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Who Controls Whom? Navigating Our Digital World

Grade 6Foreign LanguageTechnology4 days

This 6th-grade project empowers students to examine the influence of technology on their daily lives through the lens of global digital citizenship. Using the target language, students track personal tech habits, compare "screen cultures" between the U.S. and a target language-speaking country, and analyze how app designs like algorithms affect their behavior. The experience culminates in a persuasive advocacy campaign where students use imperative commands to promote healthy digital boundaries and regain control over their digital identities.

Digital CitizenshipScreen CultureTarget LanguageMedia LiteracyIntercultural ComparisonDigital Well-beingAdvocacy

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as global digital citizens, use [Target Language] to evaluate the influence of technology on our daily lives and advocate for healthier digital boundaries for students in the U.S. and [Target Language Country]?

Essential Questions

Supporting questions that break down major concepts.

How do we describe our daily digital routines and tech habits using target language vocabulary?
In what ways do algorithms and app designs influence the choices we make online every day?
How does the 'screen culture' of students in the United States compare to that of students in [Target Language Country]?
What are the physical and emotional signs that technology might be controlling our behavior?
How can we use persuasive language and commands in [Target Language] to advocate for healthy digital boundaries?
What strategies can we implement to ensure technology remains a tool for our benefit rather than a distraction?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to describe their daily digital routines and habits using target language vocabulary and present tense/reflexive verbs.
Students will compare and contrast technology use and 'screen culture' between the United States and a target language-speaking country using comparative language structures.
Students will identify and articulate the physical and emotional impacts of technology use (e.g., eye strain, social isolation, connectivity) in the target language.
Students will create an advocacy campaign (PSA, digital poster, or video) using persuasive language and imperative commands in the target language to promote healthy digital boundaries.
Students will analyze how digital design features, such as algorithms and notifications, influence user behavior and decision-making.

ACTFL World-Readiness Standards for Learning Languages

ACTFL 1.1

Primary

Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.Reason: Students will discuss their personal tech habits and debate the level of control they have over their devices with peers in the target language.

ACTFL 1.3

Primary

Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.Reason: The final project requires students to create an advocacy campaign to persuade others to adopt healthier digital habits in the target language.

ACTFL 4.2

Primary

Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.Reason: A core component of the project is comparing 'screen culture' and tech usage patterns between the U.S. and a target language country.

ISTE Standards for Students

ISTE 1.2.b

Primary

Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.Reason: Students examine their digital identity and the influence of technology on their behavior, focusing on digital well-being.

ISTE 1.3.b

Secondary

Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.Reason: Students will investigate how algorithms and app designs influence the information they consume and the choices they make online.

CSTA K-12 Computer Science Standards

CSTA 1B-IC-18

Supporting

Discuss computing technologies that have changed the world, and express how those technologies influence, and are influenced by, cultural practices.Reason: Students explore how technology affects daily life and social norms across different cultures.

Entry Events

Events that will be used to introduce the project to students

The Digital Shadow Profile

Students are shown a 'Digital Shadow'—a visualization of the data they leave behind in a single day—presented as a biography written in the target language by an unknown observer. They must decide which parts of this digital identity are 'true' and design a plan to 'retake' their narrative from the platforms that track them.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

The Digital Mirror Diary

Building on the 'Digital Shadow' entry event, students will track their own technology usage for 24 hours. They will then translate this data into a 'Daily Tech Diary' written in the target language. This activity focuses on the linguistic building blocks of the project: reflexive verbs (e.g., 'I wake up and check...') and time-specific vocabulary.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Track every interaction with technology for one full day (e.g., checking phone, gaming, school laptop use).

2. Learn and categorize target language vocabulary related to technology (la pantalla, el móvil, navegar) and reflexive verbs (despertarse, acostarse, conectarse).

3. Create a chronological timeline of your 'Digital Shadow' using the target language to describe each action.

4. Write a 3-5 sentence reflection in the target language identifying which habit was the most surprising.

Final Product

What students will submit as the final product of the activityA 'Digital Shadow Profile' poster or digital slide featuring a timeline of their day, labeled in the target language, and a short reflective paragraph about their most frequent tech habit.

