Online PrivacySabrina BackCo-Director, Mountain Writing Project, Hazard, KY(Adapted by Jean Wolph from Sabrina Back’s LDC module)

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Online Privacy

Should the government protect of its citizens in their use of technology?

This short unit (adapted from a longer module, which is also available for use) will make students aware of key privacy and protection issues affecting consumers.

A special focus for this unit is close reading and taking notes from sources, then practicing ways to use this evidence to support a claim.

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Mini-Unit OverviewDay 1 Day 2 Day 3 Day 4 Day 5 Day 6

Building Schema; Understanding Writing Task, Rubric

Research:Reading #1

Identifying Compelling Evidence

Research:Reading Collection #2

Identifying Compelling Evidence

Making a Claim

Supporting a Claim

Drafting Feedback and Revising

Tools/Activities

Tools/Activities

Tools/Activities

Tools/Activities

Tools/Activities

Tools/Activities

Partner Notes Save the Last Word—adapted

Agree, Disagree, Undecided

Purpose/Audience statement

Practice Time: Forwarding / Using Sources Effectively

Self-Evaluation and Draft (in progress)

Peer Review and Draft (“for now”)

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PREPARING FOR THE TASK: BUILDING SCHEMA

Think, Write, Pair, ShareOn a sheet of paper, list everything you know about online privacy.Pair up and discuss your lists. Then discuss the questions below: • What is online privacy? • Who is able to find out your name and age?

Your phone number or cell phone number? Your home address? Your parent’s address or employer? Your e-mail address? The school you attend?

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Optional Text to Build Backgroundhttps://www.youtube.com/watch?v=SCmKJyVx9AY (8 min., 10 sec.)

Published on Jul 25, 2013As technology has evolved over the past two centuries, so have our expectations about privacy. This new digital world allows us to connect with each other with increasing ease, but it has also left our personal information readily available, and our privacy vulnerable. Cultural norms have pushed us all online, seemingly at the mercy of whatever terms of service are put before us. Cookies and tracking allow companies to collect limitless amounts of information about us, often more than we'd share with family and friends. And in the push for national security, the government has collected vast amounts of information as well, often without our knowledge. With the NSA leak reigniting this important debate, we take a closer look at the state of privacy in the digital age. (NPR)

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Watching with a Quote in Hand

• A Brief History of Online Privacy• Is Privacy a Choice?• Will the Government Protect Our Privacy?

-------------------------• Quickly read or skim through your passage. • Watch the NPR clip.• What is the point or claim your expert is

making? Highlight it. Share with your group. 6

Why online privacy?Are we being watched? Are our movements being monitored, either virtually or in real-life?

Each day companies compile vast databases of information about consumers, including you. That information is sometimes shared with third parties for a profit, potentially posing breach of privacy issues. While the government provides some protections, particularly for teens, privacy advocates feel the government should take a stronger stance to preserve our online anonymity.

Other times the government is the agency that is being accused of violating our privacy. A year ago (June 2013), we discovered the National Security Agency has engaged in what some call “far-reaching surveillance programs.” In January, President Barack Obama issued Presidential Policy Directive 28, which placed some limitations on what government can collect. In May, the House of Representatives passed the USA FREEDOM Act, which could bring some reform to the current bulk collection program.

Is monitoring our online activities okay, whether it’s for business or governmental purposes? What do you think?

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Predicting

• How do you think the companies that are collecting data might use your personal information?

• What might be the potential good or potential harm from sharing personal information online? From having governmental regulation?

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PREPARING FOR THE TASK: BUILDING SCHEMA

Slice the Pie

As a class, we’ll brainstorm questions or concerns we have about online privacy.

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Writing Task: Online Privacy

Should the government protect citizens in their use of technology? • After reading selected informational texts,

draft an argument that addresses the question.

• Support your position with evidence from the texts. Be sure to acknowledge competing views.

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PREPARING FOR THE TASK: BUILDING SCHEMA

Think, Write, Pair, Share

Examine the task and rubric. Use a highlighter to note the important words and phrases. Jot down your comments or questions about what you’ll be writing and how your work will be evaluated.

Compare ideas with a partner. Bring unanswered questions to the whole group.

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Reading #1: Online Privacy?

You and a partner will be reading a text about the privacy issue.

Text for today’s reading:

"Your Computer Is WATCHING You." Scholastic Scope. 25 Oct. 2010: 22-23.

Or “Sites Feed Personal Details To New Tracking Industry” http://online.wsj.com/article/SB10001424052748703977004575393173432219064.html#articleTabs%3Darticl Or “On the Web, Children Face Intensive Tracking” BY STEVE STECKLOW / September 17, 2010(http://online.wsj.com/article/SB10001424052748703904304575497903523187146.html)

Or Consumers in the middle of Google-Facebook battleBy Byron Acohido, Scott Martin and Jon Swartz, USA TODAY Updated 1/26/2012 10:34 AMFrom (http://www.usatoday.com/tech/news/story/2012-01-25/google-facebook-competition/52796502/1#mainstory

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Focusing our efforts• Today’s article is about tracking. Look carefully to see how this term is

defined and how it relates to privacy or protection.

