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Systems of Exploitation

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priya.israni

Tier 1
For Schools

Lesson Plan

Systems of Exploitation

Students will be able to define digital exploitation, identify how online platforms enable risk, and challenge common myths surrounding online safety. They will understand the systemic nature of exploitation and its impact on various groups, including the increasing vulnerability of young men to sextortion.

Understanding systems of exploitation is crucial for navigating the digital world safely and critically. This lesson empowers students to recognize risks, protect themselves and others, and challenge harmful narratives, fostering a more secure and informed online experience.

Audience

Middle School Students, High School Students

Time

60 minutes

Approach

Interactive discussion, real-world case studies, and a team-based platform dissection activity.

Materials

Small whiteboards or large paper for group work, Markers or pens, Systems of Exploitation Slide Deck, Warm-Up: Digital Life, Exploitation Case Studies Handout, Platform Dissection Worksheet, and Cool Down: System Snapshot

Prep

Preparation Steps

30 minutes

  • Review the Systems of Exploitation Slide Deck and customize as needed.
    - Print copies of the Exploitation Case Studies Handout (one per student or one per small group).
    - Print copies of the Platform Dissection Worksheet (one per small group).
    - Print copies of the Warm-Up: Digital Life if not using the slide deck.
    - Print copies of the Cool Down: System Snapshot if not using the slide deck.
    - Arrange classroom for small group work.
    - Ensure projector and computer are working for the slide deck.
  • Review all generated materials as needed.

Step 1

Warm-Up: Digital Life Check-in

5 minutes

  • Display a warm-up question on the board or use Systems of Exploitation Slide Deck (Slide 2) or the Warm-Up: Digital Life handout: "What’s one app you can't live without and why?"
    - Have students briefly share their answers with a partner or in a quick whole-class share out.

Step 2

Defining Exploitation & Digital Risks

15 minutes

  • Use Systems of Exploitation Slide Deck (Slides 3-6) to introduce the concept of exploitation, focusing on digital contexts.
    - Facilitate a discussion on how digital platforms can be risky, especially for marginalized groups.
    - Introduce the rising issue of sextortion affecting young men and discuss the 'boys will be boys' myth (Slide 6).

Step 3

Case Study Breakdowns: Real-World Scenarios

15 minutes

  • Distribute the Exploitation Case Studies Handout.
    - Divide students into small groups.
    - Each group will read and discuss one case study, focusing on identifying elements of exploitation, platform risks, and challenging the 'stranger danger' myth.
    - Circulate to support groups and facilitate discussion.

Step 4

Activity: Platform Dissection

15 minutes

  • Introduce the "Platform Dissection" activity using Systems of Exploitation Slide Deck (Slide 7).
    - Assign each group a popular app (e.g., TikTok, Snapchat, Discord) or let them choose.
    - Distribute the Platform Dissection Worksheet.
    - Groups will analyze how their assigned app's features (algorithms, privacy settings, user interactions) could enable risk or exploitation.
    - Encourage creative thinking and critical analysis.

Step 5

Group Share & Discussion

5 minutes

  • Each group briefly shares key findings from their platform dissection.
    - Facilitate a whole-class discussion, drawing connections between different apps and highlighting common themes related to algorithms, privacy gaps, and profit motives.

Step 6

Cool-Down: System Snapshot

5 minutes

  • Use Systems of Exploitation Slide Deck (Slide 8) for a cool-down activity, or distribute the Cool Down: System Snapshot handout.
    - Ask students to write down one key takeaway about "what the system looks like and how it thrives" on an index card or in their journal.
    - Collect responses or have a few volunteers share.
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Slide Deck

Welcome: What's Really Going On?

Understanding the Digital World

  • Goal: Build a shared foundation to understand online risks.
  • Focus: How digital platforms work and potential dangers.
  • Your Role: Critical thinkers and informed users.

Let's dive in!

Welcome students and set a positive tone for critical thinking about digital spaces. Explain that this is the first session of a club focused on understanding online risks.

Warm-Up: Digital Life Check-in

Question:

What’s one app you can't live without and why?




  • Think about it.
  • Share with a partner or the class.
  • Why is it so essential to you?

Use this as a quick warm-up. Encourage students to think about their relationship with technology and how integral it is to their lives. This helps set the stage for discussing its complexities.

What is Exploitation?

More Than Just "Bad Guys"

Exploitation is when someone uses another person for their own benefit, often taking advantage of a power difference or vulnerability.

  • It's about imbalance: One person has more power or knowledge.
  • It's about gain: The exploiter benefits, often at the victim's expense.
  • It's often hidden: It can start subtly and grow over time.

