| Using Cameras in School: Classroom Activity
This Classroom Activity introduces students to the context of using cameras during school events, classes and on school property. The purpose of this activity is to develop background information so that students are not disadvantaged in demonstrating the skills the task intends to assess. Contextual elements include: an understanding of the setting or situation in which the task is placed, potentially unfamiliar concepts that are associated with the scenario; and key terms or vocabulary students will need to understand in order to meaningfully engage with and complete the performance task. The Classroom Activity should be easy to implement with clear instructions.
Please read through the entire Classroom Activity before beginning the activity with students to ensure any classroom preparation can be competed in advance.
Throughout the activity it is permissible to pause and ask students if they have any questions.
Resources Needed:
Chart paper, whiteboard, or chalkboard
Markers or chalk
One piece of paper and pencil for each student. (Students who need an accommodation may use their preferred tool for writing.)
For Performance Task:
Copies of Pages 1-10 (back) for each student
lined scratch paper for draft writing
additional lined paper for final copy should student request it
Learning Goal:
Students will understand the context of the key concepts related to the topic:
The right of privacy is not explicit in the Constitution under the 4th Amendment.
The expectation of privacy may be directly related to where and how information is collected and shared.
Using Cameras in School: Classroom Activity
[Purpose: The facilitator’s goal is to help students understand the key concept of privacy, how information that may be considered private may also help prevent crime and wrong doings, and how new technologies are continuing to change the way privacy is considered. This activity will allow students to be active participants as they explore the concept of privacy in the context of the performance assessment.]
Note: The following section can be codified to accommodate various teacher-student interaction types such as teacher-led discussion with the entire class, teacher-student discussion for remote locations with a single student, or small groups.
[Place the students in small groups of two to four students. Give each group a piece of paper and a pencil.]
Facilitator says: “Privacy is something that many Americans consider an important value of being a citizen of the United States. Even though the idea of privacy is important, the Constitution does not explicitly state that citizens have the right to privacy. In preparation for your performance task, we will discuss the different ways that information is made public, some of the new ways technology has made us safer, and some of the concerns citizens may have about violations of privacy. First let’s use what we already know about how information is gathered and shared. On the sheet of paper provided, take three minutes to discuss with your group and write a response to this question: When might information about you and your actions have been recorded?”
Possible class discussion answers (unscripted):
Written record
Birth Certificate
Social Security Card
Report Card
Sports activities in local newsletters and newspapers
Text messages
Handwritten notes
Web blog and social media
Diary
Cell phone records
Visual/Audio record
Store cameras
Voice mail
Video/pictures from cell phone
Online video
School bus cameras
School pictures/yearbooks
[Ask students to share answers from the group discussions as you write the responses for students. Write the responses on the chart paper, chalk board, electronic board, etc..]
Read aloud the following from the Constitution Center (http://constitutioncenter.org/constitution/issues/privacy)
Facilitator reads: Now I will read to you a statement about privacy and the Constitution from the Constitution Center:
Although the word “privacy” is not specifically mentioned in the Constitution, the Supreme Court has recognized many aspects of a right to privacy, particularly through the 4th and 14th Amendments. The degree of protection afforded privacy rights is an enduring source of constitutional controversy, particularly as technology progresses in ways that might conflict with privacy.
Facilitator says: “Note that the passage refers to how technology might conflict with privacy. Think about the different ways we stated that information about each of us and our actions is recorded. Take three minutes to work with your group to answer the following question on the paper provided: Which methods of data collection are most likely to conflict with privacy?”
[Give students three minutes to discuss and to write down their thoughts.]
[After about three minutes, have students share their ideas with the class. Ask the students to share their responses to the question and by placing a check next to the methods that students feel are most likely to conflict with privacy. This discussion may take 5 minutes. ]
[Ask students to share out which methods conflict with privacy. As they share out, place a ✓ (checkmark) next to each item mentioned. If new methods are shared, add those to your list and place a ✓next to the method. ]
Possible class discussion answers (unscripted):
Written record
Birth Certificate ✓
Social Security Card ✓
Report Card ✓
Sports activities in local newsletters and newspapers
Text messages ✓
Handwritten notes ✓
Web blog and social media
Diary ✓
Cell phone records ✓
Visual/Audio record
Store cameras
Voice mail ✓
Video/pictures from cell phone ✓
Online video
School bus cameras
School pictures/yearbooks
Facilitator says: “If you look at the methods that you said were most likely to conflict with privacy, the methods all fit in roughly the same idea: The expectation of privacy is often related to where and how the information is collected. When we are in public places like a park or on a street, then our expectations for privacy are not as high as they would be if we were in our own homes. If information is gathered while we are in public places is shared, we have some expectation that the information is less personal.
