This document outlines a two-part course for 12-13 year old French students about digital identity and privacy. The first part introduces the concepts of active and passive digital identity by having students watch and discuss a video about a mind reader. Students then classify different types of information people share online and discuss how digital identity forms from both voluntary and inherited online traces. The second part uses videos to demonstrate how personal information can be misused and stresses the importance of protecting personal data. Students develop lists of tips for maintaining privacy online.

1. Digital Identity
Example of a course
with pupils in the second year
of secondary school in France
(= 12 to 13 years old)
Proposed by Magali BON, French teacher librarian
mbon@ac-lyon.fr

2. Objectives
→ Making the pupils realize that all they do on Internet leaves traces
→ Giving them keys to keep their digital identity under control

3. Skills
Civics (school subject in France) :
→ Chapter on : The identity, the identities
Socle commun de compétences :
→ Information and communication skills (= B2i)
- Adopting a responsible attitude :
I know how to protect myself and my own datas
- Communicating and exchanging :
I know why I log in to a social network and what for
I think about the possible consequences of publishing informations

4. First Course (1)
→ Knowledge (concepts):
- Digital Identity, one identity among others
- Active Identity (traces that one leaves voluntarily) vs Passive Identity (inheritated traces)
- Vocabulary : identity usurpation, teenmarketing, social networks

5. First course (2)
→ Viewing of the following video :
« Amazing mind reader reveals his 'gift' »
https://www.youtube.com/watch?v=F7pYHN9iC9I

6. First course (3)
First, ask some global comprehension questions
(they may be asked in English if this lesson take place within an English course or with → where does it takes place?
→ who's the main character?
→ who is he meeting?
→ what is he doing?
→ what do we understand in the end?

7. First course (4)
Pupils activity :
→ list all the informations the mind reader could find about the different people
Ask them :
→ where did he find them ?
→ on what kind of websites does one publish these informations?
→ why do the people publish these informations one these websites? What for?

8. First course (5)
Together (pupils and teacher) :
→ Classify the traces one can find about us on Internet in different categories :
- legal identity : name, surname, sex, date of birth
- personal identity : family, friends, school, leisure, tastes...
Then ask the pupils : what is digital identity?
All the footprints about us which can be found on Internet. These traces can come from us or from

9. First course (6)
Conclusion :→ Debating session
Did you know that informations about oneself could be taken by anyone on the web ?
Why are some people wearing a hood at the end of the video ?
(show them that some informations were found illegally by real hackers)
What about you? Do you publish information about yourself? What kind of information? Have

10. Second course (1)
Objectives :
→ Making the pupils realize the importance of protecting one's personal datas and being vigilant
→ Making them think about how to keep one's digital identity under control
Teaching material : 2 videos :
→ Vinz et Lou : http://www.internetsanscrainte.fr/le-coin-des-juniors/required-field-trip-
→ Le chat démoniaque :
http://www.internetsanscrainte.fr/espace-jeunes/fred-mission

11. Second course (2)
First video :
→ Vinz et Lou : http://www.internetsanscrainte.fr/le-coin-des-juniors/required-field-trip-

12. Second course (3)
Second video :
→ Le chat démoniaque :

13. Second course (4)
1) Group discussion about the 2 videos
If necessary, the teacher asks some questions to guide the reflexion :
→ where do the traces concerning us on Internet come from?
→ what can be the consequences of information about us that

14. Second course (5)
2) Pupils activities :
In small groups (2 or 3 pupils) they make a list of tips (advice) to protect themselves (and the For example :
«I shall not put photos of my friends on internet without asking them before »

15. Tips found by the pupils

16. Second course (6)
3) Final activity :
Pooling all their tips
Comparing them with the CNIL poster « 10 tips to remain clean/clear on the Net ») or this video https://www.youtube.com/watch?v=cDZi1JewAdE