Start with a clear, accessible definition of exploitation. Emphasize that it's about power imbalances and using someone for personal gain, often without their full understanding or consent. Connect it to familiar scenarios before moving to digital.

Digital Exploitation: The New Frontier

Why Online is Different

Online spaces create new ways for exploitation to happen. It's not always about a stranger in a dark alley.

  • Anonymity: People can hide their true identities.
  • Accessibility: Exploitation can happen anywhere, anytime.
  • Building Trust: Grooming often starts with building a relationship.

The 'Stranger Danger' Myth: Most exploitation comes from people you know or who pretend to be friends.

Explain how the digital world adds new layers to exploitation. Discuss the 'stranger danger' myth and emphasize that exploitation often comes from people you know or trust, or who build trust over time.

Who is Most at Risk Online?

Systemic Vulnerabilities

Certain groups are often targeted more due to various factors:

  • Girls and Young Women: Targeted for sexual exploitation and image-based abuse.
  • Queer Youth: Face discrimination and specific forms of harassment.
  • Marginalized Users: Individuals from minority groups often experience heightened online abuse and targeting.

It's not their fault; it's a systemic issue.

Highlight that certain groups are disproportionately targeted due to existing societal vulnerabilities. Emphasize that this is not their fault, but a consequence of how systems are designed and how prejudice operates online.

Sextortion: Targeting Young Men

A Growing Threat

Sextortion is a serious crime where someone threatens to share private images or information unless the victim sends more explicit content or money.

  • Increasingly targeting young men: Often lured through fake profiles or gaming platforms.
  • False Sense of Invincibility: The idea that "boys will be boys" can lead to risky behavior and a reluctance to report.
  • Emotional Impact: Devastating for victims, regardless of gender.

This is a crime, and victims are never to blame.

Address the emerging crisis of sextortion affecting young men. Connect it to societal expectations of masculinity and the 'boys will be boys' mentality which can create a false sense of invincibility and reluctance to report.

Activity: Platform Dissection

How Do Apps Enable Risk?

In groups, you will "dissect" a popular app (TikTok, Snapchat, Discord, etc.).

  • Map Features: Identify key features, algorithms, and privacy settings.
  • Uncover Risks: How could these features be used for exploitation?
  • Think Like a Designer: If you wanted to reduce risk, what would you change?

Use your Platform Dissection Worksheet to guide your analysis!

Introduce the team activity. Explain the goal: to critically analyze how common social media apps are designed and identify features that could be exploited. This shifts the focus from victim-blaming to system analysis.

Cool Down: System Snapshot

One Big Idea

On an index card or in your journal, write down:

One key takeaway about what the system of online exploitation looks like and how it thrives.







  • What did you learn today that surprised you?
  • What's one thing you'll remember?

Conclude with a reflection on the main learning. This reinforces the core outcome of the session – understanding the system. Encourage students to keep thinking critically.

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Reading

Exploitation Case Studies: What Happened?

Instructions: Read the case study assigned to your group. Discuss the questions that follow with your teammates. Be ready to share your insights with the class.

Case Study 1: The 'Gaming Buddy'

Maria (14, she/her) was an avid online gamer. She spent hours playing a popular multiplayer game and made friends with other players. One player, who introduced himself as "Alex" (claiming to be 16), was particularly friendly. He was very skilled, always helpful, and would often praise Maria's gaming abilities.

Over a few months, Alex and Maria moved their conversations from the public game chat to a private messaging app. Alex started asking more personal questions about Maria's school, family, and even her appearance. He sent her compliments and made her feel special. He eventually asked her to send him a picture of herself, just a "cute selfie" he said, because he felt like they were such good friends. Maria felt flattered and sent a photo. A few days later, Alex asked for another, a slightly more revealing one, hinting that if she didn't, he might not want to be her friend anymore. Maria felt uncomfortable but also didn't want to lose her "best online friend." This continued, with Alex subtly increasing his demands.

Discussion Questions:

  1. What tactics did Alex use to build trust and make Maria feel special?


  2. How did their conversations shifting from public to private spaces change the dynamic?


  3. Where did the "stranger danger" myth break down in this case?


  4. What warning signs could Maria have looked for? What could she have done?


Case Study 2: The 'Popular Influencer'

Leo (16, he/him) was trying to grow his following on a popular video-sharing platform. He wanted to be an influencer and gain popularity. He received a direct message from an account with a blue checkmark, claiming to be a talent scout for a major brand. The scout, "Sarah," said she was impressed with Leo's content and wanted to offer him a sponsorship deal.