Remember also that information is gathered to ensure our safety and settle conflicts as well as recording personal information. Sign-in sheets, traffic cameras, and ATM or bank cameras are all examples of ways that can help us to be safe.
Take two minutes to discuss with your group to answer the following question: How might the collection of information help us to be safe and secure?”
[After about two minutes, have students share their ideas. Because the task is about cameras in schools, this discussion is expected to be mostly about stationary cameras. ]
Possible class discussion answers (unscripted):
Facilitator says: “These are all great examples. Remember that privacy and information collection methods have come in conflict. There are people who feel strongly one way or the other about information collection and sharing. You are now ready to complete your performance task. Please leave your recorded notes behind.”
[Distribute copies of the performance task to students. Time expected to complete Part 1 is approximately 35 minutes. Time expected to complete Part 2 is approximately 70 minutes.]
[Teachers and proctors may read the directions to the students, but not the sources or questions. Scratch paper may be given to students for this performance task.]
Scoring Rubrics (Teacher Use Only)
Part I – Research Questions (35 Minutes)
Item #
|
Grade
|
Claim
|
Target
|
DOK
|
Item Standard
|
Evidence Statement
|
1
|
7
|
4
|
4
|
3
|
RH-2
|
Determine the central ideas or information of a primary or secondary source
|
Place a check in the space on the grid to show the claim(s) that each source supports. Some sources will have more than one box selected.
Claim
|
Source #1
|
Source #2
|
Source #3
|
Cameras will help parents of school age children.
|
✓
|
✓
|
|
Cameras may be used to monitor student behavior.
|
✓
|
|
✓
|
Cameras may help teachers become better teachers.
|
✓
|
|
✓
|
Rubric: (1 point) 6 cells completed correctly.
(0 points) Fewer than 6 cells completed correctly, any cell incorrect, or blank.
Item #
|
Grade
|
Claim
|
Target
|
DOK
|
Item Standard
|
Evidence Statement
|
2
|
7
|
4
|
3
|
3
|
RH-8
|
Distinguish among fact, opinion, and reasoned judgment in a text.
|
Source #1 and Source #2 provide facts about cameras in the classroom. Which source provides the most accurate information about cameras in the classroom? Justify and support your answer with two details from the source.
Key Elements:
Source #1 (Why Are Some School Districts installing security cameras in their schools?)
Facts are presented.
Pros and Cons (comparative) are used.
Opponents’ and Proponents’ viewpoints are used.
Source #2 (WSFCS Add Security Cameras to All Elementary Schools in the System)
Use of personal accounts
Use of primary sources
Focus on “pro” cameras viewpoint
Rubric:
Score Point
|
Description
|
2
|
Response is an identification and an adequate evidence-based justification of which source provides the most accurate information about cameras in the classroom supported by two details from the identified source.
|
1
|
Response is an identification and a limited/partial evidence-based justification of which source provides the most accurate information about cameras in the classroom supported by two vague or loosely related details from the most accurate source.
OR
Response is an identification and an adequate evidence-based justification of which source provides the most accurate information about cameras in the classroom supported by one detail from the most accurate source.
|
0
|
Response is an explanation that is insufficient, incorrect or irrelevant. Just identifying the source is insufficient.
|
Exemplar:
(2 points) Both Source #1 and Source #2present information about how cameras in schools are used. Source #1 begins by presenting facts and then proceeds to provide concerns from those that are against cameras and those that are for cameras. Source #2 is a news article that describes the how a public school system has installed cameras in all its schools and incorporates first-hand experiences and opinions from the school principal and several parents.
(1 point) Source #1is better because it gives information for both sides. Source #2 only gives information from people who like cameras in schools.
(0 points) I don’t think we should have cameras in schools because kids might not like being videotaped.
