The Fight to Protect Online Privacy

1. Set Focus
Pose this essential question to guide discussion: Why is privacy important?

2. List Vocabulary
Share with students some of the challenging vocabulary words in this article. Encourage them to use context to infer meanings as they read.

• brazenly (p. 9)
• scrutiny (p. 10)
• algorithm (p. 10)
• compelled (p. 10)
• overhaul (p. 10)
• surveillance (p. 11)

3. Engage
Poll students by having them indicate which statement is true for them: I don’t care if companies track my online activity. I care a little. I care a lot. Record the number of responses for each statement. Then have students explain their choices. Poll students again after the lesson. Prompt students to share why they changed their response or stuck with their original answer.

4. Read 
Have students read the article, marking the text to note key ideas or questions.

5. Discuss
Distribute or project Up Close: The Fight to Protect Online Privacy, a close-reading activity for students to work on in small groups. (Note: The questions on the PDF also appear on the following page of this lesson, with possible responses.) Follow up with a class discussion. If you’re short on time, have each group tackle one or two of the questions. Collect students’ work or have each group report its findings to the class.

• Which central ideas of the article does the author introduce in the first two paragraphs? What literary device does the author use to introduce these ideas? (Central ideas, author’s craft) (One central idea the author introduces in the first two paragraphs is that people are concerned about their privacy online and how companies track their activities. Another central idea the author introduces is that companies track users’ behavior because they can make a lot of money from the data they collect. The author introduces these ideas through an anecdote about a teen who chose to leave social media because of privacy concerns.)

• What kinds of user activities do online companies track? What do companies do with that data? (Key details, cause & effect)(Companies might track how much time users spend on an app, their internet browsing habits, what they like or buy, and the friends they’re connected to. They might also track users’ locations and their health data. Companies use that information to create a detailed picture of who they think users are to sell to advertisers. They also use the data to determine the content users see so they will stay on the platform longer.)

• What are some lawmakers in the U.S. doing to try to strengthen protections for minors’ online privacy? (Problem & solution)(California recently passed a law that will require many apps and sites to install greater safeguards for users under 18, such as turning on the highest privacy settings by default. A few other states are working on similar regulations. Last July, a group of senators introduced a bill that requires platforms to protect minors in a variety of ways. The bipartisan bill failed, but lawmakers say they are working to get it reintroduced.)

• In the section “ ‘A Significant Shift,’ ” what is Dom Hallas’s point of view about the laws being proposed to protect minors’ online privacy? If what he warns about were to come true, do you think that would actually be a bad thing? Explain. (Point of view, make evaluations) (His position is that the laws would result in a restriction of online services that companies can build for minors. Students’ evaluations of whether that would be a bad thing will vary but should be supported with evidence from the article and/or their own life experiences.) 

• What does the question mark at the end of the heading “A Federal Privacy Law?” help indicate that the section will discuss? How does the author unfold information in this section? (Text structure) (The question mark helps indicate that the section will discuss whether there should be a federal law—instead of or in addition to laws passed by states—that protects online privacy. The author begins by explaining that the laws in the U.K. and California might be enough to spur reform globally. Then the author says that Congress could enact a federal law to protect minors’ online privacy. The section ends by explaining that some people are calling for stronger privacy laws for everyone.) 

• At the end of the article, Edward says, “I don’t want my data to be taken and used against me.” What does he mean by “used against me”? Do you share his concerns? Explain. (Make inferences, word meaning) (He means that he doesn’t want to be made to feel insecure or riled up because of content purposely funneled to him based on data a company has collected about his online habits. Students’ responses regarding sharing his concerns will vary.)

6. Writing Prompt
Look up the full text of COPPA. In your use of social media, what evidence have you seen of companies trying to comply with COPPA? Why do you think COPPA is often criticized as ineffective?.

7. Video
Watch the video about online privacy. What does it add to your understanding?

8. Classroom Debate
Do we need a federal privacy law that protects everyone?

9. Quiz & Skills
Use the quiz to assess students’ comprehension and Organizing Ideas to review outlining skills.