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Lesson Plan Template
ETAP 524
Name: Aimee Dars Ellis Module: 4, Visuals
Lesson Plan Title
Understanding Consumer Privacy
Discipline and Topic
Although consumers expect their personal information remain private, many business practices
allow personal information to be shared, or, worse, leaked or stolen. High-profile hacking
incidents are reported with frustrating frequency, from Target’s massive data breach during the
busy 2013 holiday shopping season (Riley, Elgin, Lawrence, & Matlack, 2014, March 13) to the
more recent theft of personal data from Anthem, a large insurance company (Abelson &
Creswell, 2015, February 7). Other issues include transparency in privacy policies and the use of
personal data. Recently, for example, news outlets reported that Samsung smart televisions could
eavesdrop on conversations (Peralta, 2015, February 9). Though location trackers on
smartphones can provide customized information, such as in weather apps, they also make
consumers vulnerable (Crain, 2015, February 6). The ancestry DNA service 23andme has a
strong privacy statement; however, putting one’s genetic profile in the hands of a company
backed by Google might make some observers concerned. [Not all of these incidents are
specifically mentioned in the lesson since some of the material discussed is generated by
students. I expect that they would include these or similar incidents in the course of the lessons.
Sadly, there may be even more current examples when this lesson is administered. When it
advances understanding, I will use these incidents as examples to underline certain points,
particularly in part 2 when we discuss privacy breaches.]
Specifically, this lesson introduces students to the issues regarding the collection and protection
of personal data by companies. Often, students (and other adults!) are surprised by the amount of
data collected by companies, governments, and data brokers. We will consider the ethical issues
related to data collection as well as the laws that pertain to customer privacy. The class will
explore the costs to companies and customers of privacy breaches, outline the key elements of
privacy policies, and identify some strategies for protecting their own online privacy.
Target Population
Students in this class (Business Ethics) are advanced high school or college students.
General Characteristics: Students taking this class are primarily in the 16-22 age range.
Typically, the class is 40% female, 60% male; 80% white; 95% from the United States
with a middle to upper middle class background.
Entry Competencies: Students have demonstrated effective writing and basic computer
and technology skills in order to have the class standing required. For this lesson,
students will have completed the readings before coming to class.
Learning Styles: Students display a range of learning styles; however, they prefer
discussion and hands-on activities. In terms of Gardner’s theory of multiple intelligences
(2011), students in this class tend to have verbal and visual intelligences as the dominant
2
style.
Curriculum Alignment and Common Core Standards
This lesson satisfies the NYS College and Career Readiness Anchor Standards for Writing,
Research to Build and Present Knowledge, 6. Conduct short as well as more sustained research
projects to answer a question (including a self-generated question) or solve a problem; narrow
or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
Students will conduct research for both the privacy policy and advocacy assignments in
which they will be required to synthesize multiple resources and display an
understanding of the material in order to produce the privacy policy and the advocacy
multimedia presentation.
This lesson satisfied the NYS College and Career Readiness Anchor Standards for Speaking and
Listening, Presentation of Knowledge and Ideas, 4. Present information, findings, and
supporting evidence, conveying a clear and distinct perspective, such that listeners can follow
the line of reasoning, alternative or opposing perspectives are addressed, and the organization,
development, substance, and style are appropriate to purpose, audience, and a range of formal
and informal tasks.
The advocacy multimedia presentation requires students to adopt a particular point of
view and to provide well-researched and well-organized information relevant to the
audience they have defined.
ISTE NETS Standards
IETS Student Standards (Highlighted standards addressed in this lesson)
1) Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
a) Identify and define authentic problems and significant questions for investigation
b) Plan and manage activities to develop a solution or complete a project
c) Collect and analyze data to identify solutions and/or make informed decisions
d) Use multiple processes and diverse perspectives to explore alternative solutions
2) Students understand human, cultural, and societal issues related to technology and practice
legal and ethical behavior.
a) Advocate and practice safe, legal, and responsible use of information and technology
b) Exhibit a positive attitude toward using technology that supports collaboration, learning,
and productivity
c) Demonstrate personal responsibility for lifelong learning
d) Exhibit leadership for digital citizenship
3) Technology operations and concepts
a) Students demonstrate a sound understanding of technology concepts, systems, and
operations.
b) Understand and use technology systems
c) Select and use applications effectively and productively
d) Troubleshoot systems and applications
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e) Transfer current knowledge to learning of new technologies
IETS Teacher Standards
4) Facilitate and inspire student learning and creativity: Teachers use their knowledge of subject
matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments.