Item #
|
Grade
|
Claim
|
Target
|
DOK
|
Item Standard
|
Evidence Statement
|
3
|
7
|
4
|
11
|
2
|
RH-6
|
Identify aspects of a text that reveal an author’s point of view or purpose (e.g. loaded language, inclusion or avoidance of particular facts).
|
Is Source #3 factual, an opinion, or both? How do you know? Cite 2 details from Source #3 to support your answer.
Key Elements:
Facts:
Refers to Bill Gates and source Fast Company
Refers to states that have already installed cameras.
Pierce College has video surveillance in the cafeteria
Opinions:
Use of “future tense” in writing indicating the event has not happened
Use of loaded language
Refers to crimes that may not be crimes (e.g. passing notes)
Gives opinion of inappropriate actions of professors (e.g. not engaging their students in classroom discussions)
Rubric:
Score Point
|
Description
|
2
|
Response is an identification and an adequate evidence-based explanation of whether the source is factual, an opinion, or both supported by two pieces of evidence from the identified source.
|
1
|
Response is an identification and an partial evidence-based explanation of whether the source is factual, an opinion, or both supported by two vague or loosely related pieces of evidence from the identified source.
OR
Response is an identification and an adequate evidence-based explanation of which source most likely has the most credible information about supported by one piece of evidence from the identified source.
|
0
|
Response is an explanation that is insufficient, incorrect or irrelevant. Just identifying the source is insufficient.
|
Exemplar:
(2 points) The article by Kaelyn Anderson is mostly opinion. She is answering the question about whether cameras should be allowed in the classroom. She uses present tense words showing that something hasn’t happened yet. For example in the first sentence she said, “Surveillance cameras should be installed…” Another example of where she is stating her opinion is in the last sentence, “surveillance cameras could also catch…”
(1 point) The article is fact because she references other sources like Fast Company and names states with cameras in schools.
(0 points) This article is her opinion.
Item #
|
Grade
|
Claim
|
Target
|
DOK
|
Item Standard
|
Evidence Statement
|
4
|
7
|
2
|
7
|
4
|
W-1.b
|
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
|
4-Point Argumentative
Performance Task Writing Rubric (Grades 6-11)
|
Score
|
4
|
3
|
2
|
1
|
NS
|
Organization/Purpose
|
The response has a clear and effective organizational structure, creating a sense of unity and completeness. The organization is fully sustained between and within paragraphs. The response is consistently and purposefully focused:
claim is introduced, clearly communicated, and the focus is strongly maintained for the purpose and audience
consistent use of a variety of transitional strategies to clarify the relationships between and among ideas
effective introduction and conclusion
logical progression of ideas from beginning to end; strong connections between and among ideas with some syntactic variety
alternate and opposing argument(s) are clearly acknowledged or addressed*
|
The response has an evident organizational structure and a sense of completeness. Though there may be minor flaws, they do not interfere with the overall coherence. The organization is adequately sustained between and within paragraphs. The response is generally focused:
claim is clear, and the focus is mostly maintained for the purpose and audience
adequate use of transitional strategies with some variety to clarify relationships between and among ideas
adequate introduction and conclusion
adequate progression of ideas from beginning to end; adequate connections between and among ideas
alternate and opposing argument(s) are adequately acknowledged or addressed*
|
The response has an inconsistent organizational structure. Some flaws are evident, and some ideas may be loosely connected. The organization is somewhat sustained between and within paragraphs.
The response may have a minor drift in focus:
claim may be somewhat unclear, or the focus may be insufficiently sustained for the purpose and/or audience
inconsistent use of transitional strategies and/or little variety
introduction or conclusion, if present, may be weak
uneven progression of ideas from beginning to end; and/or formulaic; inconsistent or unclear connections among ideas
alternate and opposing argument(s) may be confusing or not acknowledged *
|
The response has little or no discernible organizational structure. The response may be related to the claim but may provide little or no focus:
claim may be confusing or ambiguous; response may be too brief or the focus may drift from the purpose and/or audience
few or no transitional strategies are evident
introduction and/or conclusion may be missing
frequent extraneous ideas may be evident; ideas may be randomly ordered or have unclear progression
alternate and opposing argument(s) may not be acknowledged *
|
Insufficient (includes copied text)
In a language other than English
|
*Acknowledging and/or addressing the opposing point of view begins at grade 7.
