The below exercises are designed to reinforce the Digital Citizenship learning objectives of the Digital Dilemma School Assembly Program.

Video:  18 min  /  Exercise: 15 min

Dimensions of Personality Type

"She's not a jerk, and you're not fragile!" 

Much of the pain and unpleasantness of online discourse isn't actually caused by misbehavior, cruelty or anti-social expression. It is merely a consequence of psychological diversity. This exercise uses an MBTI device to highlight the stark contrast between personality types. It encourages students to mitigate online conflict through understanding, empathy and tolerance.

Instruction Methods:                                                               Group Video

Individual Research Exercise

Group Discussion

Group Exercise...

1. Download and distribute the MBTI Worksheet.

2. Play video or facilitate core content from discussed in video.

3. Have students complete the worksheet.

4. Have students research their personality type and determine if they may be more fact-based or feeling-based.

5. Facilitate a group discussion, allowing students to express the different ways in which they perceive or interact with the world. Reinforce a broad understanding and tolerance for the different psychological dispositions. Resist attempts to impose value statements or virtues on either fact-based or feeling-based personality types. Encourage all students to recognize the potentially "underdeveloped" aspect of their personality and present all observations as opportunities for personal growth.

Download & distribute MBTI Worksheet. Play video. Complete group exercise.

Video:  2 min  /  Exercise:  20 min

Driven to Depression...

When social media becomes self-harm. 

Clinical research continues to expose the diverse, and often devestating, harms of teen social media use. But these findings are no suprise to the average teenager. Sadly, while many teens know whats happening to them, most feel compelled to take part in social media use. This exercise uses a guided group discussion to expose the general concensus amongst teens, that social media use can be harmful to their mental health. Facilitators may use the opportunity to suggest mitigation measures, or to jumpstart a social norms campaign.

Instruction Methods:                                                  Group Primer Video

Facilitated Group Discussion

Intervention Opportunity

Facilitated Group Discussion...

This is the first generation of teens to exist, where the majority of their classmates use social media as their primary method of socialization. Clinicitians are now observing relatively profound defecits in their social competencies and internal coping mechanisms. Facilitators may download and use this Discussion Board to introduce the topic and suggest interventions.

1. Download the Discussion Board.

2. Play the primer video. (Reference: "Childhood 2.0" - Full Documentary available for free on Youtube.)

3. Use the Discussion Board to engage group dialogue and dissection of the topic.

4. Suggest viable and accessible interventions. Offer local resources. Promote a local social norms campaign.

Download the Group Discussion Board. Play the primer video. Facilitate Group discussion / Intervention.

Videos:  6 min  /  Exercise: 20 min

What are you catching online?

Sociogenic illness is a well documented and thoroughly researched phenomenon. Human beings look to each other for cues on how to think, act, believe and behave. Unfortunately, commercial and political influencers now use this dangerous phenomenon to "program" or "deprogram" their audiences online. This exercise aims to highlight the vulnerability that we all face and to suggest ways that individuals may mitigate the harmful influences that pervade the online world.

Instruction Methods:                                                  Group Primer Video

Facilitated Group Discussion

Intervention Opportunity

Group Exercise...

From hair styles, to music choices and even personal passtimes, we are all captivated and controlled by what we see online. In some cases, the things we catch online can be extremily harmful to us, our communities and our future wellbeing. This group discussion aims to expose those harmful influences and suggests ways for students to mitigate the dangers.

1. Download the Discussion Board.

2. Play the primer video.

3. Use the Discussion Board to engage group dialogue and dissection of the topic.

4. Suggest viable and accessible interventions. Offer local resources. Promote a local social norms campaign.

Download the Group Discussion Board. Play the primer video. Conduct the Group Exercise.

Research:  20 min  /  Reflection Question:  15 min

A Diversity of Danger

Not too long ago, crimes against kids were considered relatively rare. Not any more. The online world has resulted in an explosion of life-altering crime and intrusions committed against teens and young kids. From extortion and exploitation, to human trafficking and drug sales, once our kids are connected online, they're connected to danger.  Oftentimes, the fallout of online crime creates a lifetime impression that can never be forgotten or undone. This lesson aims to increase awareness of the most common online crimes committed against kids and teens. 

Instruction Methods:                                                Group Primer Videos

Facilitated Group Discussion

Intervention Opportunity

Group Exercise...

Take the opportunity the ask students how many of them have been contacted by a complete stranger online?

How many of them suspect that one or more of their "friends or followers" online, may be a fake person that simply wants a window into their world?

How many of them would feel vulnerable if their chromebook or cellphone camera could be remotely activated by someone without their knowledge?

Use the primer videos, and these questions, to promote a group discussion. Highlight the grave consequences of online crime, the indescriminate sharing of personal information and the vulnerability of one's personal reputation given the viral nature of posting online.


Introduce the topic. Play primer videos. Facilitate Group Exercise.

Video:  20 min  /  Exercise: 10 min

Taking Control

Cell phones have correctly been refered to as Distraction Devices. The cellphone companies use the phones to compel a person's attention. They then sell that attention to the apps, marketers, influencers and others - who use the opportunity to shape our thoughts and lives. This monetized distraction has been scientifically proven to negatively affect the cognition and mental performance of persons who have a cell phone with them. In order to take back some of the control, it is important to lock down certain key settings on any digital device that you are using. These videos will explain how. 

Group Exercise...

Give students an opportunity to familiarize themselves with phone settings. Allow them to assist one another and engage in the process of setting limits. 

Discussion opportunities could highlight the need for phone users to check their phones only when THEY decide that it is appropriate and timely for them to do so. With the exception of important family alerts, the phone should not be permitted to interrupt a persons attention. 

A second consideration may be what constitutes a "reasonable" limit for downtime. Experts regularly suggest no more than 2 hours of daily screentime for teens. One method of guiding this discussion is to start with the time a student wakes up in the morning. Then block off 9 hours of recommended sleep time in order to decide what time the phone should shut off at night. Then block out time for required activities (sports, chores, homework, dinner, exercise, shower etc.) and whatever is left over may be allowed for screentime.

Unregulated and discretionary use of screentime will become compulsive, habitual and disruptive to other activites.

Introduce the lesson. Play the primer videos. Facilitate Group Exercise / Intervention.