The DUCC Curriculum

This introduction section provides useful background information for the educator on the DUCC approach, themes addressed in the lessons, and standards alignments.

Learners will discover how different technologies make them feel and begin to express their emotions and thoughts about using online tools.

Learners will explore their communities and reflect on how each makes them feel, from the classroom to online spaces.

Learners will examine how rules keep them safe at school, at home, and online.

Learners will discover how different technologies make them feel and begin to express their emotions and thoughts about using online tools.

This introduction section provides useful background information for the educator on the DUCC approach, themes addressed in the lessons, and standards alignments.

Learners will explore how online and offline information makes them feel and identify and sort different types of information while reflecting on their emotions and behaviors.

Learners will identify feelings and alternative responses to online scenarios.

Students will learn about confidence and belonging within online and offline communities.

Learners will describe feelings while interacting with AI and recognize how different AI platforms affect them.

This introduction section provides useful background information for the educator on the DUCC approach, themes addressed in the lessons, and standards alignments.

Learners will explore the difference between facts, opinions, and beliefs, and discover how they form and spread.

Learners will examine various points of view and their origins and learn to respect different perspectives encountered in online and offline communities.

Learners explore the responsibilities of creators and consumers in online and offline spaces.

Learners discover how to identify reliable information and determine how reliable information can change over time.

This introduction section provides useful background information for the educator on the DUCC approach, themes addressed in the lessons, and standards alignments.

Learners will examine social media's impact on feelings and actions, learning respectful online interactions.

Learners practice using an action plan to respect different points of view for both online and offline spaces.

Learners will evaluate the reliability of search results and consider word choice when conducting Internet research.

Learners recognize that scientific knowledge can change over time and that the internet can influence our beliefs.

This introduction section provides useful background information for the educator on the DUCC approach, themes addressed in the lessons, and standards alignments.

Learners investigate how keyword searching influences their search results and algorithms, define confirmation bias, and practice evaluating information.

Learners will explore different persuasion tactics and reflect on how they evoke a variety of emotions.

Learners will discuss the role of media in forming perspectives.

Learners will use logical reasoning skills to identify persuasion tactics.

This introduction section provides useful background information for the educator on the DUCC approach, themes addressed in the lessons, and standards alignments.

Learners will define the First Amendment and describe the rights and responsibilities of speaking up online and offline.

Learners will explore satire and consider how it impacts beliefs, perceptions, and belonging.

Learners define algorithms and trace the content that feeds them while identifying and navigating filter bubbles.

Learners will use logical reasoning skills to identify persuasion tactics.