Internet https://www.morningsidecenter.org/ en Researching the Impact of Our Phones https://www.morningsidecenter.org/teachable-moment/lessons/researching-impact-our-phones <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Researching the Impact of Our Phones</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p><br> <strong>To the Teacher:</strong><br> <br> Mounting piles of new psychological and educational research show that internet distractions and screen addiction have a powerful negative effect on students’ learning – and teachers have known it to be true all along.</p> <p>Tech distractions were a problem before the pandemic. Remote learning only strengthened these tendencies. As schools return to in-person learning, many students are struggling to readjust after a period of endless screen time. Getting past the power struggles over students’ phone use might take serious effort and investment of class time, but ultimately, our students’ well-being and success depend on a healthy relationship with tech. They are worth the effort!&nbsp;</p> <p>In this two-part lesson, students process some of the current research on cell phone use, interview a family member to share their learning, and perhaps co-create a class plan to reduce phone distractions.&nbsp;<br> <img alt="phone" data-entity-type="file" data-entity-uuid="deaf2cf7-c986-4324-a8d1-41e620f7afe5" src="/sites/default/files/inline-images/cell-phone.jpg" width="1920" height="1280" loading="lazy"></p> <hr> <h3><br> <strong>Day 1: Research &amp; Discussion</strong><br> &nbsp;</h3> <h3><strong>Introduction</strong></h3> <p><em>(5 minutes)</em></p> <p>Introduce the topic by explaining that the pandemic and remote learning made all of us – young people and adults – more dependent on the internet, and as we return to in-person learning, it’s important to reflect on how it affects us now.</p> <p>As a whole class, ask students to share some of the pros or cons of phones and technology. Students may mention pros like connecting us to distant people and finding new information more easily, and cons like cyberbullying, distractions, or theft.</p> <hr> <p>&nbsp;</p> <h3><strong>Mixer Activity: The Research</strong></h3> <p><em>(15 minutes)</em></p> <p><br> Print copies of <strong><em><a href="https://www.morningsidecenter.org/sites/default/files/documents-pdfs/Phone%20activity%20mixer%20slips.pdf">this handout,</a></em></strong> which contains facts gleaned from research on phones and technology.</p> <p>Make two copies if you have 14-26 students and three copies if you have 27 or more. Cut into slips.</p> <p>Explain that today, students will get the chance to explore some surprising research about how phones and technology affect learning and mental health. They will each get one of 13 different facts, and they will try to collect as many other facts as they can from classmates before the time is up.</p> <p>Distribute a slip to each student.&nbsp; (Take a fact yourself and join the mixer as well, so that you can help guide students who are having trouble.)</p> <p>Then ask students to find a partner. With their partner they should:</p> <ul> <li>Read their fact out loud to the other. Explain that it’s important to read out loud so that they can hear the fact again and to help start a conversation.<br> &nbsp;</li> <li>Synthesize the facts. Each pair of students should find a connection between the facts or a question about what the facts mean.<br> &nbsp;</li> <li>Once the pair has processed the information, they can each go on to pair up with another person and follow the same steps.<br> &nbsp;</li> </ul> <p>As the mixer starts to slow down, remind students that there are 13 total facts to find and invite them to find as many more as they can in the next few minutes.&nbsp;</p> <hr> <h3><br> <strong>Whole-Group Discussion</strong></h3> <p><em>(10 mins)</em><br> &nbsp;</p> <p>As a whole class, invite students to share some of the most important connections or questions that came up during the mixer. Record students’ responses on the board.</p> <p>My own class noted that:</p> <ul> <li>Social media seems to separate people emotionally.</li> <li>Cell phones seem to cause a lot of problems with learning.</li> </ul> <p>Students may make personal connections to research findings. They may also share some questions, such as: Is this research true? (Yes. Invite students to search the references given.)</p> <hr> <p>&nbsp;</p> <h3><strong>Interview prep</strong></h3> <p><em>(15 minutes)</em><br> &nbsp;</p> <p>Print one copy of <strong><a href="https://www.morningsidecenter.org/sites/default/files/documents-pdfs/Screens%20Survey.pdf">this interview worksheet</a></strong> and one copy of <strong><a href="https://www.morningsidecenter.org/sites/default/files/documents-pdfs/Screens%20handout.pdf">this infographic</a></strong> for each student.</p> <p>Give each student an interview worksheet.</p> <p>Tell students that they’ve seen some of the research, so their job now is to think about their own experiences and connect them to this research. Ask:</p> <ul> <li>Do you you yourself use screens more than you would like?</li> <li>If so, what impact is this having on you? (e.g., Does it affect your mood, focus, or memory?)</li> <li>If not, are there other people in your life that you feel may be negatively affected by their phone use or overall screen time? How?</li> </ul> <p>Next, explain that students are going to share the research and their personal experiences with an adult in their life in order to get their perspective on screens.</p> <p>Tell students that ideally, they will interview a parent, a guardian, or perhaps a grandparent, aunt, or uncle. Ask them to try to find someone from an older generation, because they might have a different perspective on screens than a classmate or sibling would.</p> <p>Review the interview work sheet with students. Note that they will write down the top three facts they want to share about screens from the mixer or from the classroom conversation – and then add a question of their own.