Every scenario has three options. One is worth 3, one 1, one 0. No option is a joke answer — students are choosing between things real people actually do.
Four rules the bank never breaks. Worth saying out loud to a class:
| Bar | Area | What a low bar tells you |
|---|---|---|
| Empathy | Social Intelligence | The student reaches for the loud or public move when a quiet one would work — or stays silent when somebody needed them. |
| Critical Thinking | Privacy & Security | The student gives away more than a service needs, or is rushed into acting by urgency on a screen. |
| Integrity | Digital Citizenship | The student accepts a source, an image or a claim without checking who is behind it. |
| Foresight | Professional Brand | The student is not yet reading their own posts the way a stranger will read them later. |
| 3 | Message Jalen and ask him to add everyone's names to the caption. |
| 1 | Post your own photo of the project with all four names on it. |
| 0 | Comment under his post that he forgot to credit the group. |
Why the 3: He most likely never thought about it — that's usually all this is.
| 3 | Close the app without sending it. |
| 1 | Send one calm reply making your point, then leave the thread. |
| 0 | Send it. You've been reasonable this whole time and they haven't. |
Why the 3: There's nobody in that thread you need to convince.
| 3 | Report the post, then message the student it's about. |
| 1 | Reply telling everybody to stop. |
| 0 | Screenshot it and send it to your group chat so people know what he's like. |
Why the 3: Reporting is the part that can take it down.
| 3 | Reply on the board with the correction and where you found it. |
| 1 | Message him so the class doesn't watch him get corrected. |
| 0 | Reply on the board asking whether he actually read the chapter. |
Why the 3: Six people already wrote it down.
| 3 | Send her one short message saying you saw it and you're around. |
| 1 | Do what the caption asks and leave her be. |
| 0 | Comment under the post asking what happened. |
Why the 3: "Don't talk to me," posted out loud where everybody can see it, usually isn't addressed to everybody.
| 3 | Tell Rosa, then tell a teacher or the counselor. |
| 1 | Report the account to the app and tell Rosa to report it too. |
| 0 | Post from your own account warning everybody the profile is fake. |
Why the 3: Somebody is using your friend’s face to hurt people at your school.
| 3 | Post a split of the remaining work in the chat and ask if that works. |
| 1 | Message each of them on the side to calm them down. |
| 0 | Back the one who's actually right so it ends. |
Why the 3: The argument's about what already happened; the work is about what hasn't.
| 3 | Don't make the account. |
| 1 | Fill it in properly, since it won't let you in otherwise. |
| 0 | Put in a fake name and birthdate so you can use it without giving up anything real. |
Why the 3: An app that won't run without knowing what town you're in has told you what it's really for.
| 3 | Close the tab. Don't tap anything on the pop-up. |
| 1 | Show it to an adult before you touch it. |
| 0 | Tap it and follow the steps so the phone gets fixed. |
Why the 3: A web page can’t scan your phone.
| 3 | Block the number. Don't reply. |
| 1 | Reply and let them know they've got the wrong number. |
| 0 | Reply and ask who they are. |
Why the 3: Not one thing about that message is an accident.
| 3 | String four unrelated words together, then add the capital and symbol to satisfy the box. |
| 1 | Build a short complicated one that ticks every rule. |
| 0 | Take the password you already use and add a number and a symbol to the end. |
Why the 3: Length beats clever, by a lot.
| 3 | Leave the request sitting there, and while you're in settings check who can see your posts. |
| 1 | Leave the request and don't think about it again. |
| 0 | Accept, then message and ask how they know you. |
Why the 3: The request isn't the interesting part.
| 3 | Close it, and tell a parent what it was asking for. |
| 1 | Close it and don't fill in another thing. |
| 0 | Finish it with made-up answers so nothing real goes in. |
Why the 3: Notice the questions stopped being about you.
| 3 | Sign out before you go, even though it makes you late. |
| 1 | Shut the lid — it locks when it closes. |
| 0 | Leave it. It's a school device and everybody's account ends up on there anyway. |
Why the 3: On a shared machine your account stays wide open until somebody closes it.
| 3 | Search the site's name in a new tab and see what other sources say about it. |
| 1 | Stick to the site your teacher gave you. |
| 0 | Use the new one. More detail makes for a better project. |
Why the 3: Here's the trick nobody teaches you: the fastest way to judge a site is to leave it.
