Option 1: Who controls the internet?


Inquiry question:  The internet is said to connect the world, but who controls or regulates the internet?

What does it mean to be a “global citizen”?

A fundamental feature of civil society is that for each right or benefit there is a corresponding burden.

If we, as global citizens, have a right to be connected through the internet then what is the corresponding burden of responsibility?  Is this a burden that is borne by the individual or by nation states?  What is the role of international organisations in regulating behaviour across borders?  Do these international organisations (eg United Nations) properly reflect the digitally connected world or are they reflect a by-gone era (having being established post WW2)?

Refer to this you tube video as a “hook”:   https://www.youtube.com/watch?v=XvSBkoAdAPw

Curriculum links:

This inquiry question (at varying degrees of sophistication) could be incorporated into the civics curriculum across Years 4-6.

* Year 4:  The differences between ‘rules’ and ‘laws’ (ACHASSK092); the importance and purpose of laws (e.g. to maintain social cohesion, to reflect society’s values) (ACHASSK092) and People belong to diverse groups, such as cultural, religious and/or social groups, and this can shape identity (ACHASSK093)

* Year 5:  The key values that underpin Australia’s democracy, including freedom, equality, fairness and justice (ACHASSK115);  The roles and responsibilities of electors(e.g. enrolling to vote, being informed) and representatives (e.g. representing their electorate’s interests, participating in the parliamentary process) in Australia’s democracy (ACHASSK116); the features of the electoral process in Australia, such as compulsory votingsecret ballotpreferential voting (ACHASSK116); how regulations and laws affect the lives of citizens (e.g. the different types of laws, how laws protect human rights) (ACHASSK117)

 

* Year 6:  Who can be an Australian citizen, the formal rights and responsibilities, and shared values of Australian citizenship (ACHASSK147)

The inquiry question could also be effectively incorporated into the English curriculum across Years 4 -6, through activities such as:

* writing a persuasive piece arguing regulation of the internet in Australia by an international body would not be democratic

* a debate on the question:  we should have an international parliament with representatives elected by the people of the world

* writing a compare and contrast piece on what it means to be an Australian citizen compared to what it means to be a global citizen

There could also be links made to other cross-curriculum priorities like sustainability.  This could lead to a further inquiry question:  are there issues that require a global solution/response?  What are they and how should they be addressed?

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