{"id":28,"date":"2026-03-26T18:22:27","date_gmt":"2026-03-26T18:22:27","guid":{"rendered":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/front-matter\/lesson-thats-not-cool-healthy-and-respectful-relationships-online\/"},"modified":"2026-06-24T13:27:01","modified_gmt":"2026-06-24T13:27:01","slug":"lesson-thats-not-cool-healthy-and-respectful-relationships-online","status":"publish","type":"front-matter","link":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/front-matter\/lesson-thats-not-cool-healthy-and-respectful-relationships-online\/","title":{"raw":"Lesson: That's Not Cool - Healthy and Respectful Relationships Online","rendered":"Lesson: That&#8217;s Not Cool &#8211; Healthy and Respectful Relationships Online"},"content":{"raw":"<span class=\"ng-star-inserted\" data-start-index=\"0\">In this lesson, students begin by considering one of five scenarios that illustrate unhealthy relationship behaviours relating to digital media: pressuring others to share private content, [pb_glossary id=\"76\"]cyberstalking[\/pb_glossary]<\/span>,\u00a0<span class=\"ng-star-inserted\" data-start-index=\"0\"> [pb_glossary id=\"80\"]controlling[\/pb_glossary], abuse of trust and [pb_glossary id=\"62\"]parasocial relationship[\/pb_glossary]s online. They brainstorm other examples of that issue and consider their relevance to their lives,\u00a0 then consider reasons why we sometimes do things that we know are wrong. Finally, students create their own scenario demonstrating how people can successfully deal with one of the identified issues.\r\n<\/span>\r\n\r\n<strong>Grade range: <\/strong>7-9\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/chapter\/whats-wrong-with-this-picture\/\">Teacher Material<\/a><\/strong>\r\n\r\n<strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploringstudentwrdsb\/chapter\/whats-wrong-with-this-picture-scenario-one-2\/\">Student Material<\/a><\/strong>\r\n\r\n<strong>Time Frame<\/strong>\r\n<table border=\"0\">\r\n<tbody>\r\n<tr>\r\n<td><\/td>\r\n<td><strong>One class period (75 minutes)<\/strong><\/td>\r\n<td><strong>Two or three class periods (150-225 minutes)<\/strong><\/td>\r\n<\/tr>\r\n<tr>\r\n<td><strong>Activities<\/strong><\/td>\r\n<td>&nbsp;\r\n\r\nWhat's Wrong With This Picture?\r\n\r\nUnhealthy Relationships\r\n\r\nKnowing Ourselves\r\n\r\n&nbsp;\r\n\r\n&nbsp;<\/td>\r\n<td>&nbsp;\r\n\r\nWhat's Wrong With This Picture?\r\n\r\nUnhealthy Relationships\r\n\r\nKnowing Ourselves\r\n\r\nCorrecting the Picture\r\n\r\n&nbsp;<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<strong>\u00a0<\/strong>\r\n\r\n<strong>Preparation:<\/strong>\r\n<ul>\r\n \t<li>Make sure that students are able to access the interactive activities.<\/li>\r\n<\/ul>\r\n&nbsp;\r\n\r\nA <a href=\"https:\/\/mediasmarts.ca\/teacher-resources\/thats-not-cool-healthy-respectful-relationships-online\">printable version of this lesson<\/a> is available on the MediaSmarts website.\r\n\r\n&nbsp;\r\n<div class=\"textbox textbox--learning-objectives\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning Outcomes<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\n<em>Big ideas\/key concepts<\/em>: Students will understand that\u2026\r\n\r\nInteractions through digital media can have a real impact:\r\n<ul>\r\n \t<li>What we do online can have an impact on ourselves and others<\/li>\r\n<\/ul>\r\nDigital media experiences are shaped by the tools we use\r\n<ul>\r\n \t<li>Digital media can make it hard to feel empathy and make us more prone to moral disengagement<\/li>\r\n<\/ul>\r\n<em>Key questions<\/em>:\r\n<ul>\r\n \t<li>What makes a healthy or unhealthy relationship?<\/li>\r\n \t<li>How can we recognize and avoid unhealthy relationships?