Lesson+1_Digital+Access

**Digital Access** Lesson 1
 * Closing the Divide**

Do students recognize the divide in society created by unequal digital access?
 * Question:**

This lesson will use comparisons and discussion to help students understand the negative implications of unequal digital access.
 * Overview:**

1 hour
 * Time:**

Students will:
 * Objectives:**
 * draw parallels between historical societal divides and the modern digital divide
 * identify factors contributing to the digital divide
 * suggest changes that will help to equalize digital access and minimize the digital divide


 * Materials needed:**
 * Article “FCC: 35% of Americans Lack Broadband” ([])
 * Information on Roman slaves ([])
 * Information on women’s right to vote in America and Britain ([])
 * Video on women’s right to vote in America ([])
 * Apartheid in South Africa information ([])
 * Video of Apartheid in South Africa ([])
 * Paper
 * Pencils

· As technology has continued to advance, how are people keeping pace with it? · Does everyone have equal access to all technologies? · What are some factors that create this divide? (age, gender, race, nationality, wealth, location, attitude, etc.) · What other divides have we seen throughout history?
 * Activity:**
 * 1) Introduce and discuss the concept of digital access. Read the FCC article on digital access, then ask the class these questions:
 * 1) Discuss Roman slavery information. Discuss what caused the divide here (social class, money). Ask the students what changed to end this divide.
 * 2) Discuss women’s rights information and show video. Discuss what caused the divide here (gender). Ask the students what changed to end this divide.
 * 3) Discuss apartheid in South Africa information and show video. Discuss what caused/is causing the divide here (race). Ask the students what changes are being used to end this divide.
 * 4) Have students split into groups of four. Task them with making a list of solutions used to solve the divides just discussed, solutions they think would work well to also end the digital divide.
 * 5) Reconvene and share groups’ lists, noting recurring solutions and discussing why these hold the most promise for closing the digital divide.
 * 6) If possible, implement these solutions in the classroom, showing students that active change will produce results in closing the this divide.

Throughout the lesson, keep these critical thinking questions in mind and use them to guide discussion. · Are divides of any kind fundamentally different from each other? · What similarities and recurring problems are notable across divides? Why is this? · Is the digital divide always caused by lack of access? What else can cause or exacerbate it? · Is the issue of a digital divide the responsibility of the individual or the population as a whole? Why? · What can you [the student] personally do to close the digital divide and increase digital access? · What role does digital access play in digital citizenship?
 * Critical thinking questions:**

Participation in class discussion Turn in group’s list of potential solutions
 * Assessment:**

n/a—This is an in-class activity.
 * Homework:**

Although all of the videos are narrated, a reader (either human or electronic) needs to be available for text-only information, such as the FCC article.
 * Accommodations:**

As the introduction to the unit on digital citizenship, this lesson will foster awareness in the students. Through discussion, they will begin to explore the social issues associated with digital citizenship and the idea that individuals play an important role in creating, understanding and changing the interactions people have with technology.
 * Connection to Paulo Friere’s 7 steps for creating a socially conscious global community:**

Describe how technological improvements in agriculture, the growth of towns, the creation of guilds, and the development of banking during the Middle Ages, as well as the institutions of feudalism and the manorial system influenced European civilization.
 * Standards:**
 * WH.4.5 **

Analyze the causes and consequences of European imperialism upon the indigenous peoples of Africa, Asia and Oceania.
 * WH.7.2 **

Describe ethnic or nationalistic conflicts and violence in various parts of the world, including Southeastern Europe, Southwest and Central Asia, and sub-Saharan Africa.
 * WH.8.9 **

Identify patterns of historical change and duration and construct a representation that illustrates continuity and change.
 * WH.9.1 **

Investigate and interpret multiple causation in analyzing historical actions, and analyze cause-and-effect relationships.
 * WH.9.3 **

Formulate and present a position or course of action on an issue by examining the underlying factors contributing to that issue.
 * WH.9.6 **

Describe the Progressive movement and its impact on political, economic and social reform. (Core Standard)
 * USH.3.8 **

Identify patterns of historical succession and duration in which historical events have unfolded and apply them to explain continuity and change. (Core Standard)
 * USH.9.1 **

Formulate and present a position or course of action on an issue by examining the underlying factors contributing to that issue.
 * USH.9.6 **

The student who is information literate evaluates information critically and competently.
 * Information Literacy 2 **

The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information (shares and collaborates).
 * Information Literacy 9 **