work with the same partner to list the advantages of using
the Internet: Have students work with the same partner to list potential problems that may arise through Internet friendships, chat room conversations or through visiting unsuitable web-sites. View episode 12. Ask students to notice what problems occur because Clive, Phil and Eddie each assume the identity of Max when they log on to the Internet and ‘chat’ with Saskia. Pairs of students can complete and share worksheet 10 ‘Will the real Saskia please stand up?’. Ask students to work again with their partner to add any new ideas to their Internet problems list. Challenge them to think of some solutions or guidelines that would help to prevent such problems and to report their findings to the class. As a class discuss the need for guidelines to protect privacy and safety when using the Internet. Provide examples for young people to help them realize that is important not to give out personal or identifying information to someone you only know via the Internet. Explain that some adults may use this type of information to find a way to locate you so they can meet you face-to-face. Make a list of the type of information that should never be given out
unless you know a person and know he or she is a person who can be trusted,
for example, Encourage young people who are using Internet chat rooms or other public services to use a pseudonym rather than real names. Encourage the use of real names only when communicating between known and trusted friends. Discuss the need for wise use of the Internet. Work together as a class to read and discuss the school Internet policy. Use the policy to develop Internet Safety Guidelines for the class. References
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