<\/li>\r\n<\/ul>\r\n<em>Essential knowledge:<\/em> Students will know\u2026\r\n<ul>\r\n \t<li>Privacy and security: Ethical dimensions of sharing others' content<\/li>\r\n \t<li>Ethics and empathy: Ways that digital media can influence our ethics and empathy<\/li>\r\n \t<li>Media health: Characteristics of healthy and unhealthy relationships; types of unhealthy digital relationships\r\n<ul>\r\n \t<li>Key vocabulary: <span class=\"ng-star-inserted\" data-start-index=\"0\">[pb_glossary id=\"80\"]controlling[\/pb_glossary],<\/span> <span class=\"ng-star-inserted\" data-start-index=\"0\">[pb_glossary id=\"76\"]cyberstalking[\/pb_glossary]<\/span>, <span class=\"ng-star-inserted\" data-start-index=\"0\">[pb_glossary id=\"62\"]parasocial relationship[\/pb_glossary],\u00a0[pb_glossary id=\"77\"]platform[\/pb_glossary]<\/span><\/li>\r\n<\/ul>\r\n<\/li>\r\n<\/ul>\r\n<em>Performance tasks<\/em>: Students will be able to\u2026\r\n<ul>\r\n \t<li>Access: Find information on privacy tools and community guidelines<\/li>\r\n \t<li>Use: Use privacy tools<\/li>\r\n \t<li>Understand: Analyze privacy implications of different platforms<\/li>\r\n \t<li>Engage: Consider ethical questions about sharing content online<\/li>\r\n<\/ul>\r\n<strong>Student-friendly outcomes:<\/strong>\r\n<ul>\r\n \t<li>We will learn that digital media can influence our sense of right and wrong and how we treat others, that there are healthy and unhealthy types of digital relationships, and key terms like controlling, cyberstalking, parasocial relationship, and platform.<\/li>\r\n \t<li>We will think about how our actions online affect ourselves and others, how aspects of digital media make us less likely to feel guilty or responsible for our actions, and how to recognize and avoid unhealthy relationships.<\/li>\r\n \t<li>We will find information on and use privacy tools and community guidelines, analyze how different platforms protect our privacy, and consider whether sharing certain information online is a good idea.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<div class=\"textbox textbox--key-takeaways\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n<div class=\"textbox__content\">\r\n\r\n<strong>Strand A: Literacy Connections and Applications<\/strong>\r\n\r\n<strong>A2. Digital Media Literacy<\/strong>\r\n\r\nA2.1 Digital Citizenship\r\n\r\nevaluate and explain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities\r\n\r\nA2.2 Online Safety, Well-Being, and Etiquette\r\n\r\ndemonstrate an understanding of how to navigate online environments safely, manage their privacy, personal data, and security, and interact in a way that supports their well-being and that of others, including seeking appropriate permission\r\n\r\nA2.7 Community and Cultural Awareness\r\n\r\ncommunicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate and model cultural awareness with members of the community\r\n\r\n<strong>A3. Applications, Connections and Contributions\r\n<\/strong>\r\n\r\nA3.1 Cross-Curricular and Integrated Learning\r\n\r\nanalyze and explain how the knowledge and skills developed in this course support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication\r\n\r\n&nbsp;\r\n\r\n<strong>Strand C: Comprehension (Understanding and Responding to Texts)<\/strong>\r\n\r\n<strong>C3 Critical Thinking in Literacy<\/strong>\r\n\r\nC3.2 Making Inferences\r\n\r\n<em>Grade 7: <\/em>make local and global inferences, using explicit and implicit evidence, to develop interpretations about various texts and to extend their understanding\r\n\r\n<em>Grade 8: <\/em>make local and global inferences, using explicit and implicit evidence, to explain and support their interpretations about various complex texts\r\n\r\nC3.5 Perspectives Within Texts\r\n\r\nExplain explicit and implicit perspectives communicated in various texts, including narrative texts, provide any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias\r\n\r\n&nbsp;\r\n\r\n<strong>Strand D:Composition (Expressing Ideas and Creating Texts)\r\n<\/strong>\r\n\r\n<strong>D1 Developing Ideas and Organizing Content<\/strong>\r\n\r\nD1.2 Developing Ideas\r\n\r\ngenerate and develop ideas and details about challenging topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences\r\n\r\nD1.4 Organizing Content\r\n\r\n<em>Grade 7: <\/em>classify and sequence ideas and collected information, using appropriate strategies and tools, and identify and organize relevant content, taking into account the chosen text form, genre, and medium\r\n\r\n<em>Grade 8: <\/em>classify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives\r\n\r\n<strong>D2 Creating Texts<\/strong>\r\n\r\nD2.1 Producing Drafts\r\n\r\n<em>Grade 7: <\/em>draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies\r\n\r\n<em>Grade 