These come from the AF Dallas app package and have never shipped anywhere.
Checked against the live Digital Resilience Lab first: none of the ten appears there, so this is new material rather than a duplicate.
Their evidence labels are the prototype’s own eight-status vocabulary, not the four-rung ladder — a gap worth closing before Dallas.
AF-DAL-001Platform Accountability
High
Meta Youth-Safety Litigation
Use pending multistate litigation to teach the difference between allegations, company responses, evidence, and legal findings.
Why: Students learn that a complaint is evidence of an allegation—not proof that the allegation is true.
ALLEGATIONGovernment plaintiffs have alleged harms involving platform design, youth safety, and children’s data.
OPEN QUESTIONWhich factual allegations will ultimately be established, rejected, settled, or resolved on appeal?
TEACHING RULENever state a pending allegation as an adjudicated fact.
Evidence-label sortingMock hearingAlgorithm-objective simulatorPlaintiff/defense/source comparison
12–14 · 15–18 · Adults
https://www.reuters.com/business/meta-29-states-head-court-biggest-test-yet-youth-social-media-litigation-2026-08-12/
AF-DAL-002Gaming Safety
High
Gaming & Platform Safety Audit
Students audit a fictional gaming platform for secrecy, gifts, migration to private channels, escalation, and reporting controls.
Why: Pattern recognition is safer and more defensible than teaching children that one message or one type of user proves grooming.
VERIFIED FACTGaming and social platforms are used by children and can be used as initial contact environments.
TEACHING RULEA single gift or private message does not prove grooming; patterns and context matter.
AF World simulationRed-flag pattern mapPrivacy-control auditTrusted-adult response drill
8–11 · 12–14 · 15–18 · Adults
https://www.fbi.gov/how-we-can-help-you/parents-and-caregivers-protecting-your-kids
AF-DAL-003AI Safety
Critical
Synthetic Image & TAKE IT DOWN Lab
Teach that synthetic content can cause real harm, and pair detection literacy with an actionable response process.
Why: AI literacy is incomplete if students only learn how to spot fakes but not how to preserve evidence and get help.
VERIFIED FACTNCMEC reports more than 400,000 2025 CyberTipline reports with a generative-AI nexus.
VERIFIED FACTFTC enforcement of Section 3 of the TAKE IT DOWN Act began May 19, 2026.
LEGAL RULECovered platforms must provide a request process and remove qualifying content and known identical copies within 48 hours of a valid request.
Harmless deepfake demoSource-provenance challengeSTOP–SAVE–DON’T SHARE–TELL–REPORT drillTakedown workflow
8–11 · 12–14 · 15–18 · Adults
https://www.ftc.gov/news-events/news/press-releases/2026/05/ftc-begins-enforcing-take-it-down-act
AF-DAL-004Coercion Safety
Critical
Financial Sextortion: Break the Blackmail Loop
Teach how coercion escalates and where a child can break the offender’s control loop by getting help.
Why: The goal is not fear—it is restoring perceived options when an offender tries to create panic and irreversibility.
VERIFIED FACTNCMEC received more than 50,000 reports of financially motivated sextortion in 2025, averaging 137 reports per day.
DATA CAUTIONReports are not identical to unique victims or adjudicated criminal cases.
Blackmail-loop mapTrusted-adult scriptEvidence-preservation drillNo-victim-blaming language practice
12–14 · 15–18 · Adults
https://www.missingkids.org/blog/2026/ncmec-releases-new-sextortion-data-2025
AF-DAL-005Trafficking + Fraud
High
Scam Compounds & Forced Criminality
Follow a fake job offer through recruitment, travel, coercion, scam activity, cryptocurrency, and law-enforcement disruption.
Why: Students learn the two-sided victim model: the fraud target and a coerced worker can both be victims.
VERIFIED FACTINTERPOL says Operation First Light 2026 identified more than 142,000 victims and produced more than 5,800 arrests.
FORENSIC RULEBehavior alone does not establish motive; coercion and duress require evidence.
Fake-job auditEntity-and-money graphVictim/perpetrator complexity exerciseSource-confidence review
15–18 · Adults
https://www.interpol.int/News-and-Events/News/2026/Over-5-800-arrests-USD-293-million-intercepted-in-global-fraud-bust
AF-DAL-006High-Risk Online Coercion
Critical
764 / Violent Online Networks
Age-gated instruction on secrecy, escalation, coercion, doxxing, blackmail, and getting help—without graphic material.
Why: Dallas has a locally relevant FBI warning, but the subject must be trauma-informed and never become offender instruction.
VERIFIED FACTFBI Dallas issued a May 12, 2026 open letter warning North Texas parents, guardians, and teachers about violent online networks commonly referred to as 764.
VERIFIED FACTThe FBI Dallas letter states the Bureau was investigating more than 450 subjects tied to these networks.
TRAUMA SAFEGUARDNo graphic imagery, victim reenactments, or detailed self-harm instructions.
8–11: Close–Block–Tell12–14: Coercion-pattern map15–18: Evidence preservation and escalationAdults: warning-sign response protocol
8–11 · 12–14 · 15–18 · Adults
https://www.fbi.gov/contact-us/field-offices/dallas/news/fbi-dallas-open-letter-to-parents-guardians-and-teachers
AF-DAL-007Boundary Awareness
Medium
Where’d You Get Those Shoes?
Use ordinary gifts and favors to teach children to ask where unexpected benefits came from and whether secrecy or repayment is expected.
Why: This gives younger children a non-graphic foundation for recognizing transactional pressure and grooming patterns.
TEACHING RULEUnexpected gifts are not automatically dangerous; unexpected gifts deserve questions.
PATTERNConcern rises when gifts are paired with secrecy, isolation, escalating requests, or threats.
Gift-and-secret scenario cardsParent question promptsReciprocity mapTrusted-adult role-play
8–11 · 12–14 · Adults
AF-DAL-008AI Literacy
Medium
AI Friend or AI Tool?
Teach children to use AI as a tool without confusing fluency, confidence, or simulated empathy with verified authority.
Why: Children need functional AI literacy before they encounter high-stakes decisions through conversational systems.
TEACHING RULEAn AI’s confidence is not evidence that its answer is correct.
BOUNDARYAI can help explain and organize, but high-stakes medical, legal, safety, or emergency decisions require appropriate human professionals.
Tool-vs-person sortingHallucination checkSource request drillHigh-stakes escalation scenarios
8–11 · 12–14 · 15–18 · Adults
AF-DAL-009Privacy + OSINT Literacy
Medium
Digital Footprint Forensics
Show how ordinary posts combine into a pattern that can reveal school, routine, age range, friends, or location.
Why: The lesson is cumulative inference—not paranoia about any single post.
TEACHING RULESmall pieces of public information can become sensitive when combined.
Fictional profile auditInference vs fact sortingPrivacy cleanupPattern wall
12–14 · 15–18 · Adults
AF-DAL-010Cyber Safety
High
Social Engineering Pressure Lab
Teach students to recognize authority, fear, urgency, scarcity, curiosity, and affinity as common pressure mechanisms.
Why: Students become more resilient when they can identify the emotion a message is trying to trigger before they act.
TEACHING RULEA pressure tactic is a reason to slow down and verify—not proof by itself that a message is malicious.
Phishing message sortPause-and-verify drillTrusted-channel callbackEmotion-to-action map
8–11 · 12–14 · 15–18 · Adults