5) Promote, support, and model creative and innovative thinking and inventiveness
6) Engage students in exploring real-world issues and solving authentic problems using digital
tools and resources
7) Promote student reflection using collaborative tools to reveal and clarify students’ conceptual
understanding and thinking, planning, and creative processes
8) Model collaborative knowledge construction by engaging in learning with students,
colleagues, and others in face-to-face and virtual environments
9) Design and develop digital age learning experiences and assessments: Teachers design,
develop, and evaluate authentic learning experiences and assessments incorporating
contemporary tools and resources to maximize content learning in context and to develop the
knowledge, skills, and attitudes identified in the Standards•S.
10) Design or adapt relevant learning experiences that incorporate digital tools and resources to
promote student learning and creativity
11) Develop technology-enriched learning environments that enable all students to pursue their
individual curiosities and become active participants in setting their own educational goals,
managing their own learning, and assessing their own progress
12) Customize and personalize learning activities to address students’ diverse learning styles,
working strategies, and abilities using digital tools and resources
13) Provide students with multiple and varied formative and summative assessments aligned
with content and technology standards, and use resulting data to inform learning and teaching
14) Model digital age work and learning: Teachers exhibit knowledge, skills, and work processes
representative of an innovative professional in a global and digital society.
15) Demonstrate fluency in technology systems and the transfer of current knowledge to new
technologies and situations
16) Collaborate with students, peers, parents, and community members using digital tools and
resources to support student success and innovation
17) Communicate relevant information and ideas effectively to students, parents, and peers using
a variety of digital age media and formats
18) Model and facilitate effective use of current and emerging digital tools to locate, analyze,
evaluate, and use information resources to support research and learning
19) Promote and model digital citizenship and responsibility: Teachers understand local and
global societal issues and responsibilities in an evolving digital culture and exhibit legal and
ethical behavior in their professional practices.
20) Advocate, model, and teach safe, legal, and ethical use of digital information and technology,
including respect for copyright, intellectual property, and the appropriate documentation of
sources
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21) Address the diverse needs of all learners by using learner-centered strategies providing
equitable access to appropriate digital tools and resources
22) Promote and model digital etiquette and responsible social interactions related to the use of
technology and information
23) Develop and model cultural understanding and global awareness by engaging with
colleagues and students of other cultures using digital age communication and collaboration
tools
Goals
Students will understand consumer privacy issues as they relate to business ethics.
Objectives (State)
1) Students will be able to discuss recent privacy breaches at major companies with 90%
accuracy.
2) Students will be able to generate company policies that promote and protect customer
privacy at an accomplished level.
3) Students will be able to construct an advocacy presentation for consumers or corporate
leaders about customer privacy at an accomplished level.
Note: “Accomplished” is a category in the rubrics for these assignments.
Underlying Educational Theory
The consumer privacy lesson will expose students to privacy breaches at organizations,
discussing why and how they happen as well as the personal and financial consequences to
customers and the organization. We will also discuss government surveillance exposed by
Edward Snowden. We will consider the duty organizations have to protect privacy and the rights
consumers have for privacy with a group project in which student teams will construct a privacy
policy for a real or hypothetical company. The activities are designed to be collaborative and
meaningful, reflecting “real life” contexts (Smaldino, Lowther, Russell, & Mims, 2015). The
approach, then, reflects a constructivist learning theory.
Materials Description and Timing
The classroom has one computer hooked to a projector for instructor use. It is connected to the
Internet and has no blocks on sites. This will be used to display the slideshow and the brief 60
Minutes story.
Students will need a tablet for this lesson. They will use it to conduct research, respond to polls,
and complete worksheets. Most of the students have their own tablets. Those who do not can
borrow one for the class period from the school’s lending library. Some students may be able to
complete the tasks on a smartphone. To complete the tasks in this lesson, they will need a web
browser and a word processing app.
A Face in the Crowd [Screenshot]/ 60 Minutes Logo: This visual is a screenshot that
shows the title and producer of the 60 Minutes segment related to the collection of
consumer information. The 60 Minutes logo is an image that comes from CBS. These two
visuals combine to orient the students to the upcoming video segment, and the slide will
show during the transition to the video during which I will introduce it and give the
students some questions to consider while watching. This best matches the Realistic
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category of visuals (Smaldino et al., 2015).
