ALEX Classroom Resource

  

Is It Fair?

  Classroom Resource Information  

Title:

Is It Fair?

URL:

https://newseumed.org/is-it-fair

Content Source:

Other
Newseum
Type: Lesson/Unit Plan

Overview:

In this lesson plan from Newseum, students use a video and graphics to help tune up their “fairness meters” to detect three key factors that can determine how objective or biased a news story is; then they analyze real-life examples.

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Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
R3) Assess the validity and identify the purpose of digital content.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • examine a grade
  • level appropriate text.
  • identify the point of view contained in the text.
  • identify possible bias contained in the text.
  • examine validity of the information contained in the text.
Teacher Vocabulary:
  • validity
Knowledge:
Students know:
  • not all information shared is valid; some information is skewed to sway readers' opinions.
Skills:
Students are able to:
  • research information to confirm whether the given information is true and unbiased.
Understanding:
Students understand that:
  • individuals and/or groups can manipulate information to meet an agenda.
  • it is important to verify information.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content.
  • identify the consequences of failing to act responsibly.
Knowledge:
Students know:
  • safe, legal, and ethical habits to use when creating and sharing digital content and that failing to do so can have negative consequences.
Skills:
Students are able to:
  • use safe, legal, and ethical habits when creating and sharing digital content.
  • identify consequences of failing to use safe, legal, and ethical habits when creating and sharing digital content.
Understanding:
Students understand that:
  • consequences exist for failing to use positive, safe, legal, and ethical habits when creating and sharing digital content.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 8
R3) Assess the validity and identify the purpose of digital content.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • examine a grade
  • level appropriate text.
  • identify the point of view contained in the text.
  • identify possible bias contained in the text.
  • examine validity of the information contained in the text.
Teacher Vocabulary:
  • validity
Knowledge:
Students know:
  • not all information shared is valid; some information is skewed to sway readers' opinions.
Skills:
Students are able to:
  • research information to confirm whether the given information is true and unbiased.
Understanding:
Students understand that:
  • individuals and/or groups can manipulate information to meet an agenda.
  • it is important to verify information.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
R3) Assess the validity and identify the purpose of digital content.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify the validity and purpose of digital content.
Knowledge:
Students know:
  • not all information found online is valid.
  • some information is shared online to promote an agenda.
  • all information has a purpose.
Skills:
Students are able to:
  • assess the validity of digital content.
  • identify the purpose of digital content.
Understanding:
Students understand that:
  • not all information available digitally is accurate, valid, and/or unbiased.
  • some users/groups misrepresent information in an effort to skew perceptions.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • model behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.
a.
  • be able to identify user tracking methods and hazards.
b.
  • present strategies to mitigate effects of user tracking methods.
c.
  • explain how end-user license agreements and terms of service agreements serve to protect corporations not individuals.
  • explain the ramifications that may exist when one enters into a end-user licensing agreement or terms of use agreement.
  • explain how personal data may be shared by permissions agreed to in terms of service or end-user license agreements.
d.
  • explain online privacy.
  • explain personal security.
  • explain the relationship between online privacy and personal security.
e.
  • identify physical consequences of inappropriate digital behaviors.
  • identify legal consequences of inappropriate digital behaviors.
  • identify ethical consequences of inappropriate digital behaviors.
f.
  • identify impacts of negative digital behaviors.
  • explain strategies to lessen the impact of negative digital behaviors.
  • assess when to apply various strategies to lessen the impact of negative digital behaviors.
Teacher Vocabulary:
  • ethics
  • digital world
a.
    cookies
  • virus
  • malware
  • packet sniffing
  • spyware
  • phishing
b.
  • browser history
c.
  • personal data
d.
    data mining
  • digital marketing
  • online wallets
  • personal information
  • data accessibility
  • passwords.
e.
  • cyberbullying
  • harassment
  • sexual communication
f.
  • online safety
Knowledge:
Students know:
  • safe, legal, and ethical behaviors for online behavior.
a.
  • tracking methods are often used to improve digital tools and advertising.
  • hazards exist when unknown entities have access to a user's digital habits.
b.
  • methods to counteract the use of tracking.
c.
  • that often, end-user licensing agreements (EULA) are often written to protect the entity that created the digital tool, rather than the user of the digital tool.
  • that EULAs and terms of service agreements can grant access to the user's personal data.
  • that personal data can include images, posts, personal information (phone number, address, birth date, access to friends), and browsing data.
d.
  • often there exists an inverse relationship between online privacy/personal security and convenience.
e.
  • that inappropriate digital behavior can have physical, legal, and ethical consequences.
f.
  • that negative digital behaviors can have lasting consequences.
  • that some behaviors are illegal.
  • strategies to lessen the impact of negative digital behaviors and assess when to apply them.
Skills:
Students are able to:
  • interact digitally while exercising safe, legal, and ethical behaviors.
a.
  • identify tracking methods used to gather data.
  • identify hazards that exist when tracking methods are used.
b.
  • list techniques to avoid tracking.
  • apply techniques to avoid tracking.
c.
  • interpret the terms of EULAs and terms of service agreements.
  • make an educated decision to agree to EULAs and terms of service agreements.
d.
  • weigh the risks of using a digital tool to one's personal security.
  • identify potential risks to using various digital tools.
  • evaluate a digital tool's security.
e.
  • identify inappropriate digital behaviors.
  • identify consequences of inappropriate digital behaviors.
f.
  • identify negative digital behaviors.
  • share strategies to to lessen the impact of negative digital behaviors.
Understanding:
Students understand that:
  • because the Internet can be such a persisting environment, it is vital to interact with safe, legal, and ethical behaviors.
a.
  • entities use tracking methods to make products more appealing to their users.
  • hazards exists when tracking data can be tied to individual users.
b.
  • privacy can be violated when tracking is used.
  • techniques exist to mitigate the effects of tracking methods.
c.
  • nothing is free—you often give up data to use digital resources for no charge.
  • it is important to educate yourself on EULAs and terms of service agreements.
d.
  • free digital tools can compromise one's privacy and security.
  • it is important to be aware of what one is trading for use of a service.
e.
  • inappropriate digital behavior can have physical, legal, and ethical consequences.
  • consequences of inappropriate digital behaviors can have life-altering consequences.
f.
  • digital identity is tied to online digital behavior.
  • negative digital behaviors can have lasting consequences.
  • some digital activity is illegal.
Tags: accuracy, bias, credibility, ethical behavior, relevance
License Type: Attribution Non-Commercial No Derivatives
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityVideo resources: includes closed captioning or subtitles
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Author: Aimee Bates