ALEX Classroom Resource

  

Can Hackers Be Heroes?

  Classroom Resource Information  

Title:

 Can Hackers Be Heroes?

URL:

 https://aptv.pbslearningmedia.org/resource/8721d2e3-c31a-44fa-acdd-2ef1aa18b6a3/can-hackers-be-heroes-off-book/

Content Source:

 PBS
Type: Audio/Video

Overview:

PBS's Off Book asks if hacking is inherently good or bad, or if is it an ethical area we have yet to define. Looking beyond the media hype and scare tactics, it is clear that "hacking" is a term that should be up for debate, and that some hackers could actually be heroes and not villains.

Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content.
  • identify the consequences of failing to act responsibly.
Knowledge:
Students know:
  • safe, legal, and ethical habits to use when creating and sharing digital content and that failing to do so can have negative consequences.
Skills:
Students are able to:
  • use safe, legal, and ethical habits when creating and sharing digital content.
  • identify consequences of failing to use safe, legal, and ethical habits when creating and sharing digital content.
Understanding:
Students understand that:
  • consequences exist for failing to use positive, safe, legal, and ethical habits when creating and sharing digital content.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 8
11) Advocate for positive, safe, legal, and ethical habits when creating and sharing digital content.

Example: Students create a brochure that highlights the consequences of illegally downloading media.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • advocate for positive, safe, legal, and ethical habits when creating and sharing digital content.
Knowledge:
Students know:
  • that works may be protected by rights which prevent use or reuse of content.
Skills:
Students are able to:
  • identify rules of use or reuse of digital content.
Understanding:
Students understand that:
  • creators of digital content may maintain rights to their creation(s) which may prohibit use of that content.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • model behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.
a.
  • be able to identify user tracking methods and hazards.
b.
  • present strategies to mitigate effects of user tracking methods.
c.
  • explain how end-user license agreements and terms of service agreements serve to protect corporations not individuals.
  • explain the ramifications that may exist when one enters into a end-user licensing agreement or terms of use agreement.
  • explain how personal data may be shared by permissions agreed to in terms of service or end-user license agreements.
d.
  • explain online privacy.
  • explain personal security.
  • explain the relationship between online privacy and personal security.
e.
  • identify physical consequences of inappropriate digital behaviors.
  • identify legal consequences of inappropriate digital behaviors.
  • identify ethical consequences of inappropriate digital behaviors.
f.
  • identify impacts of negative digital behaviors.
  • explain strategies to lessen the impact of negative digital behaviors.
  • assess when to apply various strategies to lessen the impact of negative digital behaviors.
Teacher Vocabulary:
  • ethics
  • digital world
a.
    cookies
  • virus
  • malware
  • packet sniffing
  • spyware
  • phishing
b.
  • browser history
c.
  • personal data
d.
    data mining
  • digital marketing
  • online wallets
  • personal information
  • data accessibility
  • passwords.
e.
  • cyberbullying
  • harassment
  • sexual communication
f.
  • online safety
Knowledge:
Students know:
  • safe, legal, and ethical behaviors for online behavior.
a.
  • tracking methods are often used to improve digital tools and advertising.
  • hazards exist when unknown entities have access to a user's digital habits.
b.
  • methods to counteract the use of tracking.
c.
  • that often, end-user licensing agreements (EULA) are often written to protect the entity that created the digital tool, rather than the user of the digital tool.
  • that EULAs and terms of service agreements can grant access to the user's personal data.
  • that personal data can include images, posts, personal information (phone number, address, birth date, access to friends), and browsing data.
d.
  • often there exists an inverse relationship between online privacy/personal security and convenience.
e.
  • that inappropriate digital behavior can have physical, legal, and ethical consequences.
f.
  • that negative digital behaviors can have lasting consequences.
  • that some behaviors are illegal.
  • strategies to lessen the impact of negative digital behaviors and assess when to apply them.
Skills:
Students are able to:
  • interact digitally while exercising safe, legal, and ethical behaviors.
a.
  • identify tracking methods used to gather data.
  • identify hazards that exist when tracking methods are used.
b.
  • list techniques to avoid tracking.
  • apply techniques to avoid tracking.
c.
  • interpret the terms of EULAs and terms of service agreements.
  • make an educated decision to agree to EULAs and terms of service agreements.
d.
  • weigh the risks of using a digital tool to one's personal security.
  • identify potential risks to using various digital tools.
  • evaluate a digital tool's security.
e.
  • identify inappropriate digital behaviors.
  • identify consequences of inappropriate digital behaviors.
f.
  • identify negative digital behaviors.
  • share strategies to to lessen the impact of negative digital behaviors.
Understanding:
Students understand that:
  • because the Internet can be such a persisting environment, it is vital to interact with safe, legal, and ethical behaviors.
a.
  • entities use tracking methods to make products more appealing to their users.
  • hazards exists when tracking data can be tied to individual users.
b.
  • privacy can be violated when tracking is used.
  • techniques exist to mitigate the effects of tracking methods.
c.
  • nothing is free—you often give up data to use digital resources for no charge.
  • it is important to educate yourself on EULAs and terms of service agreements.
d.
  • free digital tools can compromise one's privacy and security.
  • it is important to be aware of what one is trading for use of a service.
e.
  • inappropriate digital behavior can have physical, legal, and ethical consequences.
  • consequences of inappropriate digital behaviors can have life-altering consequences.
f.
  • digital identity is tied to online digital behavior.
  • negative digital behaviors can have lasting consequences.
  • some digital activity is illegal.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
17) Discuss the ethical ramifications of malicious hacking and its impact on society.

