Momentum is not only a physical principle; it is a psychological phenomenon. Students learn how the "Big Mo" of the bandwagon effect contributes to the development of fads and manias, and how modern technology and mass media accelerate and intensify the effect. Students develop media literacy and critical thinking skills to analyze trends and determine the extent to which their decisions may be influenced by those who manipulate a few opinion leaders. Note: The literacy activities for the Mechanics unit are based on physical themes that have broad application to our experience in the world concepts of rhythm, balance, spin, gravity, levity, inertia, momentum, friction, stress and tension.

Introduction to the Third Edition.We will keep this brief--the Second Edition has most of the information we'd like to convey about the benefits of using open-source materials. Instructors--please let us know via email if you have any feedback for us, including--most importantly--your own modifications to the materials. Open source is a two-way street! We are happy to provide teaching materials, if there is interest in them. Most of the changes in this edition are in the notes section, although we have added some materials from the first edition that were deleted in the second. As always, feel free to modify, clone, distribute, etc., as you wish.Introduction to the Second Edition.To instructors: Thank you for your interest in this casebook. Please know that you are welcome (even encouraged) to use all of the casebook or just bits and pieces, whatever suits you. You can use the H20 platform to clone the casebook and modify it to your liking. Note that a small number of our links are to items in the private domain (e.g. the Model Penal Code). Our casebook prompts users to sign in via their Santa Clara University account. You may want to replace these prompts with links that will work for your students. Please feel free to contact us with questions, comments, or suggestions for additions.To Students: We developed these materials working closely with our own students, and we believe you will find them every bit as engaging, and a good deal more current, than those you would find in a conventional casebook. We are glad that you do not have to spend 200 dollars plus on a casebook that, by and large, relies on public-domain cases. In our view, the for-profit law school casebook industry amounts to commercial exploitation of students: The cost of casebooks is one of many social and economic justice issues that, inter alia, contributes to a lack of diversity in the legal profession. It is an easy problem to fix. If your other classes have expensive casebooks, you might invite your professors to examine our casebook, and to reach out to us for advice on how to make the change to open-source materials.To Everyone: We believe there's something important about a casebook that is collaborative and open. It is a reminder that the law is a community project; one that is iterative and ongoing, one that must speak across difference. This belief is reflected in our substantive choices. For instance, our study of criminal law includes materials about prison abolition, it features notes that help students "talk back" to cases, and uses cases that offer greater representation than that found in most conventional casebooks. It also embraces the notion that there is no one definitive casebook--no "canon" of criminal law. Casebooks arose at a time when concerns about inclusivity and diversity were largely absent from the academy--not because the world was different, but because the academy was different. We hope that this project helps, in some small way, to contribute to unraveling (or at least questioning) the wisdom of the status quo.Many thanks to our excellent Summer 2021 research assistants, who helped us improve the casebook dramatically: Ryba Bhullar, Tessa Duxbury, Olivia Salguero, and Swathi Sreerangarajan.W. David Ball and Michelle Oberman, Santa Clara, CA, August 2021Introduction to the First EditionThis casebook is the result of a collaboration with a team of 11 law students, who worked with us over the course of the pandemic summer of 2020. Our project aimed to redress some of the shortcomings of conventional casebook approaches to criminal law. Too often, casebooks surface issues of mental health, sex, gender, race and sexual orientation without meaningful context to situate how these issues have been treated by the criminal legal system, how they reflect social norms, how they have changed over time, etc.). Too seldom do casebooks invite a meaningful discussion of the role of race in the criminal legal system. Instead, most are marked by a failure to acknowledge, let alone grapple with ongoing discussions of alternatives to policing, alternatives to criminalization, and critical thinking about why we deal with social problems via the criminal legal system (But see Cynthia Lee and Angela Harris’ excellent Criminal Law text for an exception). Our aim in compiling these materials was not to sanitize criminal law; it is by definition a gritty, challenging subject. Instead, we sought to be thoughtful about when and how we expose students to difficult material, aiming to give them the context and the analytical tools needed to process it. This casebook is the result of a team effort to reconsider and reframe the criminal law cannon (so many casebooks use the same cases, after all).Our working model has been central to our work, rendering this casebook less a “product” than the current version of a collective, collaborative, work-in-progress. “Our” casebook is yours—clone it, revise it, make it truly your own. And let us know how you’ve improved on our work. It is not just law as code, to quote one of our former professors Larry Lessig—it is “casebook as coding project.” The beauty of the open casebook system is that we will continue to edit and revise the materials as we use them this semester. If you would like more information about the casebook or the project, please contact David Ball or Michelle Oberman. One final note: We developed a second casebook, Current Challenges in Criminal Law, which we suggest using as a companion to this casebook. (Although it can be used independently, of course). It features links to audio and video content, keyed to the topics in the criminal law casebook. For example, a collection of podcasts on addiction (as volitional choice, as crime, as public health challenge) accompanies this book’s Actus Reus materials. There are numerous entries on alternatives to incarceration, including excerpts like Chenjerai Kumanyika's amazing interview with Ruth Wilson Gilmore. We pair our weekly classes with small-group discussions based on the supplemental material. These sessions require students to reflect on the points of intersection linking the material covered in our casebook and the chosen issue or problem, as well as to consider the law's role in relation to the issue.*We are deeply indebted to the following individuals, among others, whose work helped constitute the foundation upon which we've built: Joshua Dressler; Stephen Garvey; Cynthia Lee; Angela Harris; Jeannie Suk; Tim Wu; Amna Akbar, Alice Ristroph, Paul Butler, Allegra McLeod, Jocelyn Simonson. Thanks to Karen Tani for telling us about the Open Casebook platform! Thanks to our associate dean and colleague Mike Flynn, who found time for our work amidst the chaos of leading our school through the pandemic chaos. And thanks to our students and co-authors, who are the driving force behind this project: Cydney Chilimidos; Miriam Contreras; Jenai Howard; Christina Iriart; Angela Madrigal; Leah Mesfin; Zachary Nemirovsky; Nicholas Newman; Nathanial Perez; Michael Pons; and Phillip Yin.

