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NY Times advocating RFID implants
It's not bad enough that our civil liberties are being destroyed.
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Friday, February 3, 2006
Body-Tech
Exploring the Implications of Human Microchip Implants
Author(s)
Michelle Sale, The New York Times Learning Network
Javaid Khan, The Bank Street College of Education in New York City
Grades: 6-8, 9-12
Subjects: Language Arts, Science, Technology
Interdisciplinary Connections
Overview of Lesson Plan:In this lesson, students will explore the effects of human microchip implants and discuss their relevance and place in society. They will further examine this topic by taking an opinion poll and writing a newspaper article discussing their findings.
Review the Academic Content Standards related to this lesson.
Suggested Time Allowance:1 hour
Objectives:
Students will:
1. Explore their own beliefs about having a microchip implanted in their bodies.
2. Consider the popularity of microchip implants by reading and discussing the article, �High Tech, Under the Skin.�
3. Discuss the uses and implications for RFID chips in today's society.
4. Gather opinions from various people about the implantation and use of RFID chips and write newspaper articles based on those findings.
Resources / Materials:
-student journals
-pens/pencils
-paper
-classroom board
-copies of �High Tech, Under the Skin� found online at http://www.nytimes.com/learning/tea...0203friday.html(one per student)
-resources about radio frequency identification devices (optional)
Activities / Procedures:
1. WARM-UP/DO-NOW: In their journals, students respond to the following prompt (written on the board prior to class):
�Would you get a microchip implanted somewhere in your body if it would make your life easier or safer? (For example, this microchip could allow you to enter your home without keys, log onto your computer without typing, or provide vital information for doctors if you were to require medical attention). Why or why not?� After a few minutes, allow students time to share their answers. What concerns would you have using this type of technology? How is this implanted technology similar to or different from a piercing or tattoo?
2. As a class, read and discuss the article �High Tech, Under the Skin� (found online at http://www.nytimes.com/learning/tea...0203friday.html), focusing on the following questions:
a. What techniques does the writer use to interest the reader in the article?
b. What will be inserted into William Donelson�s hand?
c. What purpose will this serve?
d. What is an RFID chip?
e. Where have these devices been implanted previously?
f. How is the gap between technology and the human body being brought closer together?
g. What types of technology have become a part of everyday life?
h. How are chip implants used in Mexico?
i. How is the company Verichip using RFID chips?
j. Why does Jennifer Tomblin like having a chip implant?
k. According to Liz McIntyre, what are the drawbacks of having an RFID chip implanted?
l. Under what conditions have people had RFID chips implanted?
m. How is the growing popularity of implanting chips demonstrated on Christian Rigby�s Internet forum?
n. According to Mikey Sklar, who will be most interested in this technology? Why?
o. According to Matt Trossen, is the RFID chip an essential technological device?
3. Explain to the class that they will participate in a "fishbowl" discussion on human microchip implants, such as the RFID described in the article, �High Tech, Under the Skin.� First, ask students to number off one to five, then keep a list on the board of all "1's," "2's," "3's," "4's," and "5's." Ask all "1's" to sit facing one another in the middle of a circle created by the rest of the students. The students in the center are the only ones allowed to speak. If a student from the outer circle wants to add to the discussion, he or she moves to the middle of the circle, taps a participant to indicate that he or she should resume a place in the outer circle, and takes that student's place as the new person in the discussion. After discussing the first topic and accompanying questions, switch the students in the center to all "2's," and allow the same fishbowl procedure to occur. Be sure to switch topics enough times so that all students have the opportunity to be in the center of the discussion at least once.
Topics and related questions to pose to students include:
-DAILY LIFE: Besides the uses listed in the article, how else could an RFID be used in a typical person�s daily life? What are the benefits? How might this technology be misused? Would you support the use of an RFID as it relates to your topic? Why or why not?
-CHILD SAFETY: How could this technology be used to protect young people? What institutions, organizations or individuals would be interested in this technology? What are the benefits? How might this technology be misused? Would you support the use of an RFID as it relates to your topic? Why or why not?