Sarah asked Leo to send her some exclusive, "edgy" content – photos and videos that were a bit provocative – to show the brand his "potential." She promised him fame and money. Leo, eager for the opportunity, sent a few. Then Sarah started demanding more, threatening to leak the existing photos and ruin his reputation if he didn't comply. Leo was terrified and felt trapped, not knowing who to turn to.

Discussion Questions:

  1. How did Sarah exploit Leo's desire for popularity and success?


  2. What role did the blue checkmark and the promise of a sponsorship play in making Sarah seem legitimate?


  3. Why might Leo have felt a "false sense of invincibility" or been reluctant to report this?


  4. What are the key differences between this online grooming scenario and the "stranger danger" narrative?


Case Study 3: The 'Confidante' in the Gaming Server

Sam (15, they/them) was part of a Discord server for fans of a particular online game. They felt a strong sense of community there, especially with one user, "Chris" (who claimed to be 17 and also queer). Chris was always supportive and understanding when Sam talked about feeling isolated at school.

After a few weeks of daily chats, Chris started asking Sam for more personal details, like their address and the name of their school, saying he wanted to send them a small gift for being such a good friend. Sam hesitated but ultimately provided some information, as Chris had become a trusted confidante. Chris then suggested they meet up at a local park, just the two of them, to hang out. Sam felt pressured because Chris had been so kind and seemed to understand them so well. When Sam expressed some nervousness, Chris became subtly annoyed, suggesting Sam didn't trust him after all their conversations. This made Sam feel guilty and confused.

Discussion Questions:

  1. How did Chris build a sense of trust and connection with Sam?


  2. What specific vulnerabilities of Sam's did Chris seem to target?


  3. How did Chris use guilt and pressure to try and influence Sam's decision to meet?


  4. How does this case illustrate how exploitation can start subtly and break the "stranger danger" myth?


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Worksheet

Platform Dissection: Uncovering Risks

Instructions: With your group, choose one popular app (e.g., TikTok, Snapchat, Discord) or use the one assigned to you. Analyze its features to understand how it might enable or mitigate risks related to online exploitation. Use the questions below to guide your discussion and record your findings.

App Chosen for Dissection: ________________________________

Section 1: Core Features & User Interaction

  1. What are the main features of this app? (e.g., direct messaging, video sharing, live streaming, group chats, friend requests, public profiles, disappearing messages, etc.)





  2. How do users typically connect and interact with each other on this platform? (e.g., following, adding friends, joining servers/groups, commenting publicly)





  3. Are there any features designed to create a sense of urgency, FOMO (Fear Of Missing Out), or continuous engagement?





Section 2: Algorithms & Content Delivery

  1. How do you think the app decides what content to show you? (e.g., based on your likes, shares, follows, time spent on certain videos, popular trends)





  2. Could this algorithm accidentally or intentionally expose users to risky content or individuals?





  3. Does the app use any features that promote endless scrolling or make it hard to stop using the app?







Section 3: Privacy & Security Settings

  1. What privacy settings are available to users on this app? (e.g., private vs. public profiles, who can send messages, who can see your activity)





  2. Are these settings easy to find and understand? Are they set to private by default, or does the user have to actively change them?





  3. How easy is it for someone to hide their true identity on this platform? (e.g., fake profiles, anonymous accounts)





Section 4: Reporting & Safety Mechanisms

  1. How can users report inappropriate content or behavior on this app? Is the reporting process clear and accessible?





  2. Does the app have any safety features to detect or prevent exploitation (e.g., content filters, age verification, warnings about suspicious links)?





  3. How does the app moderate content and user interactions to keep its users safe?







Section 5: Exploitation Potential & Solutions

  1. Based on your analysis, how could the features of this app be used by someone looking to exploit others (e.g., grooming, sextortion, harassment)? Provide specific examples.










  2. If you were a designer for this app, what three specific changes would you make to reduce the risk of exploitation and make it safer for young users?










    • Change 1:


    • Change 2:


    • Change 3:


  3. What is one piece of advice you would give to another student about using this app safely?




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Warm Up

Warm-Up: Digital Life Check-in

Instructions: Think about the apps you use every day. On a piece of paper or in your journal, write down:

What’s one app you can’t live without and why?







  • Consider what makes it essential to you.
  • Be ready to share your thoughts with a partner or the class.
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Cool Down

Cool Down: System Snapshot

Instructions: On an index card or in your journal, write down:

One key takeaway about what the system of online exploitation looks like and how it thrives.







  • What did you learn today that surprised you?
  • What's one thing you'll remember from our discussion and activities?
lenny
lenny