</p> <p>Once they have this side of the sheet filled out, give each student a copy of the&nbsp;<a href="https://www.morningsidecenter.org/sites/default/files/documents-pdfs/Screens%20handout.pdf">infographic</a><strong>&nbsp;</strong>for them to share with their adult (in case some of the info didn’t make it onto the sheet accurately) and remind them that their homework is to finish the interview.<br> &nbsp;</p> <hr> <h3><br> <strong>Day 2: Interview Report Back</strong></h3> <p><em>(15 minutes)</em></p> <p><br> Ask students to share their findings by asking them these three questions:</p> <p>1. What surprised your adult the most about the research you shared?</p> <p>2. What else did you talk about?</p> <p>3.&nbsp; What are some key takeaways for you?</p> <p>4.&nbsp; What changes would you like to make to the way you and your family use screens this year?</p> <p><br> If it is appropriate for your class, consider developing a class plan for cell phone use. In&nbsp;my class, I shared with students my own ideas about a cell phone policy for the class, and we debated the details while I explained my rationale and connected it all to the research we had just discussed.</p> <p>After the discussion, ask students to hand in their interview sheets to receive credit.</p> <p>In my class, there were a few students who didn’t initially buy in to the whole idea that cell phones have negatives, but most of those had good conversations with an adult who challenged that idea. I loved reading all the resolutions about going to bed earlier and spending more time interacting face to face rather than through screens. Others were on board only until there was discussion of any hard policy on phones, at which point they protested – but eventually agreed that it might help them.</p> <p>I relied heavily on sharing my own experiences of screen addiction, in order to clarify that this was not about blaming teenagers or hating what they love. It’s simply about recognizing the potential impact on our brains of a very new, very powerful technology like cell phones. Ultimately, they seemed to be on board.<br> &nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Laura McClure</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2021-09-28T09:11:20-04:00" title="Tuesday, September 28, 2021 - 09:11">September 28, 2021</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Tue, 28 Sep 2021 13:11:20 +0000 Laura McClure 1615 at https://www.morningsidecenter.org The Sharing Economy and Its Critics https://www.morningsidecenter.org/teachable-moment/lessons/sharing-economy-and-its-critics <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>The Sharing Economy and Its Critics</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>&nbsp;</h4> <h4>To The Teacher:<br> &nbsp;</h4> <p>As the internet expands and the reach of social media widens, we have seen the growth of what has been dubbed the "sharing&nbsp;economy." Services such as Uber and Airbnb, operating through phone apps, have marketed themselves as efficient ways to link people who have something to share (such as a ride in their car or a spare room in their house) with people who need these services.</p> <p>But the sharing economy is not without its critics. Uber and Airbnb have come under fire for hurting workers in the taxi and hotel industries, skirting public interest regulations, and unfairly avoiding taxes. While proponents defend sharing economy apps as tools for cutting red tape from and facilitating person-to-person interactions, critics argue that these businesses simply represent a new form of exploitation.</p> <p>This lesson consists of three short readings that aim to familiarize students with the debates surrounding the sharing economy. The first reading provides some background on the sharing economy and its critics. The second and third readings take a closer look at the specific cases of Airbnb and Uber. Following the three readings are a list of questions for discussion.</p> <p>&nbsp;</p> <hr> <h4><br> Reading 1<br> The Birth of the Sharing Economy<br> &nbsp;</h4> <p>As the internet expands and the reach of social media widens, we have seen the growth of what has been dubbed the "sharing&nbsp;economy." Services such as Uber and Airbnb, operating through phone apps, have marketed themselves as efficient ways to link people who have something to share (such as a ride in their car or a spare room in their house) with people who need these services.</p> <p>A March 9, 2013, article in the <a href="http://www.economist.com/news/leaders/21573104-internet-everything-hire-rise-sharing-economy"><em>Economist</em></a> provides a broad definition of the "sharing economy" and offers an economic defense of apps such as Uber and Airbnb:</p> <p style="margin-left:35.45pt;">Before the internet, renting a surfboard, a power tool or a parking space from someone else was feasible, but was usually more trouble than it was worth. Now websites such as Airbnb, RelayRides and SnapGoods match up owners and renters; smartphones with GPS let people see where the nearest rentable car is parked; social networks provide a way to check up on people and build trust; and online payment systems handle the billing.</p> <p style="margin-left:35.45pt;">Just as peer-to-peer businesses like eBay allow anyone to become a retailer, sharing sites let individuals act as an ad hoc taxi service, car-hire firm or boutique hotel as and when it suits them. Just go online or download an app. The model works for items that are expensive to buy and are widely owned by people who do not make full use of them. Bedrooms and cars are the most obvious examples, but you can also rent camping spaces in Sweden, fields in Australia and washing machines in France. As proponents of the sharing economy like to put it, access trumps ownership....