This is a second-semester course designed for adult learners Spanish 104. It is an elementary level and follows Spanish  103.

Species extinction is happening at an alarming rate according to scientists. In this lesson, students are asked to consider why extinction is a problem that we should concern us. They are taught that destruction of habitat is the main reason many species are threatened. The lesson explores ways that engineers can help save endangered species.

The original Native American story component lesson was developed as part of an Office of Superintendent of Public Instruction (OSPI) and Washington State Leadership and Assistance for Science Education Reform (LASER) project funded through an EPA Region 10 grant. The stories were told by Roger Fernandes of the Lower Elwha Klallam tribe. Mr. Fernandes has been given permission by the tribes to tell these stories.As these lessons and stories were shared prior to the adoption of the Washington State Science Learning Standards in 2013, there was a need to align these stories with the current science standards. This resource provides a current alignment and possible lesson suggestions on how these stories can be incorporated into the classroom. This alignment work has been funded by the NGSS & Climate Science Proviso of the Washington State Legislature as a part of North Central Educational Service District's award.

French 104 is a second semester college French class.  This chapter will cover sportspassé composé with êtrethe pronoun "y"venir + venir de 

What Are Some of the Best Environmentally Friendly Methods Which Help Preserve Our Environment and Protect From Global Warming?Grade: 5thNames: Stephanie Metzendorf, Karly Berger, Collin Johnson, and Anna KestenOverall Goal: To equip students with tools to make more environmentally conscious decisions.StandardsLearning ObjectiveAssessment5.ESS.3 Investigate ways individual communities within the United States protect the Earth’s resources and environment.To make the students aware of the use of resources in the U.S To build problem solving skills by helping to fix the use of wasted resources. To build researching skills and to be able to recognize credible material. To build collaboration skills by investigating with peers.We will assess the standards by our final assessment which will take the concepts which were learned in class and apply them directly to their lives. They will create a solution to an issue they see in their school. This will provide us with an understanding of what they learned because it allows the students to digest the knowledge, recognize the issue using this knowledge, and come up with an ecofriendly solution which shows how they can fix some of the issues they encounter.  Key Terms & Definitions: Recycle - to treat or process (used or waste materials) so as to make suitable for reuseReduce - To make smallerReuse - To use more than once or againPollution - The presence of harmful chemical in the atmosphereResources- A supply which can be drawn upon to function effectivelyEnvironment- The surrounding in which a person, plant, or animal lives in.Food Chain- A series of organisms depending on the energy from the organism before.Global warming- A gradual increase in the global temperatures attributed to greenhouse gases and pollution.  Lesson Introduction:For our hook, we will use a fun and engaging activity which incorporates the students ability to recognize the importance of the environment and touch on some of their favorite aspects of it. We will have the students make a rap or a song discussing the environment and maybe some ways that they could improve protection for the environment or how they are already doing so. For the teachers sake, I have included an example of what we are looking for. Instructions:Create a song representing a topic of the environment which you think is important. Some of these possible topics could be: Why we need to keep the planet safe . Things you love from the environment. What pollution does to the good things in nature. How you can help the environment.   Lesson Main:Competition for who has the best ecosystemThis section should provide a detailed description of the various activities that will occur throughout the lesson.  Make sure to include timing, formative assessments, and reference all materials that you will be creating and that you have found.  Could have environment machine which shows how the cycle works. Concept Map:This is a concept map which we can use to explain to the kids what the issue is with climate change and often how this climate change occurs. There are several things that humans do to make climate change an issue bigger than it needs to be and this is obvious by the flow of this concept map. From the increase of meat consumption in the U.S, there has been a dramatic increase of meat production which directly puts chemicals into the environment, causing pollution which is a direct factor of climate change. Another fact this concept map shows is that from the burning coal humans do to gain energy, greenhouse gases are directly released causing a greenhouse gas in the atmosphere which causes pollution yet again.  Lesson Ending:For our lesson ending we are going to have a little competition between the students. The students are going to be required to make a model or come up with an idea of what they think the best way to environmentally help the school is. The first thing we will do as the instructor is to randomly break up the classroom into groups of four students. After we have broken up these groups, we will explain the assignment as follows: Now that we have learned about some environmental issues we face and also some solutions that are already in place, we are going to ask you guys to save our school! Is there something you notice around school that could be changed in order to help the environment? This could include turning off the lights in the gym, making a compost for the lunch food, or even implementing a recycling program into each of the classrooms. After we have presented the assignment we will give each of the groups a little time to discuss what they notice around the school. To even further this, we will take the students on a walk around the school with their notebooks to allow them to write down notes about what they notice. After we complete this walk, we will give the students a couple more minutes to reconvene and share what they saw. After the group has decided on a problem, the instructor will create a spreadsheet and allow only two groups to focus on the same issue. For example, this means that only two groups can focus on a solution to the problem of plastic waste from the school.  After this has been recorded, we will distribute the assignment sheet which will be attached below, the students will have approximately 40 minutes to come up with a solution to this issue, create a presentation, and share what they thought of to their peers. They will be graded according to their knowledge, creativity, and the way they present their ideas. To make the incentive a little higher, we are going to have the best idea win and that group will receive a prize for their efforts. This prize will most likely be either a candy bar, a toy, or something else that is small yet exciting for kids this age. As well as the prize, the winning group will be able to present their idea to the principle in hopes that it will be implemented school wide!As for the grades of these groups, they will be graded based upon the rubric listed below. Save Your School! Your schools has become in great environmental danger due to all of the wrong ways they are handling the resources they have! Your task: Explore your school and identify issues you see around the school which contributes to the environmental harm taking place all around the world! Once you have identified this issue, come up with a solution which can either eliminate this issue or help reduce it!  After you came up with a solution, make a presentation explaining exactly what your solution is and why it is the best solution in the class and why it should be implemented! In your presentation, make sure you are answering the following questions: What is your problem? What negative effects does this problem have? How will this problem affect the earth globally? What did you decide as your solution? Why did you decide on that as a solution? What in your solution directly solves the issue? Why is your solution the best solution for the school? Good luck! And remember, the best solution wins a special prize and gets to present their idea to the principle!  Assessment Rubric: GreatAveragePoorEnvironmental Awareness Solution Quality Amount of Research TeamworkMasters the concept of being environmentally friendly Is able to think of effective ways to make our environment more eco-friendly and healthy  It is obvious that the students were able to recognize the issues in the school and know why they're bad habits. It is obvious that everyone in the group contributed and there is an overall general understanding for all of the knowledge.Students can identify what a friendly environment looks like Comes up with a solution which is not a huge issue. Completes minimal research and identifies a problem, but doesn't have the knowledge to back it up. 75% of the group seems to understand what is going on and has overall given an O.K effort to the solution.Students struggle to understand the concept of being environmentally friendly Needs assistance in identifying proper methods to make the school a better place Does Not find an issue and does not create a solution which is useful for the school. The group seems confused about what they are understanding and seem to lack to knowledge or teamwork to make the solution the best it possibly can be.  Resources / Artifacts: (Karly)https://www.youtube.com/watch?v=gEk6JLJNg0U(Karly)https://www.youtube.com/watch?v=31XrAaH8YqI(Stephanie) Concept map showing what global warming is and how it becomes an issue. This will be used during the lesson to help to students understand what they could potential fix or look for in their school that is an issue.(Stephanie) Worksheet giving directions for the lesson ending.  Differentiation:Differentiation for ability levelsLow ability learners are students that learn and work at a slower pace than other students in the classroom. Throughout the lesson students will be able to work in groups to help each other come up with the rap. For the lesson ending they will also work in groups therefore each group member will be able to help each other in the competition. .      2. Differentiation for demographicsThis game is designed for all cultures, and ethnicities. It’s important for everyone student to know the impact of benefiting our ecosystem. Everyone sharing their different backgrounds will show students different ideas of how other cultures work with the environment and hopefully help make a global impact.      3. Differentiation for languagesStudents will be placed in groups where at least one or two people will speak English and can work with the other students to help translate. Students will work together to help expand everyone’s vocabulary.      4. Differentiation for access & resourcesStudents will have access to iPads and or computers in order to create a popplet about climate change.This tool is a fun and engaging way for students to showcase their work. Anticipated Difficulties:Complexity of the assignment: Some students may struggle with staying on task with the assignment. Being able to start out with a rap song will draw their attention. Working in groups throughout the entire lesson will also help them stay engaged as they create their popplet. As for the lesson ending a competition will also keep them interacted throughout the end of the lesson.  