Data Breaches [Infographic]: This infographic depicts the number of data records lost or
stolen in the first quarter of 2014. It includes this information sliced in multiple ways: by
day, by hour, by minute, by second, by region, by source, and by industry. As this
illustrates the quantitative relationships among data, it falls into the Relational category
(Smaldino et al., 2015).
Consumer Perceptions on Privacy and Security [Infographic]: This infographic illustrates
the results of a survey on consumer perceptions of online privacy and includes the
number of people who have received notices from companies, the types of data that
consumers are most concerned with, and consumers’ expectations of privacy for different
internet usage. The infographic includes both analogical (frowning computer monitor)
and relational (bar graph) visuals (Smaldino et al., 2015).
PRISM Collection Details [Photograph / Screenshot]: This screenshot depicts a slide in a
presentation for government agents on the PRISM data collection program and was
released with the Snowden documents. It isn’t a well-done visual, but is important since it
comes from the actual presentation, something that must be seen to be believed. There is
an element of organizational visuals as the slide shows what customer information comes
from various providers.
Average Cost [Graph]: This is a simple bar graph depicting the costs of data breaches
and falls into the relational visual category.
HANDOUT: How are you being watched?
HANDOUT: Companies Collecting Personal Information (exit ticket day 1)
POWERPOINT: Consumer Privacy and Business Ethics
VIDEO: A Face in the Crowd
Computer Hardware and Visual Selection Rubrics in separate documents.
Images can be accessed via hyperlink; they are also included at the end of this document.
Alignment with Standards, Outcomes, and Objectives: The hardware and software
required provide the means to participate fully in the lesson. The visuals reflect the
content included in the learning objectives.
Accurate and Current Information: All visuals include accurate information and were
created in the past two years.
Age-Appropriate Language: Because of the prerequisites for the course, all students
will have the reading skills to understand the text in the visuals. Some of the statistical
material might be challenging to some; however, it is all presented in terms of
percentages, a concept that was taught earlier in the curriculum.
Interest Level and Engagement: The hardware/software allows students to be engaged
and participate in the lesson, while the visuals are designed to appeal to a general
audience.
Technical Quality: The suggested tablets (computer hardware selection rubric: Apple
iPad, Samsung, or Toshiba) all have high technical quality.
Ease of Use: Tablets are easy to use. Some students may need instruction on accessing
Poll Everywhere via their web browser or assistance with the word processing app.
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Bias Free: I didn’t observe any biases in the visuals. They are focuses on the United
States, though.
User Guide and Directions: Tablets, PollEverwhere, and word processing apps have
extensive online support. No directions are needed for the visuals.
Supplemental Materials/Links
Federal Trade Commission (FTC): Consumer Privacy
Privacy Rights Clearinghouse
Consumer Data Privacy in a Networked World: A Framework for Protecting Privacy and
Promoting Innovation in the Global Economy
NSA Files Decoded: What the Revelations Mean for You
Millions of Anthem Customers Targeted in Cyberattack
Target Breach Could Cost $1bil or More
Verizon Mobile “Supercookies” Seen as Threat to Privacy
New Curbs Sought on the Personal Data Industry
Data Protection Laws, an Ocean Apart
10 Data Breaches that Stung US Consumers
2014 Cost of Data Breach Study
Target Say Credit Card Data Breach Cost it $162M in 2013-14
Lesson
This lesson will be given over two 75 minute class periods. It can be adapted for three 50 minute
class periods.
Day 1
00-10: Introduction/Announcements: What do you think? (think, pair, share) – Pick different
team for each question. Pick second team to share if needed (e.g., if first response is
insufficient). Let volunteers follow-up if desired. End with slide on consumer perception about
privacy, note similarities and differences to students’ responses
10-20: How are you being watched? Handout – Students can complete digitally using tablet or
fill out the hard copy with pen/pencil. The former will be submitted through the LMS; the latter
will be turned in to me at the end of class.
20-34: “A Face in the Crowd” video
34-40: Discussion of video: reactions/surprises – Poll Everywhere open-ended question
40-55: Snowden and the NSA: solicit student responses; they should be familiar with this from
lesson readings. Add any major claims missed by students. Conclude with PRISM collections
details slide. [This section can be eliminated if necessary for timing.]