Examples: Dissemination of privileged information, ransomware.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • discuss malicious hacking.
  • discuss ethical ramifications of malicious hacking.
  • discuss the impacts on society of malicious hacking.
Teacher Vocabulary:
  • white hat hacking
  • black hat hacking
  • information
  • ransomware
Knowledge:
Students know:
  • that not all people use technology in a legal or ethical manner.
  • that software and processes are created to elicit personal data for negative purposes.
  • that the negative behaviors associated with technology have impacts on society.
Skills:
Students are able to:
  • identify malicious hacking.
  • discuss ethical ramifications of malicious hacking.
  • discuss the impacts on society of malicious hacking.
Understanding:
Students understand that:
  • that not all people use technology in a legal or ethical manner.
  • that software and processes are created to elicit personal data for negative purposes.
  • that the negative behaviors associated with technology have impacts on society.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
23) Debate the positive and negative effects of computing innovations in personal, ethical, social, economic, and cultural spheres.

Examples: Artificial Intelligence/machine learning, mobile applications, automation of traditional occupational skills.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • debate the positive and negative effects of computing innovations in personal spheres.
  • debate the positive and negative effects of computing innovations in ethical spheres.
  • debate the positive and negative effects of computing innovations in social spheres.
  • debate the positive and negative effects of computing innovations in economic spheres.
  • debate the positive and negative effects of computing innovations in cultural spheres.
Teacher Vocabulary:
  • innovation
  • ethics
  • social
  • economic
Knowledge:
Students know:
  • how to discuss positive and negative effects of computing innovations in multiple contexts.
  • that changes in computing innovations can have a range of effects in many contexts.
  • how to communicate their beliefs about computing innovations and the effects caused by advances.
Skills:
Students are able to:
  • recognize that innovations can have both positive and negative consequences.
  • identify positive and negative effects of innovation.
  • communicate support for or against innovation.
Understanding:
Students understand that:
  • advancements can also have drawbacks.
  • we are in a state of change that will require adaptation and education to be a constant.
Tags: cyber security, digital tools, ethical, hacking, internet
License Type: Custom Permission Type
See Terms: https://www.pbslearningmedia.org/help/terms-of-use/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
AccessibilityVideo resources: includes closed captioning or subtitles
Comments
  This resource provided by:  
Author: Stephanie Carver
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