Welcome to the Open Pedagogy Student Toolkit! The goal of this toolkit is to provide you, the student, a self-paced resource that will guide you through the ins and outs of open pedagogy, including defining open pedagogy, the benefits of open pedagogy, and student creator rights.

How To Use This Toolkit

For Students: If this is your first time in a class that uses open pedagogy we are excited for you! Your instructor is working towards creating a more equitable and engaging environment for you to learn in, and this is an opportunity to take agency over your own educational experience. We hope this toolkit will provide the support you need to understand not only why your instructor is incorporating open pedagogy into your class, but also the benefits of open pedagogy, and your rights and responsibilities as a creator.

The toolkit is broken down into two parts: What is Open Pedagogy? and So You're the Creator, Now What? The first part will introduce you to open pedagogy, its benefits, and some examples you might experience in your class. The second part focuses on the more logistical side of open pedagogy: your rights and responsibilities as a creator and how to exercise those rights and responsibilities.

Your instructor might assign just a few chapters and sections of this toolkit to further build your knowledge on open pedagogy, or you might be asked to go through the whole toolkit at your own pace.

For Instructors: If this is the first time you are incorporating open pedagogy and renewable assignments into your class, congratulations! You are working towards creating a more equitable and engaging environment for you students to learn in and to take agency in their own education. With that said, there is a lot to think about to ensure that your students get the most out of their experience in your class. This toolkit is a resource to provide additional context, background, and scaffolding for your students on the basics of open pedagogy, the benefits of open pedagogy, and student creator rights and responsibilities.

The toolkit is broken down into two parts: What is Open Pedagogy? and So You're the Creator, Now What? The first part will introduce your students to open pedagogy, its benefits, and some examples they might experience in your class. The second part focuses on the more logistical side of open pedagogy: student creator rights and responsibilities and how they can exercise those rights and responsibilities.

You can adapt any section of this toolkit for your class, or use it as a whole to give your students a self-paced guide.

This OER is a collection of case studies for discussions on ethical decision-making. It uses Communitarian and other philosophies to determine how and if outcomes might have been different uses alternatives to Utilitarianism. Cases cover recent issues in public relations, journalism, video games, social media, influencers, advertising, artificial intelligence, reality TV, and luxury brands.

This resource provides access to videos produced and/or used by the Northern California Training Academy to support training for child welfare practitioners. To learn more about the Academy, please visit humanservices.ucdavis.edu/academy.