8:<\/em> draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas\r\n\r\nD2.4 Point of View and Perspective\r\n\r\n<em>Grade 7: <\/em>identify the point of view, perspectives, and bias conveyed in their texts, and explain how their messages might be interpreted by audiences with different perspectives\r\n\r\n<em>Grade 8: <\/em>explain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n&nbsp;\r\n\r\n&nbsp;","rendered":"<p><span class=\"ng-star-inserted\" data-start-index=\"0\">In this lesson, students begin by considering one of five scenarios that illustrate unhealthy relationship behaviours relating to digital media: pressuring others to share private content, <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_28_76\">cyberstalking<\/a><\/span>,\u00a0<span class=\"ng-star-inserted\" data-start-index=\"0\"> <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_28_80\">controlling<\/a>, abuse of trust and <a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_28_62\">parasocial relationship<\/a>s online. They brainstorm other examples of that issue and consider their relevance to their lives,\u00a0 then consider reasons why we sometimes do things that we know are wrong. Finally, students create their own scenario demonstrating how people can successfully deal with one of the identified issues.<br \/>\n<\/span><\/p>\n<p><strong>Grade range: <\/strong>7-9<\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/chapter\/whats-wrong-with-this-picture\/\">Teacher Material<\/a><\/strong><\/p>\n<p><strong><a href=\"https:\/\/textbook.mediasmarts.ca\/exploringstudentwrdsb\/chapter\/whats-wrong-with-this-picture-scenario-one-2\/\">Student Material<\/a><\/strong><\/p>\n<p><strong>Time Frame<\/strong><\/p>\n<table>\n<tbody>\n<tr>\n<td><\/td>\n<td><strong>One class period (75 minutes)<\/strong><\/td>\n<td><strong>Two or three class periods (150-225 minutes)<\/strong><\/td>\n<\/tr>\n<tr>\n<td><strong>Activities<\/strong><\/td>\n<td>&nbsp;<\/p>\n<p>What&#8217;s Wrong With This Picture?<\/p>\n<p>Unhealthy Relationships<\/p>\n<p>Knowing Ourselves<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/td>\n<td>&nbsp;<\/p>\n<p>What&#8217;s Wrong With This Picture?<\/p>\n<p>Unhealthy Relationships<\/p>\n<p>Knowing Ourselves<\/p>\n<p>Correcting the Picture<\/p>\n<p>&nbsp;<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Preparation:<\/strong><\/p>\n<ul>\n<li>Make sure that students are able to access the interactive activities.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>A <a href=\"https:\/\/mediasmarts.ca\/teacher-resources\/thats-not-cool-healthy-respectful-relationships-online\">printable version of this lesson<\/a> is available on the MediaSmarts website.<\/p>\n<p>&nbsp;<\/p>\n<div class=\"textbox textbox--learning-objectives\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning Outcomes<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p><em>Big ideas\/key concepts<\/em>: Students will understand that\u2026<\/p>\n<p>Interactions through digital media can have a real impact:<\/p>\n<ul>\n<li>What we do online can have an impact on ourselves and others<\/li>\n<\/ul>\n<p>Digital media experiences are shaped by the tools we use<\/p>\n<ul>\n<li>Digital media can make it hard to feel empathy and make us more prone to moral disengagement<\/li>\n<\/ul>\n<p><em>Key questions<\/em>:<\/p>\n<ul>\n<li>What makes a healthy or unhealthy relationship?<\/li>\n<li>How can we recognize and avoid unhealthy relationships?<\/li>\n<\/ul>\n<p><em>Essential knowledge:<\/em> Students will know\u2026<\/p>\n<ul>\n<li>Privacy and security: Ethical dimensions of sharing others&#8217; content<\/li>\n<li>Ethics and empathy: Ways that digital media can influence our ethics and empathy<\/li>\n<li>Media health: Characteristics of healthy and unhealthy relationships; types of unhealthy digital relationships\n<ul>\n<li>Key vocabulary: <span class=\"ng-star-inserted\" data-start-index=\"0\"><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_28_80\">controlling<\/a>,<\/span> <span class=\"ng-star-inserted\" data-start-index=\"0\"><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_28_76\">cyberstalking<\/a><\/span>, <span class=\"ng-star-inserted\" data-start-index=\"0\"><a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_28_62\">parasocial