ALEX Classroom Resource

  

Debating the Privacy Line

  Classroom Resource Information  

Title:

Debating the Privacy Line

URL:

https://www.commonsense.org/education/digital-citizenship/lesson/debating-the-privacy-line

Content Source:

Other
Common Sense Media
Type: Learning Activity

Overview:

Often, the more information we have, the better decisions we're able to make. The power of data can benefit both individuals and governments. But who can be trusted with the responsibility of having all this data? Can governments collect and use it fairly and without violating our privacy? Help students think through this question and become thoughtful influencers of data policy and practice.

Students will be able to:
  • Identify the pros and cons of schools having access to students' social media.
  • Describe the concerns related to government access to social media and cellphone data, including those related to free speech and privacy.
  • Choose a position for or against government access to social media and cellphone data, and support that position with reasons and examples.

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Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
16) Identify laws regarding the use of technology and their consequences and implications.

Examples: Unmanned vehicles, net neutrality/common carriers, hacking, intellectual property, piracy, plagiarism.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify laws relative to the use of technology.
  • identify consequences of violating laws relative to the use of technology.
  • identify implications of laws relative to the use of technology.
Teacher Vocabulary:
  • net neutrality
  • hacking
  • intellectual property
  • piracy plagiarism
Knowledge:
Students know:
  • technology changes at a rapid rate.
  • all things that are possible with technology may not be ethical.
  • that laws exist or are created to encourage individuals and entities to operate in an ethical manner.
Skills:
Students are able to:
  • identify laws relative to the use of technology.
  • identify consequences of violating laws relative to the use of technology.
  • identify implications of laws relative to the use of technology.
Understanding:
Students understand that:
  • technology changes at a rapid rate.
  • all things that are possible with technology may not be ethical.
  • that laws exist or are created to encourage individuals and entities to operate in an ethical manner.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
21) Explain how technology facilitates the disruption of traditional institutions and services.

Examples: Digital currencies, ridesharing, autonomous vehicles, retail, Internet of Things.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • explain the impact of technology of traditional institutions and services.
Teacher Vocabulary:
  • uber
  • rideshare
  • digital currencies
  • retail
  • college
  • university
Knowledge:
Students know:
  • that is important to assess the economic impact of technology on tradition institutions and services.
Skills:
Students are able to:
  • identify technology changes in everyday life that have changed how people interact with the world (example: music on CD and radio
  • > streaming music services like Spotify and XM satellite radio).
Understanding:
Students understand that:
  • technology changes quickly in an attempt to improve the quality and efficiency of life but may cause some disruptions as transitions to new methods take place.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
23) Debate the positive and negative effects of computing innovations in personal, ethical, social, economic, and cultural spheres.

Examples: Artificial Intelligence/machine learning, mobile applications, automation of traditional occupational skills.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • debate the positive and negative effects of computing innovations in personal spheres.
  • debate the positive and negative effects of computing innovations in ethical spheres.
  • debate the positive and negative effects of computing innovations in social spheres.
  • debate the positive and negative effects of computing innovations in economic spheres.
  • debate the positive and negative effects of computing innovations in cultural spheres.
Teacher Vocabulary:
  • innovation
  • ethics
  • social
  • economic
Knowledge:
Students know:
  • how to discuss positive and negative effects of computing innovations in multiple contexts.
  • that changes in computing innovations can have a range of effects in many contexts.
  • how to communicate their beliefs about computing innovations and the effects caused by advances.
Skills:
Students are able to:
  • recognize that innovations can have both positive and negative consequences.
  • identify positive and negative effects of innovation.
  • communicate support for or against innovation.
Understanding:
Students understand that:
  • advancements can also have drawbacks.
  • we are in a state of change that will require adaptation and education to be a constant.
Tags: fourth amendment, surveillance
License Type: Custom Permission Type
See Terms: https://www.commonsense.org/about-us/our-mission/site-terms-use
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityText Resources: Content is organized under headings and subheadings
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  This resource provided by:  
Author: Aimee Bates