| 3 | Switch the search to images licensed for reuse and take one of those, with credit. |
| 1 | Track down the photographer and email them for permission. |
| 0 | Use it and credit it to the search engine you found it on. |
Why the 3: That filter exists because this exact question comes up all day long.
| 3 | Reverse image search it, find the artist, and tag them. |
| 1 | Post it with "credit to the artist" in the caption. |
| 0 | Crop the signature out so the post looks cleaner. |
Why the 3: That signature is a search term.
| 3 | Look up each source yourself before any of them goes in. |
| 1 | Check one of them as a spot check and use the others. |
| 0 | Use them. It named sources, which means it checked. |
Why the 3: A named source is not a checked source.
| 3 | Look the charity up before you donate or share. |
| 1 | Don't donate, don't share, and leave it be. |
| 0 | Share it. Your friend checked, and sharing costs nothing. |
Why the 3: A minute of searching separates a real one from a copy of a real one.
| 3 | Mute and report them, then keep playing. |
| 1 | Leave the match. |
| 0 | Answer back so he doesn't get a free pass. |
Why the 3: Muting fixes your match.
| 3 | Check whether the headline exists on the outlet's own site, then send your friend what you found. |
| 1 | Reply under the post saying it's fake. |
| 0 | Share it with "is this real?" so other people can check. |
Why the 3: A screenshot is the easiest thing on the internet to make and the hardest thing to argue with.
| 3 | Read back through the old account yourself before you decide what goes on the form. |
| 1 | Delete the old account and put down only the current one. |
| 0 | Put down only the current one and leave the old one up. |
Why the 3: You're the only person who hasn't read that account lately.
| 3 | Send the same information to the developers as a bug report. |
| 1 | Post it. It's accurate and other people should know. |
| 0 | Post it and tag the school account so they see it too. |
Why the 3: Every word in that review is true.
| 3 | Tell him you're not handing it in like that, and offer to rewrite it with him. |
| 1 | Hand it in and tell the teacher afterward which part wasn't yours. |
| 0 | Rewrite his section yourself so it's done. |
Why the 3: It's your name as well, which means you get a say.
| 3 | Message Cade right now and tell him the share is on. |
| 1 | Screenshot it and send it to the teacher. |
| 0 | Do nothing. He'll find out. |
Why the 3: He's got about a minute where this is still something he can fix himself.
| 3 | Untag yourself, and check what else your name's attached to while you're in there. |
| 1 | Ask your friend to take the video down. |
| 0 | Leave it and post better things so it drops down the results. |
Why the 3: You can't take down somebody else's post and you don't need to.
| 3 | Say so yourself, once, in your own words, and then let it sit. |
| 1 | Delete the original post and say nothing. |
| 0 | Explain in the replies to everybody who brings it up that they've misread it. |
Why the 3: The gap between what you thought last year and what you think now — that's the entire point.
| 3 | Keep the account as it is, and decide before each post whether you'd be fine with it being seen. |
| 1 | Make the account private and leave it private. |
| 0 | Lock it down until the letter's written, then switch back. |
Why the 3: An account you'd have to hide for six weeks is telling you something about the account, not about who's watching.
These are the scenarios a class most reliably splits on. Each one has a defensible minority position, which is the point — the discussion is worth more than the score.
Expect pushback, and it is a good argument: a fake birthdate does protect real data. The counter is the thing most students have never been told — the birthdate is not just data, it decides which version of the service you land in, and the adult version has different rules about who can contact you. Let a student make the privacy case before you give that. If you hand it over first, nobody learns anything.
This is the lateral-reading idea: the fastest way to judge a source is to leave it and see what other people say about it. Sticking to a vetted source is safe and teaches the student nothing they can use next time. Good follow-up: "what would you have to find, in the other tab, to decide the new site was fine?"
The answer is timing, not loyalty. Right now the student can still stop himself; once it has been reported he cannot. Say the next part out loud: if he does not stop when warned, telling the teacher is exactly right and there is nothing shameful in it. This is the scenario where a class most often assumes the product is telling them not to involve adults. It is not, and it is worth being explicit.
Assign one area rather than all four. Each is seven scenarios, about eight minutes, and produces one bar you can talk about. Privacy & Security is the strongest standalone — it carries the sign-up form, the countdown pop-up, the passphrase, and the shared Chromebook.