Content Area Standards:

BMA-IBT-2.9 Apply practices that deter, detect, and defend against identity theft
for a business and personal safety.
BMA-IBT-2.5 Demonstrate time-management and organizational skills to
complete tasks in allotted time.
ELACC9-10SL1: Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 910 topics, texts, and issues, building on others ideas and expressing their
own clearly and persuasively.
ELACC9-10SL2: Integrate multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally) evaluating the credibility
and accuracy of each source.

AASL Standards:
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects,
and make the real-world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual,
visual, media, digital) in order to make inferences and gather meaning.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.2.3 Demonstrate creativity by using multiple resources and formats.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to
curricular areas, real-world situations, and further investigations.
2.1.5 Collaborate with others to exchange ideas, develop new understandings,
make decisions, and solve problems.
2.1.6 Use the writing process, media and visual literacy, and technology skills to
create products that express new understandings.
2.3.1 Connect understanding to the real world.
3.1.3 Use writing and speaking skills to communicate new understandings
effectively.
3.1.4 Use technology and other information tools to organize and display
knowledge and understanding in ways that others can view, use, and assess.
3.3.4 Create products that apply to authentic, real-world contexts.
4.1.8 Use creative and artistic formats to express personal learning.

4.3.4 Practice safe and ethical behaviors in personal electronic communication and
interaction.

Digital Information Fluency:

Evaluating Information Effectively- Learners evaluate the quality of a search
result to determine its usefulness in the search process.
Using Information Ethically- How will I use the information ethically? Learners
ethically use digital information.

Principles of Inquiry Based Learning:

Authenticity- The inquiry study originates with a generative topic, problem, or
exploration that engages the students emotionally and intellectually while rooted in
the program of studies. An adult at work or in the community might actually tackle
the question, problem or exploration posed by the study/s. It is deeply connected to
life and work beyond the school.
Deep Understanding- The inquiry study leads students to build deep knowledge
structured around clearly stated big ideas or controversies central to the topic.
The inquiry study embeds healthy critical and skeptical thinking habits of mind
including: pattern and connection, supposition, and why it matters.
Assessment- Ongoing assessment is woven into the design of the inquiry study
providing timely, descriptive feedback and utilizes a range of methods, including
peer and self- evaluation. Assessment guides student learning and teachers
instructional planning.
Appropriate Use of Technology- Technology is used in a purposeful manner
rooted in disciplined ways of thinking and doing. The nature of the work
determines the appropriate technology being used.
Performance of Learning- The study provides opportunities for students to choose
forms of expression appropriate to the study and to reflect on their choices.

Learner Success- The study provides opportunities for students to determine roles,
facilitate discussions, and resolve conflict.

Guiding/Essential Question:
What does it mean to have your identity stolen?
What can you do if it happens to you?

Purpose:
In this lesson, students will learn how to protect themselves from identity theft and
how to respond to any breach in privacy. They will also use critical thinking skills
to create their own scenario in which a criminal might try to scam them.

Assignment:
Part 1: Learn About Identity Theft
1. Warm Up activity: Focused free write- What do you know about identity
theft? Where does your knowledge come from? Movies? TV? Personal
Experience?
2. Watch FTC video (also provide students with view of FTC PDF) and ask
students to fill in the following outline:
a. What are 5 common ways identity theft happens?
b. Avoid Identity Theft with these 3 steps:
i. DETER- Deter identity thieves by safeguarding your
information
1.
2.
3.
4.
5.
6.
ii.
DETECT- Be alert to signs that require immediate attention:
1.
2.
3.
4.

5.
6. Inspect: Your Credit Report
iii. DEFEND- Defend against ID theft as soon as you suspect it.
1.
2.
3.
4.
5.
3. Review with Identify Theft Quizzes (self-paced as for class discussion)
a. Fun Trivia
b. DOJ
c. How Stuff Works- Identity Theft
d. How Stuff Works- Fraud Prevention
Part 3: Show What You Know
View several Fake Checks videos as a class and allow student groups to review
them as needed. In groups, students work in groups of 3 to create a script for their
own scam to present to their classmates. Students will use cell phone video to
record their own Fake Checks video OR they may use an online tool such as
Moovly or PowToons to simulate a scam situation. Digital scams must be narrated
by the members of the group. Students who wish to explore new Web 2.0 tools for
animation production can check this article for ideas. Alternates must be approved
by teacher.

Enhancing or Extending Learning (per Keren-Kolb)

Enhance the technology:
Lets students develop a more sophisticated understanding of the
content
Creates a way to make it easier to understand concepts or ideas.
Allows students to demonstrate their understanding in a way that they
could not with traditional tools
Students can use an online video creation tool to express
themselves in a different way. Perhaps the group members do
not feel comfortable in front of the class or are not good actors.
This provides an alternative.
Extend the technology allowing students to:

 Learn outside of their typical school day

Bridge their school learning with their everyday life experiences
These identity theft concepts are real-world issues that students
need to be prepared to deal with as young adults. Many high
school students are already at high risk for identity theft and
they do not know it.
Grow as lifelong learners, without the need for the teacher or school
to continue to use the tools

Forms of Assessment:
Written- outline completion
Performance- skit performed or digital scam video delivered

Curated Resources: http://www.bagtheweb.com/b/Etrw6P

Web 2.0 Tools: Moovly, PowToons