</p> <p style="margin-left:35.45pt;">Such "collaborative consumption" is a good thing for several reasons. Owners make money from underused assets. Airbnb says hosts in San Francisco who rent out their homes do so for an average of 58 nights a year, making $9,300. Car owners who rent their vehicles to others using RelayRides make an average of $250 a month; some make more than $1,000. Renters, meanwhile, pay less than they would if they bought the item themselves, or turned to a traditional provider such as a hotel or car-hire firm. (It is not surprising that many sharing firms got going during the financial crisis.) And there are environmental benefits, too: renting a car when you need it, rather than owning one, means fewer cars are required and fewer resources must be devoted to making them.</p> <p style="margin-left:35.45pt;">&nbsp;</p> <p>But the sharing economy is not without its critics. Uber and Airbnb have come under fire for hurting workers in the taxi and hotel industries, skirting public interest regulations, and unfairly avoiding taxes. While proponents defend sharing economy apps as tools for cutting red tape and facilitating person-to-person interactions, critics argue that these businesses simply represent a new form of exploitation.</p> <p>In an August 25, 2015, article for <a href="http://www.salon.com/2015/08/25/robert_reich_the_sharing_economy_will_be_our_undoing_partner/"><em>Salon.com</em></a>, former Secretary of Labor Robert Reich argued that sharing economy apps are part of a troublesome shift in the economy. Although they offer people a way to make money, they are part of a trend in which stable, long-term jobs are disappearing and people must rely instead on unpredictable, short-term work. Reich writes:</p> <p style="margin-left:35.45pt;">It’s the biggest change in the American workforce in over a century, and it’s happening at lightning speed. It’s estimated that in five years&nbsp;over&nbsp;40 percent&nbsp;of the American labor force will have uncertain work; in a decade, most of us....</p> <p style="margin-left:35.45pt;">Uber and other ride-share drivers earn around&nbsp;$25 per hour,&nbsp;more than double what the typical taxi driver takes home.</p> <p style="margin-left:35.45pt;">The problem is workers don’t know&nbsp;when&nbsp;they’ll earn it. A downturn in demand, or sudden change in consumer needs, or a personal injury or sickness, can make it impossible to pay the bills.</p> <p style="margin-left:35.45pt;">So they have to take whatever they can get, now: ride-shares in mornings and evenings, temp jobs on weekdays, freelance projects on weekends, Mechanical Turk or TaskRabbit tasks in between.</p> <p style="margin-left:35.45pt;">Which partly explains why Americans are putting in such long work hours - longer than in any other advanced economy.</p> <p style="margin-left:35.45pt;">And why we’re so stressed. According to&nbsp;polls, almost a quarter of American workers worry they won’t be earning enough in the future. That’s up from 15 percent a decade ago....</p> <p style="margin-left:35.45pt;">Such uncertainty can be hard on families, too. Children of parents working unpredictable schedules or outside standard daytime working hours are likely to have lower cognitive skills and more behavioral problems, according to new research.</p> <p style="margin-left:35.45pt;">For all these reasons, the upsurge in uncertain work makes the old economic measures - unemployment and income - look far better than Americans actually feel.</p> <p style="margin-left:35.45pt;">&nbsp;</p> <p>As we will see, a closer look at two prominent "sharing economy" companies—Airbnb and Uber—reveals that the benefits of new technology must be weighed against a number of potential negatives.</p> <p>&nbsp;</p> <hr> <h4><br> <br> Reading 2<br> Bringing the Sharing Economy Into Your Home: The Case of Airbnb</h4> <p>&nbsp;</p> <p>Airbnb is a popular sharing economy app that allows people with a house, apartment, or extra room to rent out space in their home to people looking for a short-term place to stay. In essence, the app allows individuals to operate micro-hotels (B and Bs, for "bed and breakfast") in their own homes. Since it was founded in 2008, Airbinb boasts that it has served more than 60 million guests in nearly 200 countries.</p> <p>In principle, Airbnb's economic logic makes a great deal of sense: Many people have some extra space in their living quarters that would otherwise go unused. Airbnb sees itself as a way for people to access this untapped source of value. As Airbnb says on its website: "Whether an apartment for a night, a castle for a week, or a villa for a month, Airbnb connects people to unique travel experiences, at any price point... And with world-class customer service and a growing community of users, Airbnb is the easiest way for people to monetize their extra space and showcase it to an audience of millions."</p> <p>However, Airbnb has come under fire in several cities for worsening the housing market. As <a href="http://www.latimes.com/business/realestate/la-fi-airbnb-housing-market-20150311-story.html"><em>Los Angeles Times </em></a>reporters Tim Logan, Emily Alpert Reyes, and Ben Poston wrote in a March 11, 2015, article, some Airbnb landlords have taken apartments that used to be for rent long-term and turned them into short-term Airbnb rentals. These landlords have tried to make more money by catering to tourists looking for brief stays rather than city residents in need of stable housing.</p> <p>Critics of Airbnb argue that this is worsening housing shortages and driving up rents. Logan, Reyes, and Poston write:</p> <p style="margin-left:35.45pt;">As short-term rental websites such as Airbnb explode in popularity in Southern California, a growing number of homeowners and landlords are caving to the economics. A study released Wednesday from Los Angeles Alliance for a New Economy, a labor-backed advocacy group, estimates that more than 7,000 houses and apartments have been taken off the rental market in metro Los Angeles for use as short-term rentals. In parts of tourist-friendly neighborhoods such as Venice and Hollywood, Airbnb listings account for 4% or more of all housing units, according to a <em>Times</em> analysis of data from Airbnb's website.</p> <p style="margin-left:35.45pt;">That's worsening a housing shortage that already makes Los Angeles one of the least affordable places to rent in the country.