Lesson 7: Project - Internet Dilemmas

We started this unit by writing down our thoughts on the Internet and how it works. Let's review a few of your questions on these sticky notes, and see if we know the answers now.

Discuss: Select a few sticky notes and read them to the class. Address any misconceptions.

Keep track of time! Students need the majority of class to work on their projects. The goal here isn't for every outstanding question to be answered, but instead to remind students how much they have learned and point out how they can continue learning.

Look how much we've learned! We may still have a few unanswered questions, and that's ok. It's good to always want to know more - and thankfully we have the Internet available to help us answer those questions!

Or at least, that's what we might think, but access to the Internet is not always guaranteed. Today we are going to start a project where you will consider a dilemma related to Internet access.

Today, you are going to pretend that you are the Chief Technology Advisor for a candidate running for elected office. Your candidate is relying on you to help inform her about important technological dilemmas and come up with good policy ideas to address them. For this project you’ll investigate a social dilemma related to the Internet and prepare a report summarizing your findings and making a policy recommendation for your candidate.

Let's take a look at three of the different dilemmas: Net Neutrality, Internet Censorship, and the Digital Divide.

Distribute: Give students copies of Internet Dilemmas

Role of the Assessment: In this lesson, students begin a two day project where they will demonstrate their understanding of key issues surrounding the Internet. This project is designed to be used in tandem with the Unit 2 Assessment to evaluate student progress in Unit 2 content.

For more information about assessment check out the CSP Guide to Assessment.

Do This: Read out loud the Background & Core Question for each dilemma.

Step 1 - Choose (3 mins): Students read over the first page of the Project Guide and pick their Dilemma. At the end of this time, take a quick poll on who is doing what dilemma. You will want to ensure that the dilemmas are evenly covered by the class.

Step 2 - Review the One-Pager and Rubric (5 mins): Students review the one pager template and rubric to make sure they understand what they'll be responsible for creating for this project and how it’ll be evaluated.

Step 3 - Review the Concept Bank (3 mins): This concept bank includes the key terms and concepts covered in this unit. Students should quickly review them before reading their articles so that they’ll be ready to identify them in their articles. They can also refer to these as they complete their one-pager.

Step 4 - Review Your Sources (20 mins): Students review the three sources provided or additional ones they find online. For each source they take notes on instances when their impacted groups are mentioned or technical details that are explained.

Next time you'll have most of the class to work on your one-pagers and we'll take time at the end to share what you've learned.

Journal: Students add to their journal the definition for digital divide.

Why is Digital Divide the only vocabulary word? Digital Divide is a term covered in the AP CSP Conceptual Framework. We want to make sure all students - even those who don't choose it as a Digital Dilemma understand the meaning of the phrase.

Yesterday you began researching for your Internet Dilemma Policy One Pager. Today you will write the One Pager and then share what you've learned.

Get to the Activity: The warm-up is short today. Continue on to the activity as soon as possible to give students the maximum amount of time to complete their one-pagers.

Policy One Pagers

Do This (30 mins): Students complete each section of the Internet Dilemma Policy One Pager found in Internet Dilemmas.

Role of the Assessment: In this lesson, students finish a two day project where they demonstrate their understanding of key issues surrounding the Internet. This project is designed to be used in tandem with the Unit 2 Assessment to evaluate student progress in Unit 2 content.

Share Out

Nice work! We are going to take the rest of class to share out what we've learned about these Digital Dilemmas. I'd like to ask for a couple of volunteers for each Dilemma to quickly share what they've learned about their topic and their recommendations.

Keep an eye on the time for the share out. Students only have a minute or two to share their thoughts. The most important thing is that each dilemma should get equal coverage.

Share Out: Net Neutrality

Share Out: Internet Censorship

Share Out: The Digital Divide

Now that we are near the end of the unit, we are going to play CSP Vocabulary BINGO once again. You have been working hard on learning the definitions of all of the different vocabulary words throughout the unit, and now we will put your amazing memories to the test.

I will give each of your a BINGO card that has randomized vocabulary on it. When you hear the definition for a word that you have on your card, mark that square. If you have 4 in a row horizontally, vertically, or diagonally, yell, "BINGO!"

Are there any questions?

Do This: Pass out a BINGO Card to all students. A printable PDF is located in the Resources section of this lesson plan.

Do This: Use the CSP Bingo Generator for Unit Two in order to generate clues for the students.

Assessment: Submit

Students turn in the Project Guide for assessment.