Alignment

How this activity aligns with the learning objectives & standardsAligns with ACTFL 1.1 (Interpersonal Communication) as students discuss habits, and ISTE 1.2.b (Digital Citizen) as they reflect on their digital identity. It specifically addresses the learning goal of using reflexive verbs and daily routine vocabulary in the target language.

Activity 2

Screen Culture Scouts

Students will become 'Cultural Scouts' to investigate how teenagers in a country where the target language is spoken (e.g., Spain, Mexico, France, Senegal) use technology. They will use authentic resources (infographics, youth forums, or news snippets) to find similarities and differences in screen time, popular apps, and social norms.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Select a target language-speaking country to research.

2. Use teacher-provided resources to find data on average screen time and popular apps in that country.

3. Compare this data to your own 'Digital Mirror Diary' from Activity 1.

4. Draft sentences using comparative grammar (más que / menos que) to highlight the differences and similarities.

Final Product

What students will submit as the final product of the activityAn 'International Tech Venn Diagram' with a written summary in the target language using comparative structures (e.g., 'Students in [Country] use TikTok more than/less than students in the U.S.').

Alignment

How this activity aligns with the learning objectives & standardsAligns with ACTFL 4.2 (Cultural Comparison) and CSTA 1B-IC-18 (Computing technologies across cultures). It targets the learning goal of comparing 'screen culture' between the U.S. and a target language-speaking country.

Activity 3

Decoding the App Spell

In this activity, students investigate the 'magic' behind the screen. They will learn vocabulary for physical and emotional states (eye strain, anxiety, joy, connection) and identify specific app features (notifications, infinite scroll, 'likes') that make them stay online. They will discuss in the target language whether these features represent 'control' or 'utility'.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Brainstorm a list of physical and emotional feelings associated with tech use (e.g., 'me duelen los ojos', 'me siento solo/a').

2. Watch a short video or read a simplified text in the target language about how algorithms or notifications work.

3. Select a favorite app and identify three features designed to keep you watching or clicking.

4. Label these features and their effects on a diagram, using the target language to explain why they are powerful.

Final Product

What students will submit as the final product of the activityAn 'App Anatomy' infographic that labels at least three persuasive design features and describes their physical or emotional effect on the user in the target language.

Alignment

How this activity aligns with the learning objectives & standardsAligns with ISTE 1.3.b (Evaluating media/data) and ACTFL 1.1 (Sharing opinions). It meets the learning goal of identifying physical and emotional impacts of technology and how design features influence behavior.

Activity 4

The Digital Independence Campaign

Students synthesize everything they have learned to create a 'Tech-Life Balance' advocacy campaign. Using the imperative mood (commands), they will create a series of 'Digital Rights and Responsibilities' to help their peers 'retake' control of their tech usage. This is the culminating project where they advocate for a specific change in behavior.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review the imperative mood (commands) in the target language (e.g., '¡Apaga el teléfono!', '¡Habla con tus amigos!').

2. Draft a 'Manifesto' of five rules for healthy technology use based on your research from previous activities.

3. Design a visual layout for your poster or a storyboard for your PSA video that is culturally appropriate for your target audience.

4. Record your video or finalize your digital poster, ensuring the target language is clear, persuasive, and grammatically correct.

Final Product

What students will submit as the final product of the activityA 60-second PSA video or a high-impact digital campaign poster in the target language that uses at least five imperative commands to encourage healthy digital habits.

Alignment

How this activity aligns with the learning objectives & standardsAligns with ACTFL 1.3 (Presentational Communication) and ISTE 1.2.b (Digital Well-being). It fulfills the learning goal of using imperative commands and persuasive language to promote healthy boundaries.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Digital Independence and Linguistic Advocacy Rubric

Category 1

Target Language Proficiency

Evaluates the student's ability to communicate effectively and accurately in the Target Language using specific thematic structures.

Criterion 1

Linguistic Accuracy and Complexity

The accurate and varied use of target language vocabulary (technology, daily routines, emotions) and grammatical structures (reflexive verbs, comparatives, and imperative commands).

Exemplary

4 Points

Demonstrates sophisticated use of vocabulary and complex grammar. Reflexive verbs, comparatives, and commands are used accurately and naturally to enhance the message. Errors are negligible and do not impede communication.

