Social media has transformed the way people communicate, learn, and build relationships, but it has also raised questions about mental health, privacy, misinformation, and digital well-being. As teenagers spend increasing amounts of time online, understanding both the benefits and drawbacks of social media has become an important part of being an informed and responsible digital citizen. In this inquiry, students examine evidence about the impact of social media and develop guidance for how young people can interact with it responsibly.
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About the inquiry
Compelling Question
Is social media good for us?
Standards
D2.Civ.14.9-12. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
Instructional Snapshot
Class begins with students completing a poll that rates their use of social media (time used per day, purpose of use, etc.). Polls can be created via any teacher-chosen method (e.g., Mentimeter, Google Forms, etc.) The teacher then shares the polling data with the class, taking note of trends.
Next, students work as ”experts” to better understand how social media impacts our lives. As they analyze their respective source, students use a T-chart to note the positive and negative impacts of social media on their lives. Next, students team up into mixed groups to form “study” groups and share what they have learned.
Finally, students work in pairs (or as a whole class) to create a PSA for other teens for how they should approach social media (e.g., limiting time scrolling Instagram, choosing not to follow negative content, or being deliberate regarding what they choose to share on social media).
Formative Tasks
COLLABORATE: Complete a poll rating students’ current use of social media.
DELIBERATE: Identify the benefits and drawbacks of social media usage. Share findings in “study” groups.
PRODUCE: Create a PSA for teens on engaging responsibly with social media.
Sources
Source Set: Social Media Use Data
Summative Performance Task
No data found.
Taking Informed Action
No data found.