</p> <p style="margin-left:35.45pt;">"In places where vacancy is already limited and rents are already squeezing people out, this is exacerbating the problem," said Roy Samaan, a policy analyst who wrote the alliance's report....</p> <p style="margin-left:35.45pt;">A letter last fall from the Venice Neighborhood Council to city officials estimated that the number of short-term rental listings in the area had tripled in a year, citing a "Gold Rush mentality" among investors looking for a piece of the action. That's hurting local renters, said Steve Clare, executive director of Venice Community Housing. "Short-term rentals are really taking over a significant portion of the rental housing market in our community," Clare said. "It's going to further escalate rents, and take affordable housing out of Venice."</p> <p style="margin-left:35.45pt;">&nbsp;</p> <p>Although Airbnb presents itself as a "win-win" for both renters and landlords, affordable housing advocates have cast doubt on these claims.</p> <p>&nbsp;</p> <hr> <h4><br> <br> Reading 3<br> Sharing a Ride: The Case of Uber<br> &nbsp;</h4> <p>Before the internet, if you didn't have your own car and you didn't want to take public transportation, you probably had to find a commercial taxi if you wanted a ride. Today, Uber offers an alternative. Users simply open the app on their smartphones, request a ride from their current location, and are alerted when a private car has arrived. In essence, Uber allows anyone with a car to become a taxi driver and offer people rides.</p> <p>Uber argues that its service makes it much easier for people to get a ride when they need one and allows those who want to use their car to give rides to have way of making some extra money. "Much more than a catchy name," wrote John Patrick Pullen in a November 4, 2014, article for <em>Time</em>, "Uber has managed to capture its share of the market through a great app, excellent social media marketing, and aggressive courting of drivers. The background technology is remarkable, connecting riders and drivers with a smooth interface that rarely reports errors." (<a href="http://time.com/3556741/uber/">http://time.com/3556741/uber/</a>)</p> <p>However, many taxi drivers in the U.S. and abroad are protesting Uber. They see the company as skirting regulations, avoiding taxes, and operating in an unsafe manner. As economist Dean Baker argued in a May 27, 2014, article for the <a href="http://www.theguardian.com/commentisfree/2014/may/27/airbnb-uber-taxes-regulation"><em>Guardian</em></a>:</p> <p style="margin-left:35.45pt;">Uber is currently in disputes with regulators over whether its cars meet the safety and insurance requirements imposed on standard taxis. Also, many cities impose some restrictions on the number of cabs in the hopes of ensuring a minimum level of earnings for drivers, but if Uber and related services (like Lyft) flood the market, they could harm all drivers' ability to earn even minimum wage.</p> <p style="margin-left:35.45pt;">This downside of the sharing needs to be taken seriously, but that doesn't mean the current tax and regulatory structure is perfect. Many existing regulations should be changed, as they were originally designed to serve narrow interests and/or have outlived their usefulness. But it doesn't make sense to essentially exempt entire classes of business from safety regulations or taxes just because they provide their services over the&nbsp;internet.</p> <p style="margin-left:35.45pt;">Going forward, we need to ensure that the regulatory structure allows for real innovation, but doesn't make scam-facilitators into billionaires. For example, rooms rented under Airbnb should be subject to the same taxes as hotels and motels pay. Uber drivers and cars should have to meet the same standards and carry the same level of insurance as commercial taxi fleets.</p> <p style="margin-left:35.45pt;">&nbsp;</p> <p>The expansion of the sharing economy is likely to continue for years to come. Yet concerns about the impact of these businesses on the common good are stirring a public debate that is also likely to intensify.</p> <p><br> &nbsp;</p> <hr> <h4><br> <br> Questions for Discussion<br> &nbsp;</h4> <ol> <li>How much of the material in these readings was new to you, and how much was already familiar? Do you have any questions about what you read?<br> &nbsp;</li> <li>What is the "sharing economy"? What are some of the benefits of sharing economy apps such as Uber and Airbnb?<br> &nbsp;</li> <li value="3">Critics of Airbnb contend that it is making housing less affordable. What do you think of their argument?<br> &nbsp;</li> <li value="4">Why do some people believe that Uber is not contributing to the public good? What do you think of their criticisms?<br> &nbsp;</li> <li value="5">Overall, do you think that the sharing economy is generally positive or do its downsides outweigh the benefits? Defend your position.<br> &nbsp;</li> <li value="6">Sharing economy apps often take advantage of loopholes in established systems of public oversight and regulation. What do you think should be done about this?</li> </ol> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2015-12-30T15:13:24-05:00" title="Wednesday, December 30, 2015 - 15:13">December 30, 2015</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Wed, 30 Dec 2015 20:13:24 +0000 fionta 418 at https://www.morningsidecenter.org Internet Privacy: A Personal & Political Issue https://www.morningsidecenter.org/teachable-moment/lessons/internet-privacy-personal-political-issue <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Internet Privacy: A Personal &amp; Political Issue</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4><br> Learning Objectives</h4> <ul> <li>Students will reflect on their internet and technology use and how it connects to privacy.</li> <li>Students will consider what level of privacy (and with whom) is important to them.</li> <li>Students will gain insight into the similarities and differences between government spying, parental monitoring, and tracking of website habits for marketing purposes.</li> <li>Students will explore the connection and potential conflict between security/safety and privacy, both on a personal and institutional level.