During prep for the Digital Scam Education Act, a student notes that a good sponsor cannot treat a worthy goal as proof of a good mechanism. The need is that scam tactics change quickly, so one-time warnings can become outdated. The proposal would teach high school students and older adults practical online-scam verification habits by providing that consumer-protection agencies and libraries receive grants for regularly updated scenarios, source-checking routines, and outcome surveys, with no brand promotion. It may mean that participants could practice durable habits instead of memorizing one list of scams. Which opening also fairly answers the concern that the lessons may become fear-based or obsolete? Look for a complete case that neither invents provisions nor dismisses the opposition.