Title: Information Literacy Throughout HistoryGrade: 11th Grade HistoryOverall Goal: This lesson will be for 11th grade U.S. History students. It will teach them how to analyze and understand documents and news sources. The students will play a board of the game will take students through different time periods of U.S. History, starting with the Pilgrim Era and ending with modern day. The student will draw a card and answer a question written on the card pertaining to the era of U.S. History they are in on the board. The questions will all involve the students being given a quote to analyze, or a QR code they can scan that will take them to a historical document that they must briefly examine. If they answer the question on the card correctly, the student will get to roll the die and advance that many spaces. The first student to get through the modern era will win the game. The students will write an essay at the end of the lesson plan. The goal of this lesson plan will be for the students to analyze documents based on the event that relates to the prompt they are given. They will also be assessed on their ability to correctly cite these sources, as well as being able to decipher between good and bad sources of information.  StandardsLearning ObjectivesAssessment3b. Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources. USH.9.4 Explain issues and problems of the past by analyzing the interests and viewpoints of those involved.Students will be able to analyze the quality and credibility of websites.Students will be able to critically analyze the intentions of commercial websites.Students will be to apply different search strategies to increase the accuracy and relevance of online search results.Students will be able to analyze the credibility of news sources and articlesPick a historical article to write an essay on and analyze the biases presented in that article.  Key Terms & Definitions: Information Literacy: The ability to identify, find, evaluate, and use information effectivelyBias: a belief held by the author of a document that might impact the information they presentViewpoint: a person’s point of viewRelevance: something that is closely connected or important to a topicCite: evidence for the argument or statement that a person is attempting to make.Era: a specific period of timeAmerican Revolution: 1765- 1783. The Thirteen Colonies gain independence from Great Britain.Civil War and Reconstruction: 1861- 1877. The South secedes from the Union and eventually loses the Civil War. Then, the nation rebuilds and restructures without slavery.World War II: 1939- 1945: Hitler creates the Axis Powers and starts the Holocaust. The Allied Powers get involved and eventually end the war with the United States dropping nuclear bombs on Japan.21st Century: the era that is currently taking place. 2000- present. Lesson Introduction (Hook, Grabber):https://www.youtube.com/watch?v=u8QMqNU9ShA This is a clip from a Jimmy Fallon skit about Donald Trump and “fake news”. This will get students engaged with the material because it’s funny and relates the content to things that are going on right now. The lesson will cover different sorts of news and historical documents throughout U.S. History, so getting students to see that this is still relevant and important for them to be able to recognize today is very important. Students will have a prior knowledge of who Donald Trump is and that he is obsessed with fake news, and they will know that fake, sensationalized news is a big problem for people nowadays because there are a lot of unreliable information and websites online. Students will also have a basic knowledge of U.S. History and they will know major eras in history, for example they will know about the Revolutionary War, the Progressive Era, World War II. etc. Lesson Main: The board game is a game where students will “travel through history”. The board is split into four sections which are the Revolutionary War, the Civil War, World War Two, and the 21st century. The students begin in the Revolutionary War era. Each era has 5 spaces they can land on. In each era they will have to answer questions about that era. A question could be something like “When did the Revolutionary War start?”. Questions could also be something where students are given a QR code to scan and it will take them to a political cartoon and they will have to answer the question “Do think this political cartoon was made by the British or the Americans?”. This will be the same throughout all sections of the board. Students will be given either a trivia question about the era or a document/political cartoon/quote from the era that they have to answer. If they answer correctly, the student can roll a dice and move forward that number of spaces. If they get the question wrong then they will stay at the same space. The game ends when a player gets to the finish spot first.This will be beneficial for students because most times, history is “written by the winner”. That means that a lot of groups throughout history have had their viewpoint erased and now we are only told the people in power’s perspective. This board game teaches students to skim a document or read a quote and try to understand what viewpoints and biases are represented in that document. These are our learning objectives so, the board game has students accomplish these learning objectives. Also, with the inclusion of the 21st century section, students will meet the ISTE objectives because they will analyzing documents and the reliability of news articles from our modern era. This not only meets the ISTE standard, but it also shows the students that what was taught in the board game is still important and relevant to them today, even though they mainly examined documents from the past.  