-LAW ENFORCEMENT: How could this technology be used to enforce the law? What institutions, organizations or individuals would be interested in this technology? How could it be applied to criminals? What type of criminals? Why? What are the benefits? How might this technology be misused? Would you support the use of an RFID as it relates to your topic? Why or why not?
-HEALTHCARE: How could an RFID chip be used to monitor a person�s health? For which age groups could this technology be most useful? Why? For which types of diseases or conditions could this technology be most useful? How might this technology be misused? Would you support the use of an RFID as it relates to your topic? Why or why not?
-What are the social implications of implanting chips into people�s bodies?
-Should this technology be regulated? Why or why not? If so, by whom? How?
4. WRAP-UP/HOMEWORK: Individually, students conduct a poll about RFIDs and compile their findings using the following prompt as a guide (written on the board or copied into a handout for easier student access): �Ask five people of different ages and backgrounds about their opinions on the use of RFID chips. Consider the questions raised and answered in class, including:
-Would you have a chip implanted in your body? Why or why not?
-How might this technology enhance your life?
-Do you see this technology becoming a staple in our society? Why or why not?
Compose a newspaper article discussing your findings. Include pertinent information and arguments presented in class." Articles may be submitted to the school or local newspaper for publication, or compiled into a reference booklet and donated to the school�s library.
Further Questions for Discussion:
-How does technology shape today�s world?
-How has technology shaped your daily life?
-Which technologies do you currently use that you couldn�t live without? Why?
Evaluation / Assessment:
Students will be evaluated based on thoughtfully supported journal entries, participation in group and class discussions, well-documented poll information and thoughtfully written newspaper articles.
Vocabulary:
inserting, microchip, enhance, procedure, enthralled, proprietary, detractors, ushering, allusion, ampoule, forums, silicone, foreseen, convergence, integral, symbiotic, intrigue
Extension Activities:
1. Read �Spychips: How Major Corporations and Government Plan to Track Your Every Move with RFID� by Katherine Albrecht and former bank examiner Liz McIntyre. Prepare an oral presentation highlighting the book�s main ideas and beliefs. Include a brief reaction to the ideas presented in the text.
2. Read The New York Times article �In Texas, 28,000 Students Test an Electronic Eye� (found online at http://www.nytimes.com/learning/tea...18thursday.html). Write a journal entry reflecting how you would feel if you were subjected to this type of program and technology.
3. Create a "How It Works" poster demonstrating how RFID chips are implanted under a patient's skin and how they function. Begin by browsing the RFID Journal, an independent publication about this technology: http://www.rfidjournal.com/article/articleview/207. Include a sidebar explaining how this is different from fingerprint or retina scanning.
4. Write a movie script, comic strip or short story that incorporates the use of RFID chips in its storyline.
Interdisciplinary Connections:
Civics- Conduct a debate on the impact of RFID chips on privacy and the First Amendment.
Fine Arts- Create a collage of items (or pictures of items) that may become obsolete with the proliferation of RFID chips in humans.
Health- What are the dangers of piercing, tattooing and implanting? Consider various diseases and infections that may occur. Create a pamphlet warning young people of the risks.
Mathematics- Compile the poll results from each student�s homework assignment into one large data pool. Create a series of graphs or pie charts illustrating the various opinions collected. Write a brief summary of your findings.
Teaching with The Times -Read the paper and find an article discussing the outcome of events that may have been different had RFID technology been implemented. Write a brief summary of the article, and an explanation of how an RFID chip could have made a significant difference.
-For one month, read the Technology section of The New York Times and clip out headlines, creating a chart to show which technologies The Times has reported on, the different ways they are designed to help people, and their potential for misuse (if any). Write a one-paragraph essay that draws opinioned conclusions about the Times coverage and the uses of technology in general. To order The New York Times for your classroom, click here.
Other Information on the Web
The RFID Journal (http://www.rfidjournal.com/faq) is an independent publication providing answers to frequently asked questions about the chips and related technology.
Spychips.com (http://www.spychips.com/) provides> facts, blogs and resources about RFID chips and their potentially hazardous uses.
Academic Content Standards:
McRELThis lesson plan may be used to address the academic standards listed below. These standards are drawn from Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education: 3rd and 4th Editions and have been provided courtesy of the Mid-continent Research for Education and Learning in Aurora, Colorado.