|
4-Point Argumentative
Performance Task Writing Rubric (Grades 6-11)
|
Score
|
4
|
3
|
2
|
1
|
NS
|
Evidence/Elaboration
|
The response provides thorough and convincing elaboration of the support/evidence for the claim and argument(s) including reasoned, in- depth analysis and the effective use of source material. The response clearly and effectively develops ideas, using precise language:
comprehensive evidence (facts and details) from the source material is integrated, relevant, and specific
clear citations or attribution to source material
effective use of a variety of elaborative techniques*
vocabulary is clearly appropriate for the audience and purpose
effective, appropriate style enhances content
|
The response provides adequate elaboration of the support/evidence for the claim and argument(s) that includes reasoned analysis and the use of source material. The response adequately develops ideas, employing a mix of precise with more general language:
adequate evidence (facts and details) from the source material is integrated andrelevant, yetmay be general
adequate use of citations or attribution to source material
adequate use of some elaborative techniques*
vocabulary is generally appropriate for the audience and purpose
generally appropriate style is evident
|
The response provides uneven, cursory elaboration of the support/evidence for the claim and argument(s) that includes some reasoned analysis and partial or uneven use of source material. The response develops ideas unevenly, using simplistic language:
some evidence (facts and details) from the source material may be weakly integrated, imprecise, repetitive, vague, and/or copied
weak use of citations or attribution to source material
weak or uneven use of elaborative techniques*; development may consist primarily of source summary or may rely on emotional appeal
vocabulary use is uneven or somewhat ineffective for the audience and purpose
inconsistent or weak attempt to create appropriate style
|
The response provides minimal elaboration of the support/evidence for the claim and argument(s) that includes little or no use of source material. The response is vague, lacks clarity, or is confusing:
evidence (facts and details) from the source material is minimal, irrelevant, absent, incorrectly used, or predominantly copied
insufficient use of citations or attribution to source material
minimal, if any, use of elaborative techniques*; emotional appeal may dominate
vocabulary is limited or ineffective for the audience and purpose
little or no evidence of appropriate style
|
Insufficient (includes copied text)
In a language other than English
|
*Elaborative techniques may include the use of personal experiences that support the argument(s).
|
2-Point Argumentative
Performance Task Writing Rubric (Grades 6-11)
|
Score
|
2
|
1
|
0
|
NS
|
Conventions
|
The response demonstrates an adequate command of conventions:
adequate use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling
|
The response demonstrates a partial command of conventions:
limited use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling
|
The response demonstrates little or no command of conventions:
infrequent use of correct sentence formation, punctuation, capitalization, grammar usage, and spelling
|
Insufficient (includes copied text)
In a language other than English
|
Holistic Scoring:
Variety: A range of errors includes sentence formation, punctuation, capitalization, grammar usage, and spelling.
Severity: Basic errors are more heavily weighted than higher-level errors.
Density: The proportion of errors to the amount of writing done well. This includes the ratio of errors to the length of the piece.
Grade 7 Name _____________________________
Cameras in Schools Argumentative Performance Task
Task:
Some schools have installed video cameras in classrooms to ensure student safety. Your district is considering installing them in your school. Do you agree or disagree with this idea?
You have been researching what other schools and districts around the country have said about cameras in the classroom. During your research, you found four articles about cameras in schools and the current state law about video cameras on public school property.
After you have reviewed these sources, you will answer some questions about them. Briefly scan the sources and the three questions that follow. Then, go back and read the sources carefully so you will have the information you will need to answer the questions and complete your research. You may write on or annotate the sources.
In Part 2, you will an argument on a topic related to the sources.
Directions for Beginning:
You will now examine several sources. You can re-examine any of the sources as often as you like.
Research Questions:
After looking at the sources, use the rest of the time in Part 1 to answer three questions about the sources. Your answers to these questions will be scored. Also, your answers will help you think about the information have read and looked at, which should help you write your argument.
You may refer back to your annotated sources when you think it would be helpful. Answer the questions in the spaces below the items.
Your annotated sources will be available to you in Part 1 and Part 2 of the performance task.
Part I
Sources for Performance Task
Source #1
This is an article about security cameras in schools.
|