Lesson Ending: At the end of the lesson, students will reconvene with the teacher and their assessment will be explained. The assessment will be an essay over a historical document of the students choosing. The document can be a piece of writing, political cartoon, or any other historical document written before 1970 that they believe they can write a 3 page essay about. The document should have been made before 1970 because that shows that the students can analyze historical documents and this is for a history class. The paper should be summarizing the document and then analyzing the viewpoint and biases of the document’s creator, then explaining how those biases impacted the way the author wrote the essay and the arguments the author presented. Additionally, since “history is usually written by the winner”, outstanding essays will also explain whose opinion or voice on their topic might be left out, or explain a person or group who might disagree with the author’s point of view. Assigning students an essay to show that they know how to analyze sources is very valuable because essays force them to provide their own opinions about how the topic of the essay is or is not reliable or biased. This makes it very easy to the teacher to ensure that the students fully understand how to analyze documents and how to coherently convey their analysis in writing. The essay assignment will be given in class but it should be written at home.  Assessment Rubric: 1234FormatThe essay is not in size 12 Times New Roman Font, not in MLA format, citations are totally incorrect or non-existent, there are many grammatical errors, the essay is not 3 pagesThey essay is not in size 12 Times New Roman font, there are errors in  MLA format, citations are mostly incorrect, there are many grammatical errors, the essay is not 3 pages longThe essay is in size 12 Times New Roman font, MLA format, citations are mostly correct, there are few grammatical errors, the essay is 3 pages longThe essay is in size 12 Times New Roman font, written in MLA format, citations are correct, there are no grammatical errors, the essay is 3 pages longSummaryStudents did not summarize their document, cited their source incorrectly, and their document was not written before 1970Students spent a paragraph or less summarizing their document, cited their source incorrectly, OR their document was not written before 1970Students summarized their article briefly, cited their source correctly, and their document was made before 1970Students accurately summarized their historical document, cited their source correctly, and their document was made before 1970AnalysisStudents do not analyze their documents viewpoint and biases or they completely misinterpret the documentStudents attempt to analyze their document’s viewpoint and biases  but get some facts wrongStudents correctly analyze their document’s viewpoint and biasesStudents correctly analyze their document’s viewpoint, biases, and explain whose opinion is left out of the document  Resources / Artifacts: These should link to things you’ve actually created in support of the lesson.  They should also be reference above during the lesson (as shown above). Each team member should create one artifact to support this lessons.  Examples could include: (Leah) Screencast: https://youtu.be/7VgNxagmXhI(Konnor) Infographic: https://create.piktochart.com/infographic/saved/28152960#(Konnor) Board game tutorial video: https://www.youtube.com/watch?v=LpRb_awf0-s  Differentiation: Scenario 1 Your class is composed of 30 students with a wide range of abilities and interests. Through careful assessment, you learn that your students range from those who read at or above grade level to those who struggle to read anything at all. The same goes for class discussions, you have students who are eagerly participate in classroom discussions, and a group of students who struggle to express their ideas orally. Also, you have 5 students whose native language is not English: they speak Spanish, Chinese, Korean, Arabic, and German at home. Two students do not have internet at home, and they usually have trouble completing their homework on time if it requires using online resources.  TaskIn your lesson plan, you are asked to address differentiation possibilities for ability levels, different language needs, and a diverse range of student learners.  Based on the given scenario, discuss and write up 4-5 ideas for differentiation, including certain technology tools or resources you can use to help your students learn the content of your DC lesson. Each student is provided with a school-owned iPad so if they don’t know english or have limited english abilities they can use a translation app like Google Translate to translate the question so they can understand it.Additionally, for the ESL or EFL students, the teacher can use Newsela to help them understand documents and articles they might be reading because Newsela will change sources to fit a student’s reading level.The iPads provided will also help the students who don’t have internet at home or don’t have access to smartphones because they will be able to scan QR codes in the board game and have a device that they can type an essay with.For the students who can’t read, the teacher can be available after class or after school to meet with them and go through the readings very in-depth to make sure the student gets the information they need. Additionally, the teacher can incorporate as many pictures and videos in the in-class presentation as possible to ensure that the student can follow along in class as well as they can.For the students who struggle to express themselves orally, the teacher can use Nearpod for presentations so the students can type out their answers instead of having to present them verbally. Anticipated Difficulties: One difficulty we anticipate is students not having access to their phones as this will take place during class so we will have iPads available for students to use to perform the webquests. Another difficulty we anticipate students having is not being able to get a QR code or some other piece of technology to work, so we made an excess of questions for each section of the board so students won’t run out of questions to ask.