</li> </ul> <p>(To further explore the issue of government and corporate spying, see our lesson on&nbsp;<a href="http://www.morningsidecenter.org/teachable-moment/lessons/nsa-surveillance-politics-whistleblowing">NSA Surveillance and the Politics of Whistleblowing</a>.)&nbsp;</p> <p>&nbsp;</p> <hr> <h4><br> <strong>Warm-up: Have you ever...?</strong></h4> <p>Have students stand side by side in the back of the classroom.&nbsp; Read aloud the following yes/no questions, and ask each student to respond. If their answer is yes, they should step forward (and remain in that place as you read the next question). If their answer is no, they stay where they are.&nbsp; By the end of the activity, some students will be all the way at the front, some will be in the middle, and some will be at the back of the classroom.&nbsp;</p> <ul> <li>Have you ever shopped online?</li> <li>Have you ever posted photos on Instagram?</li> <li>Have you ever sent a text message about something personal?</li> <li>Have you ever used GPS (Global Positioning System)?</li> <li>Have you ever tweeted?</li> <li>Have you ever sent emails about something personal?</li> <li>Have you ever sent photos using Snapchat?</li> <li>Have you ever downloaded music for yourself?</li> <li>Have you ever made a video and sent it to a friend or posted in on YouTube?</li> <li>Have you ever used Skype or Facetime to chat with a friend?</li> </ul> <p>After the activity, ask students:&nbsp;</p> <ul> <li>Are you surprised about where you are standing?&nbsp; Why or why not?&nbsp;</li> <li>What do all of these questions have in common? (They are about privacy and the internet.)</li> <li>Is privacy important to you or not?&nbsp; Why?&nbsp;</li> <li>Which is more important—having access to all of this technology and content, or privacy? Do you think there's a way to have both?&nbsp;</li> </ul> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4><strong>How Important is Privacy in your Life?</strong></h4> <p>Ask: What is privacy? &nbsp;Work with students to come up with a definition. This might include concepts such as "something that is personal and not publicly expressed" or "intended only for the person immediately concerned." &nbsp;Explain that keeping something private doesn't necessarily mean keeping it solely to yourself. You might share your information, thought or feeling with just a few selected people.&nbsp; For example, you might have a crush on someone and choose to tell your best friend but no one else. That is private between you and your best friend. &nbsp;<br> &nbsp;<br> Ask:&nbsp; What kinds of things would you want always to remain private? &nbsp;Create a list on the board under the heading &nbsp;"What I want to be private."&nbsp; For each item students name, write a corresponding "Private from ..." and ask students who they want this information to be private from. See the example below.<br> &nbsp;</p> <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td style="width:319px;"> <p><strong>What I Want to Be Private</strong></p> </td> <td style="width:319px;"> <p><strong>Private From ...</strong></p> </td> </tr> <tr> <td style="width:319px;"> <p>Who I have a crush on</p> </td> <td style="width:319px;"> <p>Everyone, except my best friend</p> </td> </tr> <tr> <td style="width:319px;"> <p>How much money my parents make</p> </td> <td style="width:319px;"> <p>Everyone, except my immediate family</p> </td> </tr> <tr> <td style="width:319px;"> <p>What kind of music I like</p> </td> <td style="width:319px;"> <p>Corporations that are targeting me</p> </td> </tr> </tbody> </table> <p>&nbsp;</p> <hr> <h4><br> <strong>Is Privacy a Right or a Privilege?</strong></h4> <p>Ask:&nbsp; Do you think that as a resident of the United States, you are entitled to privacy?&nbsp; Have students vote yes, no or not sure by a show of hands and write the tally of yes vs. no responses on the board.</p> <p>Then ask: Do you think you have a right to keep certain things private from other people in your life (classmates, family members, friends, etc.)?&nbsp; Again, have students raise their hands in response and write the tally on the board.&nbsp;</p> <p>Finally, ask: Do you think you have a right to privacy from stores and companies who create profiles about you based on your online and shopping habits?&nbsp; Record on the board.&nbsp; The chart will look something like this:<br> &nbsp;</p> <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td style="width:392px;"> <p>&nbsp;</p> </td> <td style="width:86px;"> <p>Yes</p> </td> <td style="width:82px;"> <p>No</p> </td> <td style="width:79px;"> <p>Not Sure</p> </td> </tr> <tr> <td style="width:392px;"> <p>Right to privacy as resident of US?</p> </td> <td style="width:86px;"> <p>22</p> </td> <td style="width:82px;"> <p>4</p> </td> <td style="width:79px;"> <p>1</p> </td> </tr> <tr> <td style="width:392px;"> <p>Right to privacy from other people?</p> </td> <td style="width:86px;"> <p>26</p> </td> <td style="width:82px;"> <p>1</p> </td> <td style="width:79px;"> <p>0</p> </td> </tr> <tr> <td style="width:392px;"> <p>Right to privacy from advertisers and companies?</p> </td> <td style="width:86px;"> <p>19</p> </td> <td style="width:82px;"> <p>3</p> </td> <td style="width:79px;"> <p>5</p> </td> </tr> </tbody> </table> <p>&nbsp;<br> &nbsp;<br> Discuss by asking:&nbsp; As a class, how do we feel about privacy in these different categories? Is one more important than others?&nbsp; Why do you think as a class we voted the way we did?&nbsp; If you voted differently than the majority, can you explain your reason?</p> <p>Explain that the U.S. Constitution includes rights to privacy from the government. The Fourth Amendment, part of the Constitution's Bill of Rights, asserts&nbsp;"the right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures" by the government. &nbsp;The First Amendment, which protects freedom of religion, speech, press, and assembly, also implicitly safeguards the right to privacy in the form of freedom of thought and intellect.