• Look for important points and key quotations–sentences a writer would want to use as evidence, pro or con. THESE ARE WHAT YOU WILL RECORD IN YOUR NOTES:

Sentences or phrases that will help you illustrate an idea about privacy or protection. Look for specific examples of protection or invasion of online privacy. Look for facts, data, anecdotes, images, or scenarios.

Quotes that will help you use the words of an expert to support an idea about privacy or protection. Note the reason(s) this person might be considered an expert.

What information do you find COMPELLING?

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Paired Reading: Online Privacy? 1. Determine who is Partner A and who is Partner B.2. Preview the text, noting that it has been divided it into four sections. 3. Partner A will read the first section aloud while Partner B listens and takes brief notes.4. Stop and discuss what you each feel is important to note from the reading; Partner B adds to Partner Notes as needed. If a quote is referenced, be sure to paraphrase and interpret it (put it in your own words and tell why it is significant).5. Switch roles until the reading is finished.6. Prepare to share 1-2 key ideas from your reading during

a whole-class debriefing.

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Partner NotesSource:

What is tracking?

Compelling ideas, facts, anecdotes, data, scenarios:

Compelling quotes:

Discuss: What are you thinking at this point about the issue of tracking? Are you in favor of it or not? Why or why not?

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Debriefing:

•What kind of work were you doing as a reader and writer during this activity? Why did we do it?

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Reading #2: Protection of Privacy?

Texts for today’s reading:

• Excerpt from “Coppa “article(http://www.coppa.org/comply.htm) (see text set)

• Excerpt from “Protect our Kids from Online Tracking”(http://www.commonsensemedia.org/privacy)

• Excerpt from “Who’s Watching You Online: FTC Pushes do not Track Plan” (http://www.msnbc.msn.com/id/42239031/ns/business-consumer_news/t/whos-watching-you-online-ftc-pushes-do-not-track-plan/#.Tw8YV8392Kz

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Focusing our efforts• Today’s article(s) are about efforts to protect online privacy.

• Look for compelling points and key quotations–sentences a writer would want to use as evidence, pro or con. THESE ARE WHAT YOU WILL UNDERLINE OR HIGHLIGHT.

Sentences that will help you illustrate an idea about privacy or protection. Look for specific examples of protection or invasion of online privacy. Look for facts, data, anecdotes, images, or scenarios.

Quotes that will help you use the words of an expert to support an idea about privacy or protection. Note the reason(s) this person might be considered an expert.

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Save the Last Word for MeCount off 1, 2, 3 in your group.

Round 1:

• #1s: Share 1 line or short passage you underlined from the COPPA excerpt.

• #2s and #3s: Try to name the idea that this excerpt seems to illustrate about privacy or protection. What value do you see in this information or idea? What problems might there be? What questions can you raise?

• #1s: Acknowledge the responses of others, respond to comments, or ask for clarification—getting the “last word” on the evidence.

• #2s and #3s may want to mark this line on their own texts if they also now find it compelling.

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Save the Last Word for MeRound 2: • The procedure is repeated with #2 students sharing something

from the Common Sense Media excerpt. #1s and #3s respond. #2s conclude the discussion with a “last word.” #1s and #3s may again borrow this line or ideas.

Round 3: • #3 students share something from the NBC excerpt. #1s and

#2s respond. #3s conclude the discussion with a “last word.” #1s and #2s may borrow ideas/lines.

Round 4+: The process begins again with number one students, and continues during allotted time or until discussion is exhausted.

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Debriefing:

What kind of work were you doing as a reader and writer during this activity? Why did we do it?

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Making a Claim

Should the government protect its citizens in their use of technology?

In other words, should the government do more to protect our privacy or not?

Which position will you take?

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Agree, Disagree, Undecided“The government should do more to protect my privacy online.”

1. The Agree and Disagree groups will work separately to make a list of evidence for their side of the argument, returning to the articles we have read and the notes we have made.

2. Group Undecided will list 5 questions they will ask the other two groups.

• Group A presents first.• Group D presents next.• Group U asks questions.• Group A & D respond to questions.• At the end of the activity, students chose their actual stance to

prepare for the writing task.

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DraftingComplete this Focus Statement after “Agree, Disagree, Undecided”

“As a _______________, I am writing an argument to convince ___________ that ________________.”

Examples: As a seventh-grade student, I am writing an argument to convince readers that the government should do more to protect our online privacy.

As a Facebook user, I am writing an argument to convince our government to protect my privacy from advertisers that are tracking my posts.

As a teen Internet user, I am writing an argument to convince my legislator that I don’t need the government to protect my online privacy.