A Study of correlation of Social Media Addiction and Self Esteem
among Secondary School Students

Introduction

Origin of the research problem:

The use of social media users are growing exponentially. According to social statistics one third of the world’s population is already engaged with social media and on an average 10% of the population, to use social media sites, is increasing every year.

There is no clear definition of social media addiction but it is obvious that it indicates over usage of internet facility to be a part of virtual groups or person. It is addictive and has resulted in lot of psychological problems like anxiety, depression etc. Immediate response syndrome is clearly visible among users which are the state of checking our social media sites again and again which may lead to psychological imbalance.

Adolescents are the most affected group of this usage. This is the time where they should be career oriented, exploring newer avenues in their life, but very surprisingly most of the constructive time is simply wasted in uploading and maintaining relationship which may not have any significant impact in their development. So the researcher was keen to understand the psyche behind these activities, does it have any relationship with their respective self esteem?

According to Oxford’s university, Self-esteem reflects an individual's overall subjective emotional evaluation of his or her own worth. It is the decision made by an individual as an attitude towards the self. Self-esteem encompasses beliefs about oneself, (for example, "I am competent", "I am worthy"), as well as emotional states, such as triumph, despair, pride, and shame.

Students self esteem may play a dual role in addiction towards social media. High Self esteem may result to more interaction and showcasing oneself in social platforms. On the other hand sometimes low self esteem may also lead to better participation in virtual world because they hesitate to be a part of the real world. The researcher is keen to know whether there is positive/ negative or no relationship between social addiction and self esteem of students.