relationship<\/a>,\u00a0<a class=\"glossary-term\" aria-haspopup=\"dialog\" aria-describedby=\"definition\" href=\"#term_28_77\">platform<\/a><\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><em>Performance tasks<\/em>: Students will be able to\u2026<\/p>\n<ul>\n<li>Access: Find information on privacy tools and community guidelines<\/li>\n<li>Use: Use privacy tools<\/li>\n<li>Understand: Analyze privacy implications of different platforms<\/li>\n<li>Engage: Consider ethical questions about sharing content online<\/li>\n<\/ul>\n<p><strong>Student-friendly outcomes:<\/strong><\/p>\n<ul>\n<li>We will learn that digital media can influence our sense of right and wrong and how we treat others, that there are healthy and unhealthy types of digital relationships, and key terms like controlling, cyberstalking, parasocial relationship, and platform.<\/li>\n<li>We will think about how our actions online affect ourselves and others, how aspects of digital media make us less likely to feel guilty or responsible for our actions, and how to recognize and avoid unhealthy relationships.<\/li>\n<li>We will find information on and use privacy tools and community guidelines, analyze how different platforms protect our privacy, and consider whether sharing certain information online is a good idea.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<div class=\"textbox textbox--key-takeaways\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\"><strong>Curriculum\u00a0 Connections<\/strong><\/p>\n<\/header>\n<div class=\"textbox__content\">\n<div class=\"textbox__content\">\n<p><strong>Strand A: Literacy Connections and Applications<\/strong><\/p>\n<p><strong>A2. Digital Media Literacy<\/strong><\/p>\n<p>A2.1 Digital Citizenship<\/p>\n<p>evaluate and explain their rights and responsibilities when interacting online with appropriate permission, and make decisions that contribute positively to the development of their digital identity and those of their communities<\/p>\n<p>A2.2 Online Safety, Well-Being, and Etiquette<\/p>\n<p>demonstrate an understanding of how to navigate online environments safely, manage their privacy, personal data, and security, and interact in a way that supports their well-being and that of others, including seeking appropriate permission<\/p>\n<p>A2.7 Community and Cultural Awareness<\/p>\n<p>communicate and collaborate with various communities in a safe, respectful, responsible, and inclusive manner when using online platforms and environments, including digital and media tools, and demonstrate and model cultural awareness with members of the community<\/p>\n<p><strong>A3. Applications, Connections and Contributions<br \/>\n<\/strong><\/p>\n<p>A3.1 Cross-Curricular and Integrated Learning<\/p>\n<p>analyze and explain how the knowledge and skills developed in this course support learning in various subject areas and in everyday life, and describe how they enhance understanding and communication<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand C: Comprehension (Understanding and Responding to Texts)<\/strong><\/p>\n<p><strong>C3 Critical Thinking in Literacy<\/strong><\/p>\n<p>C3.2 Making Inferences<\/p>\n<p><em>Grade 7: <\/em>make local and global inferences, using explicit and implicit evidence, to develop interpretations about various texts and to extend their understanding<\/p>\n<p><em>Grade 8: <\/em>make local and global inferences, using explicit and implicit evidence, to explain and support their interpretations about various complex texts<\/p>\n<p>C3.5 Perspectives Within Texts<\/p>\n<p>Explain explicit and implicit perspectives communicated in various texts, including narrative texts, provide any evidence that could suggest bias in these perspectives, and suggest ways to avoid any such bias<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Strand D:Composition (Expressing Ideas and Creating Texts)<br \/>\n<\/strong><\/p>\n<p><strong>D1 Developing Ideas and Organizing Content<\/strong><\/p>\n<p>D1.2 Developing Ideas<\/p>\n<p>generate and develop ideas and details about challenging topics, such as topics related to diversity, equity, and inclusion and to other subject areas, using a variety of strategies, and drawing on various resources, including their own lived