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Supporting a Claim

Today, we are going to read a few passages to pay particular attention to how authors support and develop claims. We’ll look especially at how writers comment on evidence or quoted statements, and how they indicate their sources of information is credible. We’ll also note how they show the difference between ideas from a source and their own ideas.

Then we will examine ways that we can describe competing views. The examples we will analyze use structures that we can mimic/copy to develop our drafts.

Finally, we’ll return to our notes and practice how we will use our best evidence to support our claim.

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Forwarding: Practice Time in Using Source Material

1. Using the notes and highlighted text from the articles and excerpts you read, try at least 3 of the writing moves described below:

Illustrating | Use specific examples from the text to support the claim Authorizing | Refer to an “expert” to support the claim Extending | Put your own “spin” on terms and ideas you take from

other texts Countering | “Push back” against the text in some way (e.g., disagree

with it, challenge something it says, or interpret it differently)

2. Comment about the example or quote that you forward. Consider the credibility of the source of this example or quote. Explain how this evidence supports your claim.

3. Prepare to share with a partner for feedback.

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Drafting

Use “A Vital Weapon” or another model of an argument that you’ve studied to inspire how you organize your initial draft.

Have your annotations and highlighted articles at hand. Draw from (1) the work you have done with a claim and (2) the forwarding practice to help you get started on your draft.

You will work individually to write your drafts. After you think you have a full draft, go back to your opening and conclusion to make sure they work together to make your draft feel cohesive.

Use the Peer Review Form to check your draft; add elements that you have not addressed.

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Self-Evaluation

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Our focus in all of our argument writing is on using source material effectively. Consider the following in reviewing your own draft.

1. Overall, how would you describe the writing's use of source material?  Skillfully integrates source material to fully support the student's claim Integrates source material to support the student's claim Uses source material in ways that somewhat support the student's claim Summarizes or copies source material; may or may not present a claim Does not use source material

2. Does the writing distinguish between the student’s own ideas and the source material, including the use of clearly indicated paraphrasing, quotation marks, or signal phrases? 

Yes No

3. Does the writing comment on the source material?  Yes No

4. Does the writing characterize the credibility of the source material or author?  Yes No

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5. Does the writing connect the source material to the overall claim or purpose of the paper? 

Yes No

6. Does the writing use source material for any of the following purposes? Check all that apply: 

Illustrating | Use specific examples from the text to support the claim

Authorizing | Refer to an “expert” to support the claim Extending | Put your own “spin” on terms and ideas you take

from other texts Countering | “Push back” against the text in some way (e.g.,

disagree with it, challenge something it says, or interpret it differently)

None of the above7. What do you see as next steps for this writer? [If you are the writer, go back to your draft to address the areas that you did not include initially.]

Revising• Today you’ll get feedback from your peers.

• Afterward, you’ll use that feedback to continue refining your draft.

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Peer Review

• Form groups of 3. • Pass your drafts to each other (counter-clockwise).

Silently read the draft and complete the peer review form (next slide).

• Pass again. Each draft will be read twice and receive feedback from two peers.

• You will use this feedback to revise your 1st draft.

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Peer Review Form

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Our focus in all of our writing is on using source material effectively. Consider the following in reviewing your own draft as well as in providing response to writers.

1. Overall, how would you describe the writing's use of source material?  Skillfully integrates source material to fully support the student's claim Integrates source material to support the student's claim Uses source material in ways that somewhat support the student's claim Summarizes or copies source material; may or may not present a claim Does not use source material

2. Does the writing distinguish between the student’s own ideas and the source material, including the use of clearly indicated paraphrasing, quotation marks, or signal phrases? 

Yes No

3. Does the writing comment on the source material?  Yes No

4. Does the writing characterize the credibility of the source material or author?  Yes No

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5. Does the writing connect the source material to the overall claim or purpose of the paper? 

Yes No

6. Does the writing use source material for any of the following purposes? Check all that apply: 

Illustrating | Use specific examples from the text to support the claim

Authorizing | Refer to an “expert” to support the claim Extending | Put your own “spin” on terms and ideas you take

from other texts Countering | “Push back” against the text in some way (e.g.,

disagree with it, challenge something it says, or interpret it differently)

None of the above7. What do you see as next steps for this writer? [If you are the writer, go back to your draft to address the areas that you did not include initially.]

Revising

Look for what is missing in your efforts to use sources effectively and focus your revision on trying at least one additional “move”:

• distinguishing between your own ideas and the source material by using quotation marks or signal phrases (e.g., “In [title], the author says”);

• commenting on the source material;• noting the credibility of the source; • connecting the source material to the overall claim, explaining

how and why the evidence helps support the claim; • using specific examples from the text to support the claim;• referring to an “expert” to support the claim;• putting their own “spin” on terms and ideas taken from other

texts;• disagreeing with a text, challenging something it says, or

interpreting it differently.

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