Need of the Study:
Internet de-addiction has become the need of the hour because the negative impact of internet addiction is superseding the positive impact. Following are the few cons which the researcher was able to identify:
Phubbing: Phubbing is the practice of ignoring one's companion or companions in order to pay attention to one's phone or other mobile device. This is a new word added to the dictionary because of the traits seen in people who overuses mobile devices. So the use of technology instead of making our life easier has in fact created a barrier between humans only.
Breakdown of real communication: If the addiction of internet is very large then the person tries to spend most of their time in virtual communication. This breaks the interest of having real communication.
Immediate response syndrome/ instant need of immediate gratification: Once a message is sent or picture is posted, have you realized how many times you look back into your mobile to check the trailing messages or how many likes you have got or even how many social friends have even gone through it?
Inability to focus on the present: Adolescents are so busy sharing whatever they do that they have lost to live in the moment for the sake of sharing the moment.
Sleep deprivation: Internet has opened up such vast avenues for the young generation that they are totally absorbed in variety of internet related activities. It is to such an extent that they cannot balance their life compromising upon their sleep habits. Sleep deprivation is further leading to restlessness, anxiety and other health related issues.
Lack of hobby: Gone are the days when young generation would collect rare historical objects as their hobby, go out for nature trails, distress them by engaging in games and sports
Attention span / Memory loss: We have become slaves in the hand of technology. It has overpowered our capabilities to such an extent that we have lost believing in our memory. We have become so dependent on technology that for every small thing instead of using our brains we click to find out information.
Lack of language comprehension: Too many short forms used in messages have resulted in lack of incorrect usage of language.
Health related issues: It has resulted in the rise of 'neurasthenia' ('tired nerves') because of overuse of mobile devices.

Review of related literature:
Kanoh, Hiroko (2016) analyzed trends of social media and self-esteem by the Rosenberg Scale. The spread of SNS has changed communications between people to a great extent. For them it is a place their hearts can rely on and where they can hang out, a place for self-approval, for self-expression and a place where the other person listens to their dissatisfaction and discontent. At the beginning people are interested in knowing what everyone is doing, so they check SNS every day. However, they feel gradually tired. Immediate response syndrome refers to the feeling of having to check SNS sites and being is a state of psychological imbalance. Some have a loss of self-esteem in the SNS communication. So the researcher analyzed the relationship of social media use and the self-esteem. As results, the high self-efficacy group prefers both Facebook and LINE while the low self-efficacy group tends to use Twitter.

Kircaburun, Kagan (2016) studied Self-Esteem, Daily Internet Use and Social Media Addiction as Predictors of Depression among Turkish Adolescents. In this study, direct and indirect effects of self-esteem, daily internet use and social media addiction to depression levels of adolescents have been investigated by testing a model. This descriptive study was conducted with 1130 students aged between 12 and 18 who are enrolled at different schools in southern region of Aegean. In order to collect data, "Children's Depression Inventory", "Rosenberg Self-esteem Scale" and "Social Media Addiction Scale" have been used. In order to test the hypotheses Pearson's correlation and structural equation modeling were performed. The findings revealed that self-esteem and social media addiction predict 20% of the daily internet use. Furthermore, while depression was associated with self-esteem and daily internet use directly, social media addiction was affecting depression indirectly. Tested model was able to predict 28% of the depression among adolescents.

Tas, Ibrahim (2017) examined the relationship of Internet addiction and gaming addiction with school engagement and effects of Internet addiction and gaming addiction on school engagement. The research was conducted with 365 students (140, 38.4%, males; 225, 61.6%, females) studying at an Anatolian high school in Gaziantep province. Personal Information Form, Scale of Internet Usage Addiction, Gaming Addiction Scale for Adolescents and School Engagement Scale for Children and Adolescents (High School Form) were utilized as data collection tools. The data obtained were analyzed with correlation and multiple regression analysis. A weak negative relationship was found between Internet addiction and school engagement. No relationship was found between gaming addiction and school engagement. It was also concluded that Internet addiction is a significant predictor of school engagement and gaming addiction does not predict school engagement significantly.

Title of the study: A Study of correlation of Social Media Addiction and Self Esteem
among Secondary School Students

Objectives:
To find out correlation between social media addiction and self esteem among secondary school students

Hypothesis:
There is no relationship between social media addiction and self esteem among secondary school students

Methodology & Plan of Work:
The present study is descriptive survey method which deals with description, analysis and interpretation of existing phenomenon.
The sample for the study is 100 secondary school students of greater Mumbai.
Tools:
Rosenberg Social Media Addiction Scale
Self esteem Scale
Findings:
TABLE 1
Relevant Statistics of the Relationship of Social Media Addiction and Self esteem
Variables Pearson Correlation Significant
Social media addiction -0.1 Not significant
Self Esteem

Interpretation and Discussion:
The correlation value is -0.1 which is not significant. This indicates that self esteem does not play a significant role in social media addiction.
Students with high self esteem wants to be connected with the world because they want to share their confidence, happiness with the outer world. High self esteem students loves experimenting which may increase the use of social media because they want to explore new things every day. So this enhanced initiative may be a cause of getting addicted to social media more and more.
On the other hand even if the students have low self esteem, they hesitate to communicate in real world. They may lack self confidence, be in their own shell, and do not confront with real people and real incidences. These are the set of students who then want to go to their comfort zone and engage themselves in virtual media.
Significance of the study:
The study will be significant for the following members of the society:

Students: It will be an eye opener to those students who just waste their time, energy and resources to such a virtual world which does not have any significant impact in their future. Getting addicted to social media have negative impact on health and wellbeing.