experiences<\/p>\n<p>D1.4 Organizing Content<\/p>\n<p><em>Grade 7: <\/em>classify and sequence ideas and collected information, using appropriate strategies and tools, and identify and organize relevant content, taking into account the chosen text form, genre, and medium<\/p>\n<p><em>Grade 8: <\/em>classify and sequence ideas and collected information, selecting effective strategies and tools, and identify and organize relevant content, evaluating the choices of text form, genre, and medium, and considering alternatives<\/p>\n<p><strong>D2 Creating Texts<\/strong><\/p>\n<p>D2.1 Producing Drafts<\/p>\n<p><em>Grade 7: <\/em>draft complex texts of various forms and genres, including narrative, expository, and informational texts, using a variety of media, tools, and strategies<\/p>\n<p><em>Grade 8:<\/em> draft complex texts of various forms and genres, including narrative, persuasive, expository, and informational texts, citing sources, and use a variety of appropriate media, tools, and strategies to transform information and communicate ideas<\/p>\n<p>D2.4 Point of View and Perspective<\/p>\n<p><em>Grade 7: <\/em>identify the point of view, perspectives, and bias conveyed in their texts, and explain how their messages might be interpreted by audiences with different perspectives<\/p>\n<p><em>Grade 8: <\/em>explain the explicit and implicit points of view, perspectives, and bias conveyed in their texts, evaluate how various audiences might respond, and suggest ways to acknowledge other perspectives<\/p>\n<\/div>\n<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<div class=\"glossary\"><span class=\"screen-reader-text\" id=\"definition\">definition<\/span><template id=\"term_28_76\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_28_76\"><div tabindex=\"-1\"><p>Following people around online and offline and contacting them constantly.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_28_80\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_28_80\"><div tabindex=\"-1\"><p>Using digital devices to keep tabs on someone all the time.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_28_62\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_28_62\"><div tabindex=\"-1\"><p>A parasocial relationship is when you feel like you know someone you only know through media. People can form parasocial relationships with celebrities, influencers and even cartoon characters.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><template id=\"term_28_77\"><div class=\"glossary__definition\" role=\"dialog\" data-id=\"term_28_77\"><div tabindex=\"-1\"><p>A platform is anything that lets you share content with other people. Social media and video apps are examples of platforms.<\/p>\n<\/div><button><span aria-hidden=\"true\">&times;<\/span><span class=\"screen-reader-text\">Close definition<\/span><\/button><\/div><\/template><\/div>","protected":false},"author":2,"menu_order":7,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"front-matter-type":[],"contributor":[],"license":[],"class_list":["post-28","front-matter","type-front-matter","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/pressbooks\/v2\/front-matter\/28","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/pressbooks\/v2\/front-matter"}],"about":[{"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/wp\/v2\/types\/front-matter"}],"author":[{"embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":2,"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/pressbooks\/v2\/front-matter\/28\/revisions"}],"predecessor-version":[{"id":606,"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/pressbooks\/v2\/front-matter\/28\/revisions\/606"}],"metadata":[{"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/pressbooks\/v2\/front-matter\/28\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/wp\/v2\/media?parent=28"}],"wp:term":[{"taxonomy":"front-matter-type","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/pressbooks\/v2\/front-matter-type?post=28"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/wp\/v2\/contributor?post=28"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/textbook.mediasmarts.ca\/explore-teacher-wrdsb\/wp-json\/wp\/v2\/license?post=28"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}