Proficient

3 Points

Demonstrates thorough use of required vocabulary and grammar. Reflexive verbs, comparatives, and commands are used correctly in most instances. The message is clear and easy to follow.

Developing

2 Points

Demonstrates emerging use of vocabulary and grammar. Shows inconsistent application of reflexive verbs or commands. Meaning is generally clear, but errors may occasionally distract the reader/viewer.

Beginning

1 Points

Demonstrates initial understanding of vocabulary and grammar. Struggles with reflexive verbs and commands. Frequent errors make the message difficult to understand.

Category 2

Cultural Competence and Global Inquiry

Evaluates how well the student investigates and compares digital habits across different cultures.

Criterion 1

Intercultural Reflection

The ability to investigate, explain, and reflect on the similarities and differences between 'screen culture' in the U.S. and the target language country.

Exemplary

4 Points

Provides a deep, insightful analysis of cultural differences. Uses specific data to draw sophisticated parallels between personal habits and global tech trends. Shows high empathy and cultural awareness.

Proficient

3 Points

Provides a clear and accurate comparison of tech habits between the two cultures. Identifies relevant similarities and differences using appropriate comparative structures.

Developing

2 Points

Identifies basic cultural differences but lacks depth or specific data. Comparison is present but may rely on stereotypes or incomplete information.

Beginning

1 Points

Minimal or no evidence of cultural research. Fails to compare the target country with own experience in a meaningful way.

Category 3

Digital Citizenship and Awareness

Evaluates the student's understanding of their own digital footprint and the persuasive nature of technology design.

Criterion 1

Critical Data and Design Analysis

The ability to analyze personal data (Digital Mirror Diary) and evaluate how app design/algorithms influence physical and emotional well-being.

Exemplary

4 Points

Demonstrates exceptional critical thinking by identifying complex connections between app design and behavior. Reflection on personal data is profound and evidence-based.

Proficient

3 Points

Effectively analyzes how specific app features influence choices. Personal reflection shows a clear understanding of tech habits and their impacts.

Developing

2 Points

Identifies app features and personal habits but struggles to connect design to behavior. Reflection is basic or descriptive rather than analytical.

Beginning

1 Points

Shows minimal awareness of how technology influences behavior. Data tracking is incomplete or lacks any reflective component.

Category 4

Presentational Communication and Advocacy

Evaluates the student's ability to synthesize learning into a persuasive final product that promotes healthy digital habits.

Criterion 1

Advocacy and Presentation

The effectiveness of the final advocacy campaign (PSA or Poster) in persuading an audience to adopt healthy digital boundaries using the imperative mood.

Exemplary

4 Points

Creates a highly persuasive and innovative campaign. Commands are powerful, culturally relevant, and the visual/audio elements are professional and compelling.

Proficient

3 Points

Creates a clear and effective advocacy piece. Uses at least five commands correctly to encourage change. The final product is organized and professional.

Developing

2 Points

Produces an advocacy piece with a clear message, but persuasion is limited. Uses fewer than five commands or commands are grammatically inconsistent.

Beginning

1 Points

The final product is incomplete or fails to advocate for a specific change. Commands are missing or used incorrectly. Presentation is disorganized.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

On a scale of 1 to 5, how much do you feel YOU are in control of your technology habits now compared to before this project?

Scale

Required

Question 2

Which set of [Target Language] vocabulary or grammar rules did you find most powerful when trying to persuade others to change their digital habits?

Multiple choice

Required

Options

Reflexive verbs (to describe my daily routine habits)

Comparative structures (to compare U.S. and global tech culture)

The Imperative mood (to give commands and advice for the PSA)

Physical/Emotional vocabulary (to describe how tech makes me feel)

Question 3

Think about the 'App Spell' features we decoded (like notifications or infinite scroll). Which specific feature do you find most difficult to resist in your daily life, and what is one [Target Language] command you can give yourself to stay in control?

Text

Required

Question 4

After being a 'Screen Culture Scout,' how has your view of [Target Language Country] changed? Do you think students there face the same 'control' issues with technology as we do in the U.S.? Explain your answer.

Text

Required