Get Kids Thinking: Security vs Privacy-Do we have to choose?

Middle school and high school students love both their cell phones and their privacy.  The recent news that the National Security Agency is tracking cell phone data is a great topic to get kids thinking critically.  This relevant lesson gives our students some understanding of perspectives, media literacy and the Fourth Amendment.  You can use this scenario with links and resources and the SCAN© critical thinking strategy to help students understand these complex issues:

Privacy or Security – Do we have to choose?

In a democracy, it is the job of each citizen to be educated and involved in the government so that abuses do not occur.

Recently, it has come to light that the National Security Agency has been keeping track of everyone’s cell phone data- not just the suspected terrorists, but everyone’s.  They are not listening in on conversations, but they are keeping track of who is talking to whom and how long.  This surveillance is said to be similar to the information on the outside of an envelope- you can see who the message is going to and coming from and when it was sent.  You cannot see the contents.  Some people feel very strongly that the agency is acting against the Constitution by collecting information from innocent people without cause.  Others think that anything that can help prevent or catch terrorists is worth the sacrifice.  At what point would you say it has gone too far?

Resources:

Take part in the discussion of concerns and issues caused by the Patriot Act and decide what should be done.

Read this news story “What You Need to Know about the NSA Phone Tapping Program” or watch this video: Breaking News to get started.

US News & World Report has a section called The Debate club which provides different expert opinions on hot topics.  In this case the question is “Should Americans be worried about the National Security Agency’s Data Collection?  You can have your students go right to the site to see the four perspectives they provide.  They can even vote for the one they agree with most.

Perspectives:

Here are the links to the separate perspectives.  Assign students different perspectives to represent and let the discussion begin!

Alberto Gonzales:   Former Attorney General

Gonzales believes that since our enemies use every available tool to hurt us, we should use all of our available tools and technology to keep us safe.  He believes that as long as there are rules to govern how the information is used, and we are keeping an eye on these activities, they are worth the loss of privacy.  He states that we have no expectation of privacy for records that are held by a third party – in this case the phone company.  

Read more:  The Government must use all available technology to protect Americans. 

Shayana Kadidal:  Senior Managing Attorney at the Center for Constitutional Rights

Kadidal is against the search of all American citizens’ phone records.  He believes that even though they are only collecting “metadata” – the connecting numbers and locations, you can figure out things about the content.  For example, if you have called a lawyer, people may think that you are guilty of something.  Who you call on your phone should be private.  He is afraid that the rules that allow collecting information from Verizon could easily be applied to peoples’ other records, such as bank statements, credit card information and internet search information.  These can provide detailed pictures of our private lives.  

Read more:  Obama Administration Continues Bush Unconstitutional Policies.  

Jonathan Turley:  Professor of Public Interest Law at George Washington University

Turley is alarmed that the National Security Agency has begun collecting information on millions of average citizens.  He feels that although our leaders at the moment may have our best interests in mind, future leaders may begin using the data for their own purposes of power and greed.  He quoted Benjamin Franklin’s warning that “those who would give up essential liberty to purchase a little temporary safety deserve neither liberty nor safety.”  He is afraid that this breach of privacy is just the beginning of living in a society where we are constantly under surveillance.

Read More:  The Founding Fathers Rejected a System of Authoritarian Power

Jon Yoo:  Former Deputy Assistant Attorney General in the Office of the Legal Counsel of the U.S. Department of Justice

Mr. Yoo believes that the collecting of cell phone metadata, phone numbers and locations, does not represent a threat to our rights.  Our Constitution protects the contents of all of our communications and this policy is within those rules.   Analyzing the data of all Americans and focusing on those that communicate with known terrorists can help us find terrorist cells and stop future attacks in the U.S.  This activity has been approved by Congress and is covered in the Patriot Act which was enacted after 9-11 to protect us from further attacks.

Read more:  Government Data Collection Doesn't Violate the Constitution

Some simple video perspectives:

It’s legal!  http://www.cnn.com/video/data/2.0/video/politics/2013/06/06/bts-feinstein-chambliss-verizon.cnn.html

It is worth it:  http://www.cnn.com/video/data/2.0/video/us/2013/06/06/pmt-intv-gingrich-nsa-collecting-phone-records.cnn.html 

Ron Paul speaks against the practice:  http://video.msnbc.msn.com/the-daily-rundown/52166877

This lesson is available as a free scenario this month on the online SCAN discussion tool.  This engaging platform guides students through the SCAN steps in an engaging, interactive format. 

Ask the right questions and get your students thinking and writing.  How would you use this lesson?

Students' Rights: Great Cases to Get Them Thinking

Want them to write?  Find their passion.