Teacher: Teacher will realize that their roles are now not limited to only teaching learning process; they are guide and counselors to students. They need to engage in more and more constructive activities which will make the students realize the importance of living life with a purpose instead of just getting carried away with addiction.

Parents: Social media addiction leads to many psychological problems too like anxiety, depression, loneliness, Attention Deficit Hyperactivity Disorder and addiction. It has also led to phubbing i.e. snub contact with social life. So as parents it’s important to first identify whether the child is addicted, and if so how to help the child to come out of this.

Curriculum Framers: Textbooks should include theme based lessons on negative impact of addiction of social media sites, how to balance our self esteem with our day to day dealings etc

Conclusion:

The social media sites is highlighting only the best day, the best vacation the best party, the best dress and so on and so forth. The real life has lot more than this but feeds from peers and other social friends reflects only the good part of it. If the child/ student are not matured it may cause distress because they will be unable to relate it with their practical life.

So we conclude that students, whether they have high self esteem or low self esteem, are simply getting dragged to a darker world. The idea is not abstinence but have better control. In the connected world we live in, it is simply not feasible to prohibit someone from accessing all smart devices. But it has become a necessity to have proper check points to monitor their internet usage.

Baby steps to a digital detox:
We have to accept the fact that internet addiction has become a menace in today’s generation millennial. The reason we keep checking our social media is to keep up with everyone and pace with the ongoing trends. We tend to compare our real lives with others social media life. We need to realize that the entire feed portrayed by a person is a mere highlight of their lives and not their lives as a whole. It is filtered. It is unfair for our own selves to have this habit, we realize that the feeling of missing out (FOMO) while we see others pictures is just an illusion it will help us to get over constantly checking our social media pages. So to combat all these problems, following are few baby steps to a digital detox :

1) Turn off notifications: The continuous pings in the mobile distract us to do any productive work. It is really hard to resist the siren as we always think it is always important. Therefore turn off notifications of some apps which are not very useful.

2) Assign time limits for social media sites: It is tough to completely delete social media at once, it is better to have specific time allotted. This means you can keep track of the hours you spent on social media, this also means you wouldn’t constantly be checking your phones.

3) Choose your friends and followers: Although socializing is good, sometimes it gets out of hand with more friends and followers and it can be pretty time consuming.

4) Replace social media time with outdoor activities: You can take your mind off social media by substituting that time by pursuing your hobbies or developing new ones.

5) Do not take your electronics to bed: Your bedroom should be a place of peace and tranquility. Reflect the activities which you have witnessed throughout the day and plan for tomorrow instead of hanging on social media sites or other electronics. The continuous signals sent by Wi-Fi disturb our mental being too.

6) Uninstall Social Media: This will eliminate the chance of getting distracted completely.

7) Look at the positive benefits of social media detox: Our brain is inclined to do activities which have reasoned to it. If you look at the benefits of the detox , we can have more focused life, better mental health, strong relationships and so on and so forth.

References
Kircaburun, Kagan(2016) Self-Esteem, Daily Internet Use and Social Media Addiction as Predictors of Depression among Turkish Adolescents. Retrieved on 14/07/2018 from https://www.eric.ed.gov/?q=social+media+self+esteem&id=EJ1112856

Kanoh, Hiroko (2016). Analysis of Usage Trends of Social Media and Self-Esteem by the Rosenberg Scale. Retrieved on 14/07/2018 from https://www.eric.ed.gov/?q=social+media+self+esteem&id=ED571615

Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton
University Press.

Tas, Ibrahim (2017) Relationship between Internet Addiction, Gaming Addiction and School Engagement among Adolescents. Retrieved from https://eric.ed.gov/?q=internet+addiction&id=EJ1170124 on 30/08/2018

http://netaddiction.com/ebay-addiction/
https://www.lifewire.com/what-is-social-networking-addiction-2655246

https://www.washingtonpost.com/news/theworldpost/wp/2018/04/25/social-media-addiction/?noredirect=on&utm_term=.362576c693e9

https://www.more-selfesteem.com/whatisselfesteem.htm

This open educational resource covers the culminating lesson of the Political Ideologies unit of the Philippine Politics and Governance (PPG) course.PPG is a specialized subject under the Humanities and Social Sciences strand of the Philippine Senior High School Program. Philippine Politics and Governance  introduces students to the basic concepts and vital elements of politics and governance from a historical-institutional perspective. In particular, it attempts to explain how the important features of our country’s political structures/institutions, processes, and relationships developed across time. In the process, the course helps the learners gain a better appreciation of their rights and responsibilities as individuals and as members of the larger sociopolitical community to strengthen their civic competence.