Grades 6-8
Civics Standard 9- Understands the importance of Americans sharing and supporting certain values, beliefs, and principles of American constitutional democracy. Benchmarks: Understands how certain values are fundamental to American public life; Knows that constitutional government is a fundamental principle of American democracy
Civics Standard 29- Understands the importance of political leadership, public service, and a knowledgeable citizenry in American constitutional democracy. Benchmarks: Understands the functions of political leadership and why leadership is a vital necessity in a constitutional democracy; Knows personal qualities necessary for political leadership, and understands ethical dilemmas that might confront political leaders; Understands why becoming knowledgeable about public affairs and the values and principles of American constitutional democracy and communicating that knowledge to others is an important form of participation, and understands the argument that constitutional democracy requires the participation of an attentive, knowledgeable, and competent citizenry
Language Arts Standard 1- Demonstrates competence in the general skills and strategies of the writing process. Benchmarks: Uses style and structure appropriate for specific audiences; Writes narrative accounts; Writes expository compositions; Writes in response to literature
Language Arts Standard 4- Gathers and uses information for research purposes. Benchmarks: Uses a variety of resource materials to gather information for research topics; Determines the appropriateness of an information source for a research topic
Language Arts Standard 7- Demonstrates competence in the general skills and strategies for reading a variety of informational texts. Benchmarks: Identifies techniques used to convey viewpoint; Draws conclusions and makes inferences based on explicit and implicit information in texts; Differentiates between fact and opinion in informational texts
Language Arts Standard 8- Demonstrates competence in speaking and listening as tools for learning. Benchmarks: Plays a variety of roles in group discussions; Asks questions to seek elaboration and clarification of ideas; Listens in order to understand a speaker's topic, purpose, and perspective; Conveys a clear main point when speaking to others and stays on the topic being discussed
Grades 9-12
Civics Standard 9- Understands the importance of Americans sharing and supporting certain values, beliefs, and principles of American constitutional democracy. Benchmarks: Understands how the institutions of government reflect fundamental values and principles; Understands the significance of fundamental values and principles for the individual and society
Civics Standard 29- Understands the importance of political leadership, public service, and a knowledgeable citizenry in American constitutional democracy. Benchmark: Understands why becoming knowledgeable about public affairs and the values and principles of American constitutional democracy, and communicating that knowledge to others are important forms of participation, and understands the argument that constitutional democracy requires the participation of an attentive, knowledgeable, and competent citizenry
Language Arts Standard 1- Demonstrates competence in the general skills and strategies of the writing process. Benchmarks: Writes compositions that are focused for different audiences; Writes compositions that fulfill different purposes; Writes fictional, biographical, autobiographical, and observational narrative compositions; Writes expository compositions; Writes in response to literature
Language Arts Standard 4- Gathers and uses information for research purposes. Benchmarks: Uses a variety of news source to gather information for research topics; Determines the validity and reliability of primary and secondary source information and uses information accordingly in reporting on a research topic
Language Arts Standard 7- Demonstrates competence in the general skills and strategies for reading a variety of informational texts. Benchmarks: Determines the effectiveness of techniques used to convey viewpoint; Supports inferences about information in texts by referring to text features
Language Arts Standard 8- Demonstrates competence in speaking and listening as tools for learning. Benchmarks: Evaluates own and others' effectiveness in group discussions and in formal presentations; Asks questions as a way to broaden and enrich classroom discussions; Adjusts message wording and delivery to particular audiences and for particular purposes |
Source: NY Times
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"The Greatest enemy of knowledge is not ignorance, it is the illusion of knowledge." -Stephen Hawking
"First they came for the communists, and I did not speak out� because I was not a communist;
Then they came for the socialists, and I did not speak out� because I was not a socialist;
Then they came for the trade unionists, and I did not speak out� because I was not a trade unionist;
Then they came for the Jews, and I did not speak out� because I was not a Jew;
Then they came for me� and there was no one left to speak out for me." -Martin Niem�ller
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Are you comfortable with the government or a federal agency, or anyone for that matter, BEING ABLE TO MONITOR YOUR EVERY MOVEMENT? 