I was recently involved in a #njed twitter chat on BYOD.  A large group of people enthusiastically contributed their experiences and points of view on how a successful BYOD program might look and run and some of the benefits and disadvantages of having students bring in their own devices.  I noticed that there was a student involved in the discussion (how cool is that!) and when asked how she felt about students bringing in their own devices, she responded that”…students who have the devices should have the right to bring their own devices…”

There were two things that were very cool about this whole discussion and her being involved - # 1 she was participating in a great real life authentic critical thinking activity as an equal with adults (how cool is that?) and #2 she was passionate enough to write what she believed to be students’ rights.

That is what I love about young people.  They are very clear and very passionate about their rights!  As we all are!

Try to see it my way…

This passion is something that we as teachers can harness to get kids thinking and writing.  Isn't that what we are trying to do with the CCSS focus on argumentative writing-get students reading nonfiction material from several reliable sources to put together a coherent argument?  This becomes a much easier task when you have (or they have) selected a topic that they care about – whether it be their privacy, rights, or their cell phones! 

Do you own your phone?

The Bill of Rights Institute has a great lesson, Unlocking your Cell Phone – Property Rights in the Digital Age,  complete with downloadable student pages that sets up the issue, gives resources from different perspectives and great critical thinking questions surrounding the recent court decision that makes it against the law to unlock your cell phone so you can utilize another carrier.  Check out these resources that they provide:

A Right to Unlock Cellphones Fades Away
Date: 1/25/13
Source: NY Times

FCC To Investigate Cell Phone Unlocking Ban
Date: 2/28/13
Source: TechCrunch

Point/Counter-Point:

The Most Ridiculous Law of 2013 (So Far): It Is Now a Crime to Unlock Your Smartphone
Date: 1/27/13
Source: The Atlantic

What’s really happening with unlocked devices
Date: 1/26/13
Source: CTIA Blog

Beyond the Cell Phone

 It turns out there are a lot of good cases, past and present, that our students may be interested in.  Why not have them select one, do a little research and develop an argument for or against the rulings?

Can the principal search the texts and pictures in your cell phone?  And punish you for what they find?

I think that students would find the article on this case relevant and interesting to them.

Or

Have them look at one of these lists and choose which case interests:

Landmark Supreme Court Cases about Students

Or

Have them look at some of these older cases with some of these interesting examples :

Can a student wear medieval garb for his yearbook picture?

Distribute an alternative newspaper?

Have a grade reduced due to an unexpected absence?

Or

Have them look into some cases focused on students’ rights to free speech.

Using court cases involving their peers can make work relevant, stir their passions, allow them to develop arguments, see different perspectives and learn about their own civil rights.  Seems like a great way to get kids thinking!

Great Resources on Women's Voting Rights

We have heard a lot of talk about the power of the women’s vote in this election.  Candidates are making sure that they address issues that are important to women to earn their vote.  It is hard to believe that women were amongst the last to earn the right to vote in the US.  Looking at the suffrage movement gives students the opportunity to understand the different perspectives of the times and look at the current issues surrounding the Voting Rights ACT.

Here are some great resources, links and lesson plans that can tie past and present issues surrounding voting rights:

The Woodrow Wilson Library has lesson plans that include everything from essential questions to assessments.  Lots of links to primary documents included!

Scholastic has some great lesson plans for different age groups, grades 1-2, 4-5, 6-8 with resources and activities. 

Looking for primary documents?  Of course our National Archives has put together great lesson plans and resources in their Teaching with Documents site.

Mr. Donn’s web pages include links to lesson plans, games, and links to Powerpoints on women’s suffrage.

Tom Daccord’s site, Edtechteacher has a great collection of  Best History Sites on women’s history.

This great lesson plan from Edsitement on Pro-and Anti-Suffrage Arguments has students look at women’s suffrage issues from all different perspectives- The Founding Fathers, the family, African Americans, States Rights, husbands, etc.  Check out the other 3 great activities at this site with links to political cartoons, articles, fliers and other primary documents of the day.

Why not follow up this great lesson by letting students discuss the issues by role-playing different points of view using the online SCAN tool and having students decide what should be done.  Check out the free lesson on “Women's Voting Rights."

How is this relevant to today?

Tie these great topics in by looking at the recent discussion on the Voting Rights Act which requires states to get advance approval by the Federal Government before they can change the way they hold elections. 

Look at how women’s issues are affecting voting today.  If women were voting, what issues would become non-issues?

Connect to women’s rights headlines from around the world by looking at the recent shooting of a 14 year old Pakistani girl by the Taliban for championing the education of girls and publicizing atrocities committed by the Taliban.

Do you have any favorite resources or activities to help our students appreciate voting rights?