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Grades 11-12: Edward Snowden, The NSA, and Mass Surveillance

Rating: 

http://crf-usa.org/images/pdf/gates/snowden_nsa.pdf

Common Core Standards

Reading Standards for Literacy in History/Social Studies

RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

RH.11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11-12 text complexity band independently and proficiently.

Writing Standards for Literacy in History/Social Studies

WHST.11-12.1 Write arguments focused on discipline-specific content.

WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.11-12.7 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.

WHST.11-12.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking & Listening

SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11-12.1(d) Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SL.11-12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Description of Lesson

This Grades 11-12 lesson titled “Edward Snowden, The NSA, and Mass Surveillance” from The Constitutional Rights Foundation provides teachers with materials and activities they can use to complement a larger unit on Constitutional issues or U.S. foreign policy. Using a structured discussion format and secondary source documents, students work in a variety of large and small group settings to practice their understanding of the legal and policy issues surrounding Eric Snowden’s actions and the response of the U.S government. Finally, using text evidence to support their position, students independently take a stand in a persuasive essay on the actions of Eric Snowden, the NSA and the resulting Freedom Act.

Cautions

Connecticut teachers will need to consider the variability of learners in their class and make adaptions as necessary. The plan, as written, does not include an aligned rubric or guidelines to provide sufficient guidance for interpreting individual student performance of the targeted Common Core State Standards; one will need to be developed. See a sample rubric for opinion writing below. The pacing of the lesson is undetermined. While the lesson lists standards for reading and writing in history/social studies, the content also aligns with the Social Studies C3 Frameworks Standards, and these standards could be added. For a direct link to this source, see below: Smarter Balanced Opinion Writing Rubric Connecticut Elementary and Secondary Social Studies C3 Frameworks

Rationale for Selection

This lesson is an exemplary example of how to integrate literacy with history content. It provides students with a learning task that cultivates interest and engagement in reading, writing and speaking about texts. The plan is designed to have students gain a deeper understanding of a controversial issue, identify common ground among differing views, and develop speaking, listening, and analytical skills. All materials needed for the lesson are included.