55-65: Advantages /Disadvantages arising from information collection: Handout (exit slip) –
Students can complete digitally using tablet or fill out the hard copy with pen/pencil. The former
will be submitted through the LMS; the latter will be turned in to me at the end of class. This
handout has a question about the most important thing students learned for formative assessment
purposes.
65-75: Wrap up
Day 2
00-05: Introduction/Announcements
7
05-15: Laws governing consumer privacy; Review key laws (on slide) but don’t say anything
else at this point – give quiz (ungraded) through Poll Everywhere.
15-35: Transition to impact of privacy breaches, start with slide showing company logos and
number of records stolen in 2014, show Data Breaches infographic; solicit ideas from class about
the categories of costs due to data breaches. Once full list, assign sections of the room to look up
some information on particular categories. Call on students to share what they learned. Show
graph with average costs from 2014/2013 by country.
35-65: Review privacy policies – preassigned groups are given a company – they will use tablets
to search for the company’s privacy policy and identify its strengths and weaknesses. @58, stop
group work; call on groups randomly to share strengths. Make master list on slide via smartboard
or on chalkboard.
65-75: Wrap up: What can you do to protect your privacy?
Assessment of Students
Formative in-class assessments
“What do you think?” – think, pair, share
“How are you being watched” (handout)
Poll Everywhere open-ended question on Video
Exit ticket (handout)
Poll Everywhere – privacy laws quiz
Group activity: corporate privacy policies
Poll Everywhere: How can you protect your privacy?
Summative assessments
Unit exam
Privacy policy (group)
Advocacy assignment
Assessments are included at the end of this document. Student samples are in separate files.
Evaluation of Students and Lesson
At least 80% of students will be able to discuss recent privacy breaches at major
companies with 90% accuracy.
At least 80% of students will be able to generate company policies that promote and
protect customer privacy at an accomplished level.
At least 80% of students will be able to construct an advocacy presentation for consumers
or corporate leaders about customer privacy at an accomplished level.
In class formative assessments will be used in conjunction with student performance on
summative assessments. These assessments will be used to adjust instruction in real time if
necessary and will also inform revisions to the lesson in future semesters. Some of these are in-
class observations, and in those cases, I will keep a tally of students who understand/don’t
understand. For exit slips, handouts submitted online, and open-ended poll questions, I will
categorize them as Very well done/ well done / needs work. If more than 15% of students fall in
the lowest category, I will take action to improve the lesson by teaching the material differently
and/or providing additional resources. For poll everywhere quiz, I expect at least 90% of
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students to answer 4 of 5 questions correctly.
Low Tech Modification
If technology is not available, I will facilitate by referring to a hard copy of the slides and using
the chalkboard to record key points. Material that students are to research using a tablet, I will
provide, e.g., I will give estimates for the cost of data breaches. I will have hard copies of the
privacy policies for the group activity on day 2. Handouts are to be completed on students’
tablets; I will have hard copies ready in case of problems with the tablets or WiFi.
9
Essay Questions (embedded in unit exam)
1. You are an expert on consumer privacy. Describe a recent privacy breach at a major
company. What are five strategies they can adopt to protect consumer privacy?
2. How effective are laws protecting consumer privacy?
10
Privacy Policy Assignment
In your assigned group, you will be creating a privacy policy for a company that [.
…]. Research best practices and keep in mind material from class. Your policy needs to be
unique to your company but reflect the generally accepted elements of a privacy policy.
Rubric
Exemplary Accomplished Fair Unsatisfactory
Define Problem*
from VALUE
problem-solving
rubric
Demonstrates the
ability to construct
a clear and
insightful problem
statement with
evidence of all
relevant contextual
factors.
Demonstrates the
ability to construct
a problem
statement with
evidence of most
relevant contextual
factors, and
problem statement
is adequately
detailed.
Begins to
demonstrate the
ability to construct
a problem
statement with
evidence of most
relevant contextual
factors, but
problem statement
is superficial.
Demonstrates a
limited ability in
identifying a
problem statement
or related
contextual factors.
Style
*from VALUE
writing rubric
Demonstrates a
thorough
understanding
of context, audience, and
purpose that is
responsive to the
assigned task(s) and
focuses all elements
of the work.