</p> <p>As for online privacy, many websites keep track of consumers' habits, and use this information to market to them in a targeted way &nbsp;(for instance, by suggesting other items a consumer might want to buy, based on their previous purchases). Brick-and-mortar stores also collect consumer information. Some ask for a shopper's address and phone number at checkout, though the shopper can refuse to provide this information. If you buy with a credit card, however, stores can use that information to get your address and add you to their database, including for catalog mailings. If you pay in cash, this information is obviously not accessible to the store.<br> &nbsp;<br> Although it may not seem like you are giving very much information when you browse the internet and post on social media, you are relaying personal information to the corporations that operate these websites, from retail stores to Facebook, Instagram and YouTube.&nbsp;Your browser provides your IP address to the site operators.&nbsp; As you move from site to site online, numerous companies use sophisticated methods to track and identify you. &nbsp;Ask: Have you noticed how some of the ads on the sites you visit seem to be perfectly match your interests? That is because advertisers are always developing new ways to promote products. The easiest way for them to find out your likes and habits is keeping a close eye on your social media behavior and your internet searches.</p> <p>The information you provide on social media sites and other websites may also be viewed by colleges and employers as part of their screening process.<br> &nbsp;<br> Discuss by asking:&nbsp;</p> <ul> <li>What do you think about the information I just shared?&nbsp; Does it feel okay, or not okay?&nbsp;</li> <li>Did you know that when you go online, information is being collected about you?&nbsp;</li> </ul> <p>&nbsp;</p> <hr> <h4><br> Privacy vs. Safety</h4> <p>Explain that many people are concerned about privacy and don't want to give up the privacy they believe they are entitled to.&nbsp; Other people don't care as much about privacy and share information willingly. Many people are not aware of how little privacy they actually have and the way the information they share may be used. &nbsp;</p> <p>Ask students if they have heard about the controversy over Edward Snowden and the NSA (the National Security Agency). Explain that Snowden, who worked as an NSA consultant, leaked&nbsp;a collection of classified documents that revealed that the government is keeping track of U.S. citizens' phone records and internet histories.&nbsp; Under a program known as PRISM, the government has obtained enormous amounts of data about Americans' personal communications from companies such as Verizon, Yahoo, Microsoft, Google, and Facebook. &nbsp;(See our <a href="http://www.morningsidecenter.org/teachable-moment/lessons/nsa-surveillance-politics-whistleblowing">TeachableMoment lesson on Snowden and the NSA</a>.)&nbsp;</p> <p>U.S. officials have argued that to protect national security, they need to and have the right to collect and analyze information about people without them knowing about it. This includes emails, phone records, online habits, and information from social media sites. In this way, the government can uncover illegal things that people are doing and planning, including terrorist acts.</p> <p>Some people believe that this as a necessary evil, that we have to give up some of our privacy to ensure our safety. Others believe that the government's secret collection of private information is a violation of privacy rights and that government could potentially use this information in harmful ways (for instance, to target those who legally oppose government policies).&nbsp;<br> &nbsp;<br> Ask: Do you think the government is justified in violating privacy to prevent terrorism? Are you concerned that government might use the information it collects in harmful ways?</p> <p>Now move the discussion to the personal aspects of the security vs. privacy dilemma. Ask: &nbsp;What is an example from your own life when your need for privacy conflicted with your safety or security? Explain that just as government thinks it must invade people's privacy to ensure safety and security for its citizens, sometimes parents feel they need to look at &nbsp;their teen's &nbsp;internet and social media habits to make sure they aren't putting themselves in danger online.<br> &nbsp;<br> Ask: Do you think parents are ever justified in violating their kids' privacy in order to protect them?<br> &nbsp;<br> Lead a discussion with the following questions:&nbsp;<br> &nbsp;</p> <ul> <li>Are there ways in which the government spying on people is similar to parents monitoring their kids' internet use?</li> </ul> <ul> <li>Are there ways in which it is different?&nbsp; (It is important to point out the differences in power and scope.&nbsp; While parents are able to do harm and might try to control their children by spying on them, the damage they can do is minimal compared to the government's capacity to can harm individual citizens or large groups of people with information they get by spying. And of course,&nbsp;the government's relationship to its citizens is different from a parent's relationship to their child.)</li> </ul> <ul> <li>Can you think of any examples where the government used private information they got by spying on people to harm them? &nbsp;(If they don't come up with any examples, you can share with them that the FBI had a constant surveillance on Martin Luther King, Jr. They used hidden tape recorders, tapped his office and home phones, tracked his airplane flights, and carefully watched his friends and associates.&nbsp; They were trying to discredit him and his ability to be a leader in the Civil Rights movement.)</li> </ul> <p>&nbsp;</p> <hr> <h4>&nbsp;<br> <strong>Fishbowl Activity:&nbsp; Privacy vs. Safety </strong></h4> <p>Invite 5-7 students to make a circle with their chairs in the middle of the room. Ask everyone else to make a circle of chairs around the fishbowl (so you will have a smaller circle within a larger circle). Only people in the fishbowl can speak. The process is intended to facilitate focused listening.