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The new media landscape and our relationships


This is a complete lesson pack with a selection of exercises that takes 120 minutes in total. The aim of this lesson is for the pupils to reflect on how the media landscape affects our relationships. If you prefer you can pick the exercises you think suits your group of pupils by using the filter function on the website’s start page.

Foto uppifrån och bakifrån på två barn med varsin iPad i knät. Flickr cc-licens: Wayan Vota

This section contains the following exercises:


  1. Where is the limit? About what is legal.
  2. What is okay? About violations on the Internet.
  3. Do you have to know who I am?About anonymity.
  4. To be daring there but not here! About tone on the Internet.

Exercise 1 - Where is the limit? About what is legal

Certain behaviour on the Internet is criminal and can therefore be reported to the police. Other behaviour may be offensive but not illegal. It is not always clear where the boundaries lie for what is legal and what is illegal. What can you actually do online without it being a crime? The aim of the exercise it to examine and learn more about the legal limits and which laws apply.


Start the exercise by letting the entire group participate in the first part of the No hate podcast series on Internet law (only available in Swedish): “What is net hate?” In the podcast law professor, Mårten Schultz and lawyer, Tove Lindgren, clarify the concept of net hate. The podcast is 12 minutes long and in Swedish.


Summary of the podcast:

In the podcast net hate and how the term is used is discussed. The people in the podcast also discuss where the boundaries lie for what is legal and what is illegal. A lot of what is termed net hate is actually not illegal, just unpleasant. Freedom of speech in Sweden is comprehensive, however, it does have limits. You cannot threaten anyone, for example.


Examples of follow-up questions:

  • Young people below the age of 15 cannot be punished for doing something illegal on the Internet. What do you think, is this an appropriate age limit?
  • Mårten and Tove talk about the Instagram case. Two girls, aged 15 and 16, distributed pictures of other people on Instagram, and allowed the followers of the account to write offensive comments. Was it right that the girls were punished and forced to pay damages? What was the duty of the others who followed the account?

Group exercise

Let the pupils Google the following terms and discuss them:

  • Slander
  • Unlawful threats
  • Molestation
  • Unlawful persecution
  • Child pornography crime
  • Racial hate speech
  • Offensive photography

Entire group

Close with a discussion involving the whole group. What did the groups come up with?

Exercise 2 - What is okay? About violations on the Internet


In late 2012 two high schools were temporarily closed in Gothenburg. This was because of enraged crowds outside the schools. The crowds were mainly made up of youths who were angry because of offensive pictures that were published on Instagram. The aim of the exercise is to reflect on Internet bullying and to think about how you yourself should act.



  • What do you think is the main reason that young people publish pictures of other youngsters with offensive comments on Instagram and Facebook?
  • Why is it that others that look at these pictures click on like?
  • Is it easier to bully online or offline, and why?
  • Would you press like on an offensive picture? If so, what would be your reason for doing that?

Work in groups

Continue the exercise by splitting into smaller groups. Let each group examine and get more in-depth knowledge on the following:


One of your classmates is made fun of on Instagram with pictures and comments. It says that he takes drugs and is sleeping with several different people. Everyone in class has seen it and know who from the class has posted it.

What would you do when you see the post?


  • Like the post
  • Write a comment in agreement
  • Write a comment that rejecting it
  • Look for the person that published it and call them out on it
  • Pass the information on to the teachers, principal, other staff, parents and others


Think about whether any of the factors below would change your reaction and the way you behave:

  • The gender of the perpetrator
  • The gender of the victim
  • The perpetrator’s status in the class/school
  • The victim’s status in the class/school
  • You know the victim
  • You know the perpetrator
  • The perpetrator’s dad is you mum’s friend from work
  • The victim’s dad is you mum’s friend from work

Entire group

Present your findings and discuss the similarities and differences. Discuss and try to come to common viewpoint:

  • When do you think you should intervene and pass information on to teachers, the principal, parents, and others?
  • Try to agree on certain situations where you think that information should be passed on to someone.

Exercise 3 - Do you have to know who I am? About anonymity


The basic attitude in our society is openness as regards the possibility of identifying ourselves. Whether it is about introducing yourself by name, showing your face or signing an article you have written. There are, however, situations where anonymity is acceptable. It is just a question of when. The aim of this exercise is to problematize anonymity and place it in relation to democracy.


Work individually

Below are some examples of individuals in different roles that made themselves anonymous by hiding their faces. When do you think it is okay to hide your face? Write yes, maybe or no after each option.

  1. Fire-fighter
  2. Participants in a demonstration
  3. Football fans
  4. Police
  5. Teachers at high school
  6. Doctors
  7. Journalists
  8. Activity leaders
  9. Pop stars
  10. Politicians

Discuss in small groups

Present your results to each other in small groups. Discuss similarities and differences

  • Look at alternatives where everyone in the group answered doubtful of no. Could there be situations where the answer is yes? Motivate.
  • Agree on one alternative where the answer is yes and another where the answer is no. The entire group must agree.

Discuss with the whole group

Present the result to the rest of the class and argue your viewpoint. Proceed with the joint discussion and answer the following questions:

  • Are there any problems with anonymity in a democracy?
  • What in a democracy could work better if anonymity were allowed?
  • Would teacher’s assessments be fairer if pupils could remain anonymous when taking tests and writing work tasks?
  • Should witnesses remain anonymous during court trials?


Exercise 4 - To be daring there but not here! About tone on the Internet


There are those who write things online that they would never say to a person face-to-face. Why is it easier to make negative statements, even hate speech, on the Internet than in real life? The aim of the exercise is to discuss and reflect on Internet behaviour.

  • How much should you tolerate online, where is the limit and is the limit the same for everyone?
  • Is there any difference in what the following people should tolerate:
    • Private persons
    • Journalists
    • Politicians
    • Bloggers
    • Celebrities
  • Is there any difference to what you can say and tolerate online in comparison to other contexts in life: at work, at school, in the gym, when hanging out with friends, etc.?
  • Has the Internet created a new behaviour - net hate - or is the Internet simply a new arena for a type of behaviour that has always existed. If this behaviour has always existed, how did it manifest itself before the Internet came about?
  • Can a harsher tone when we communicate with each other online affect society at large?


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60 - 120 minuter

uppkopplad enhet