Demonstrates
adequate
consideration of
context, audience, and purpose and a
clear focus on the
assigned task(s)
(e.g.,
the task aligns with
audience, purpose,
and context).
Demonstrates
awareness of
context, audience,
purpose, and to the assigned tasks(s)
(e.g., begins to
show awareness of
audience's
perceptions and
assumptions).
Demonstrates
minimal attention to
context, audience,
purpose, and to the assigned tasks(s)
(e.g., expectation of
instructor or self as
audience).
Factual
Information
Presents clear,
accurate and
thorough
information for all
10 principles
Mostly presents
clear, accurate and
thorough
information for at
least 9 or presents clear, accurate and
thorough
information for 8 or
fewer
Some information is
presented clearly
and accurately for at
least nine or mostly
presents clear, accurate and
thorough
information for 5 or
fewer
Information had
some major
inaccuracies OR
was usually not
clear or some information is
presented clearly
and accurately for 3
or fewer
Use of resources Makes effective use
of available
resources;
effectively and
accurately uses
relevant and
sufficient material
from resources;
effectively integrates credible
sources
Makes use of
available
resources; uses
relevant and
sufficient material
from resources;
integrates credible
sources
Makes limited use
of available
resources;
inconsistent use of
relevant and
sufficient material
from resources;
some integration of
credible sources
Makes inadequate
use of available
resources;
insufficient use of
relevant and
sufficient material
from resources;
little integration of
credible sources
11
Advocacy Presentation
In this assignment, you will create a podcast, video, animation, or other multimedia presentation
to a clearly identified audience stating a position on consumer privacy. You may use the
suggestions or develop your own scenario:
You are a privacy advocate urging consumers to be more proactive in protecting their
privacy.
You are a privacy advocate urging a company to be more proactive in protecting
consumer privacy.
You are a manager of a company, and you want the employees in your department to take
more precautions regarding customer privacy.
You are the CEO of a company, and you want Congress to relax laws on consumer
privacy.
Rubric
Exemplary Accomplished Fair Unsatisfactory
Argument Clear and
convincing
statement of
position with strong
justification
Clear and mostly
convincing
statement of
position with
adequate justification
Somewhat
convincing
statement of
position with some
justification
Unconvincing
statement of
position with little
or flawed
justification
Factual
Information
Presents clear,
accurate and
thorough
information
Mostly presents
clear, accurate and
thorough
information
Some information is
presented clearly
and accurately
Information had
some major
inaccuracies OR
was usually not
clear
Use of resources Makes effective use
of available
resources;
effectively and
accurately uses
relevant and
sufficient material
from resources; effectively
integrates credible
sources
Makes use of
available
resources; uses
relevant and
sufficient material
from resources;
integrates credible
sources
Makes limited use
of available
resources;
inconsistent use of
relevant and
sufficient material
from resources;
some integration of credible sources
Makes inadequate
use of available
resources;
insufficient use of
relevant and
sufficient material
from resources;
little integration of credible sources
Use of
Multimedia
All graphics, video,
audio, 3-D, or other
resources are used
effectively and
contribute to the
message.
Most graphics,
video, audio, 3-D,
or other resources
are used
appropriately to
enrich the message.
Limited graphics,
video, audio, 3-D,
or other resources
are present but do
not always
contribute to the
message
Few multimedia
resources, or used
inappropriately; do
not contribute to
message
16
References
Abelson, R., & Creswell, J. (2015, February 7). Data breach at Anthem may augur a trend, The
New York Times, p. Retrieved from http://www.nytimes.com/2015/02/07/business/data-
breach-at-anthem-may-lead-to-others.html?_r=0
Crain, M. (2015, February 6). The biggest myth about phone privacy. BBC Campus. Retrieved
from http://www.bbc.com/future/story/20150206-biggest-myth-about-phone-privacy
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. New York: Basic
Books.
Peralta, E. (2015, February 9). Samsung's privacy policy warns customers their Smart TVs are
listening. The Two-Way: NPR's News Blog. Retrieved from
http://www.npr.org/blogs/thetwo-way/2015/02/09/385001258/samsungs-privacy-policy-
warns-customers-their-smart-tvs-are-listening
Riley, M., Elgin, B., Lawrence, D., & Matlack, C. (2014, March 13). Missed alarms and 40
million stolen credit card numbers: How Target blew it. BloombergBusiness. Retrieved