Freedom of speech in cyberspace: hate speech web sites.

Topic area	Freedom of speech in cyberspace
Target audience	Undergraduate IS/CS/CE/EE majors in general.
Activity type	video, worksheet, think-pair-share.
Time required	One class period.
Attachments	Worksheet
Additional materials	"Hate and the Internet" video.
Background needed to complete the assignment	No particular knowledge or skills are needed to complete the assignment.
References
Last modified	January 31, 2000

Abstract:
The essence of the assignment is to think carefully about the issues surrounding ``freedom of speech in cyberspace.'' Students watch the video, completing the first two sections of the worksheet as they watch (or immediately afterward). The video introduces them to the former KKK member who runs the ``Storm Front'' web site, and to commentators who question and defend this use of his right to free speech. Issues of nationality of free speech concepts and content filtering are mentioned. After the video, students break into groups (pairs or triples) to agree on answers to the remaining section.

Goals for the activity:
Students should understand what types of speech are protected by the first amendment, that concepts of protected free speech vary between countries, and be introduced to the concept of blocking / filtering.

Knowledge / skills / attitudes to be developed (behavioral objectives):
Students should develop (a) an understanding of the type of things protected as free speech in the United States, (b) an appreciation for the fact that these protections are probably the most liberal in the world, (c) a recognition of the motivation of the first amendment, and (d) a appreciation of the need for individual blocking / filtering capability.

Procedure:
Start with a clear warning about the subject matter. Point out that the video is a Nightline episode and so has run on national TV. Read the text of the First Amendment if the students have not already covered this. Watch the video. Have the students complete the first two sections of the worksheet individually. Then break the students into groups to complete the remaining section. Then compare and discuss answers to all sections as a class.

Assessing outcomes:
The only assessment of outcome is to grade the responses on the worksheet. This could be as simple as a binary done / not done. Alternatively, the first two sections of the worksheet could be graded more closely for content / correctness, as the answers are objective and reflect attentiveness to the video.

Additional remarks:
None.

Author contact information:
Kevin W. Bowyer
Computer Science & Engineering
University of South Florida
Tampa, FL 33620-5399
Fax: 813 974-5456
Email: kwb@csee.usf.edu

Page maintained by: kwb@csee.usf.edu