</p> <p>Ask students to speak in turn to the following situation (or use a situation of your own or based on student responses from your earlier discussion):<br> &nbsp;</p> <p><em>Maria is 13 years old and wants to join social media sites like Facebook, Google+, and Instagram.&nbsp; Most of her friends already have accounts.&nbsp; Maria's parents tell her that she can only join if they have all her passwords and can access her sites to check every once in a while, to make sure that strangers aren't following her and that she isn't doing anything inappropriate.&nbsp; When Maria was 11, she joined Google+ and by accident her mother happened upon her account. She noticed that an older man had been in Maria's circle and when she clicked on his account, there were naked photos of him.* Maria's parents are also concerned about bullying online.&nbsp; They have a friend whose son was bullied so much on Instagram that he had to leave his school.&nbsp; </em></p> <p><em>Maria doesn't want her parents to have access to her social media accounts, emails, or text messages.&nbsp; She feels it is an invasion of her privacy and that she cannot be herself if her parents are constantly looking and watching.&nbsp; But it's more than just privacy. Maria is worried that her parents will use the information they get from Facebook to tell her who to be friends with and who not to be friends with.&nbsp; They have strong opinions about who she is friends with and who she dates, and she is pretty sure they will try to control her social life by interfering with what she does on social media.</em><br> &nbsp;</p> <p>Give each student in the fishbowl a minute or two to speak to the situation without being interrupted. Then provide a specific amount of time for clarifying questions and further comments from students in the fishbowl. After 10-12 minutes, invite students from the larger circle to participate in the conversation by tapping a fishbowl student on the shoulder and moving into that student's seat.</p> <p>Following the fishbowl, lead a large group discussion by asking the following questions:</p> <ul> <li>What was the conflict between safety and privacy in the scenario?</li> <li>How would you feel if you were in this situation?</li> <li>What would you do if you were in a situation like this?</li> <li>Can you understand Maria's point of view?&nbsp; How about her parents' point of view?</li> <li>How can they resolve the conflict between privacy and safety?<br> &nbsp;</li> </ul> <hr> <p>&nbsp;</p> <h4><strong>Closing</strong></h4> <p>Have students write:&nbsp;</p> <p>I used to think privacy was ______________ and now I think it is _________________.&nbsp;</p> <p>Share some of the responses aloud.</p> <p>&nbsp;</p> <hr> <p><strong>*</strong> For more information on talking with teenagers about internet safety, see the following resources:<br> &nbsp;</p> <ul> <li><a href="http://www.nypl.org/help/about-nypl/legal-notices/internet-safety-tips">Internet Safety Tips for Children and Teens (New York Public Library)</a></li> <li><a href="http://www.unh.edu/ccrc/internet-crimes/Internet%20Factsheet_portrait%20version_2-6-08_khf.pdf">Internet Safety Education for Teens: Getting It Right (Crimes Against Children Research Center)</a></li> </ul> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2013-07-06T09:37:11-04:00" title="Saturday, July 6, 2013 - 09:37">July 6, 2013</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sat, 06 Jul 2013 13:37:11 +0000 fionta 580 at https://www.morningsidecenter.org Thinking Critically about Internet Sources https://www.morningsidecenter.org/teachable-moment/lessons/thinking-critically-about-internet-sources <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Thinking Critically about Internet Sources</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p class="byline"><b>To the Teacher:</b><br> The internet has become the reference source of choice on just about everything. It is invaluable, but just as students need to learn how to examine critically information presented conventionally in newspapers, books and magazines so they need to apply those skills to the cyberspace world.</p> <p>The reading below offers a student introduction to some of the skills needed to use the internet critically. Also available on this website are the following sets of materials bearing on the teaching of critical thinking: "<a href="https://www.morningsidecenter.org/teachable-moment/lessons/teaching-critical-thinking-believing-game-doubting-gamehttps://www.morningsidecenter.org/teachable-moment/lessons/teaching-critical-thinking-believing-game-doubting-game">Teaching Critical Thinking</a>," "<a href="/teachable-moment/lessons/plagiarism-perplex">The Plagiarism Perplex</a>," "<a href="/teachable-moment/lessons/how-stop-cheaters">How to Stop Cheaters,</a>" "<a href="/teachable-moment/lessons/essential-skill-crap-detecting">The Essential Skill of Crap Detecting,</a>" and "<a href="https://www.morningsidecenter.org/teachable-moment/lessons/thinking-questioning">Thinking Is Questioning</a>."</p> <p>&nbsp;</p> <hr> <h3><span style="font-weight: bold; ">Student Reading:</span></h3> <h2>Questioning Websites</h2> <p>Your teacher assigns a paper on undocumented immigrants, a major issue likely to be hotly debated during the 2006 Congressional election campaign. You have narrowed the subject to the following questions: Should the U.S. government allow all undocumented immigrants in the country to enter a path toward citizenship? Why or why not?</p> <p>Soon you are in front of a computer to begin an internet search. You begin by going, perhaps, to Google. Keep in mind: "The efficiency of today's search engines arises from their ability to analyze links among websites," and Google leads "in ranking sites by how often they are linked to other highly ranked sites... Instead of looking at which papers are cited most often in the most influential journals, it measures how often web pages are linked to highly ranked sites—ranked by links to themselves." (Edward Tanner, "Searching for Dummies," <em>New York Times,</em> 3/26/06)</p> <p>You type in "undocumented immigrants" and up comes a long list of websites. You try one at random, the Center for Immigration Studies (<a href="http://www.cis.org">www.cis.org</a>), and see that it provides a lot of information. But before you begin, you need to ask some questions:</p> <p><b>1.