ALEX Classroom Resource

  

The Net Neutrality Debate

  Classroom Resource Information  

Title:

The Net Neutrality Debate

URL:

https://aptv.pbslearningmedia.org/resource/38566355-b748-4de2-955a-167b418e6ad2/the-net-neutrality-debate-moyers-on-america/

Content Source:

PBS
Type: Lesson/Unit Plan

Overview:

In this lesson, students will write a persuasive one-page editorial that takes a position in the Net Neutrality debate.

Lesson Objectives

    By the end of this lesson, students will:
  • be able to explain the issue of Net Neutrality.
  • watch a video and conduct Internet research to identify specific arguments for and against Net Neutrality legislation.
  • write a persuasive one-page editorial that takes a position in the Net Neutrality debate.
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 9
20 ) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1]

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. [W.9-10.1a]

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. [W.9-10.1b]

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. [W.9-10.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.9-10.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented. [W.9-10.1e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.20- Compose an argument to support a claim by stating a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument.


English Language Arts
ELA2015 (2015)
Grade: 10
21 ) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1]

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. [W.9-10.1a]

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. [W.9-10.1b]

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. [W.9-10.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.9-10.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented. [W.9-10.1e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.21- Compose an argument to support a claim by stating a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument.


English Language Arts
ELA2015 (2015)
Grade: 11
19 ) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. [W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented. [W.11-12.1e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.19- Compose an argument to support a claim by stating a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument.


English Language Arts
ELA2015 (2015)
Grade: 12
19 ) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.11-12.1]

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. [W.11-12.1a]

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases. [W.11-12.1b]

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. [W.11-12.1c]

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.11-12.1d]

e. Provide a concluding statement or section that follows from and supports the argument presented. [W.11-12.1e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.19- Compose an argument to support a claim by stating a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument.


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.
Tags: internet, neutrality, service providers
License Type: Custom Permission Type
See Terms: https://www.pbslearningmedia.org/help/terms-of-use/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
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Author: Stephanie Carver