</b> What, if anything, does the website say about its purpose?<br> <b>2.</b> Does the website include information and commentary that has to do with your questions?<br> <b>3.</b> Who writes the material on the website?</p> <p><b>4.</b> Are there sources cited for the information provided?<br> <b>5.</b> What are their qualifications?<br> <b>6.</b> What is their point of view on the subject? Do they take into account other points of view?<br> <b>7.</b> If not, does this omission and possible bias mean that the website is useless for your purposes?</p> <p>Websites usually include a statement about their purpose,mission, or vision. By clicking on "About CIS," you will learn that this organization has a "pro-immigrant, low immigration vision which seeks fewer immigrants but a warmer welcome for those admitted." What does this tell you about how CIS would view making it possible for some 12 million undocumented immigrants to become citizens?</p> <p>Among the CIS writers is its director Steven Camarota. Googling his name will provide his educational background, publications, and reports of testimony before Congressional committees. From a sampling of them you can get a sense of his point of view, possible biases and the usability of what he has to say.</p> <p>At <a href="http://www.immigrationforum.org">www.immigrationforum.org</a> you will find the National Immigration Forum. Click on "Inside the Forum" and note a point of view different from that of CIS. The NIF says that it wants to "legalize the status of hardworking immigrants caught in legal limbo." Click on "Board of Directors" and you will have a list of Forum activists, some of whom you can check as you did Camarota.</p> <p>Both websites quickly reveal a point of view and possible bias on the issue of undocumented immigrants that you need to keep in mind as you read and take notes on their materials. Questions for you to consider include:</p> <p><b>1.</b> What facts and reasons does the website provide to support its position?</p> <p><b>2.</b> Does the website report facts accurately?</p> <p><b>3.</b> How clearly and well does the website support the reasons for its point of view? To what extent does it include verifiable information? opinions supported with evidence? unsupported generalizations? anecdotes rather than evidence? words with strong, even inflammatory, connotations?</p> <p><b>4.</b> Compare two or more websites: Do they agree on what the important facts are? If not why not? Do they agree on how these facts are to be interpreted? If not, why not? Do they ignore facts and arguments that support another position? If so, what inference might you draw?</p> <p><b>5.</b> How fair do you judge each website to be in its presentation? Take into consideration that you yourself may well have a point of view and a bias in making such judgments.</p> <p>Your internet search will probably turn up Wikipedia, an online encyclopedia containing a great deal of information. But you need to read carefully what Wikipedia says about itself: "...anyone with access to an Internet-connected computer can edit, correct, or improve information throughout the encyclopedia, simply by clicking the edit this page link (with a few exceptions... )"</p> <p>Wikipedia then describes its "strengths and weaknesses" (<a href="https://en.wikipedia.org/wiki/Wikipedia:About">https://en.wikipedia.org/wiki/Wikipedia:About</a>). This information is important as you consider the reliability of what Wikipedia has to say about undocumented immigrants. "Wikipedia's reputation and internal editorial process would benefit by having a single authority vouch for the quality of a given article," wrote Randall Stross in the <em>New York Times,</em> ("Anonymous Source Is Not the Same as Open Source, 3/12/06). For while Wikipedia has many virtues, he says, "anonymity blocks credibility."</p> <p style="font-weight: bold">&nbsp;</p> <hr> <h4 style="font-weight: bold; ">For discussion</h4> <p><b>1.</b> What questions do students have about the reading? How might they be answered?</p> <p><b>2.</b> Check the websites of the following organizations and take notes about them. Come to class prepared to comment on the point of view represented on each website and to explain how you came to your conclusion.</p> <p>Migration Policy Institute (<a href="http://www.migrationpolicy.org">www.migrationpolicy.org</a>)<br> American Patrol (<a href="http://www.americanpatrol.com">www.americanpatrol.com</a>)<br> American Friends Service Committee (<a href="http://www.afsc.org">www.afsc.org</a>)</p> <p><b>3.</b> Go to <a href="http://www.wikipedia.org">www.wikipedia.org</a> and find what Wikipedia has to say about undocumented<br> immigrants in the US Come to class with notes and prepared to respond to the following questions:</p> <ul> <li>Does Wikipedia report on undocumented immigrants factually and objectively? What makes you think so?</li> <li>Does the Wikipedia report include any opinion words? If so, what are they?</li> <li>What evidence does Wikipedia cite to support them?</li> <li>How do you judge the strengths and weaknesses of the Wikipedia report? What evidence from the report supports your view?</li> </ul> <h4 style="font-weight: bold; ">&nbsp;</h4> <p style="font-style: italic">This lesson was written for TeachableMoment.Org, a project of Morningside Center for Teaching Social Responsibility. We welcome your comments. Please email them to: <a href="mailto:lmcclure@morningsidecenter.org">lmcclure@morningsidecenter.org</a></p> <p>&nbsp;</p> <h4>&nbsp;</h4> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2006-08-28T14:39:05-04:00" title="Monday, August 28, 2006 - 14:39">August 28, 2006</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Mon, 28 Aug 2006 18:39:05 +0000 fionta 1014 at https://www.morningsidecenter.org