The Social Network: The Snowden Effect

Overview

In a nine-week unit, students study networks, the internet, and cybersecurity through a series of topics, each beginning with stated objectives and short video clips. They write dating profiles for internet hardware, model network topologies as a team, compare the World Wide Web with the internet, and create an infographic on internet search. Traveling information topics use Code.org activities, three Cisco Packet Tracer courses, a Wireshark lab, and a network traffic analysis activity, with further work on Caesar ciphers, digital footprints, and attacks at each OSI layer. Students revise work using feedback and are assessed with a short quiz and a final project.

Lesson Objectives

• What is a Network and the Internet? Students will be able to
• Describe computer networks and network technologies.
• Describe what is the internet
• List hardware associated with the internet.
• Provide evidence of their understanding of the internet, networks, and associated hardware by discussing these topics with their peers and providing references to justify their statements and using correct vocabulary associated with computer science. Internet Hardware Students will be able to
• Execute a thorough search for internet hardware to better understand each component.
• Construct a dating profile for their selected internet hardware component to share with their peers.
• Distinguish among the dating profiles to determine how each hardware component is connected to each other and best suits their own profile by using a comparison chart. Network Topologies Students will be able to
• Demonstrate (as a team) the different network topologies.
• Justify their conclusions by creating different network topologies and discussing each of the topology configurations with their peers.
• Synthesize their understanding of network topologies by writing a short summary of their understanding of network topologies. World Wide Web (www…) Students will be able to
• Distinguish the differences and similarities between the world wide web and the internet and share their understandings with their peers using Jamboard. Internet Search Students will be able to
• Define terms associated with an internet search (i.e., HTTP, HTML, IP addresses, etc.).
• Synthesize how internet search works by creating an infographic about this process and sharing these figures with their peers. LESSON OBJECTIVE(S). Traveling Information Students will be able to
• Complete a Code.org activity (Slide
• To demonstrate an understanding of how to a. Explain why protocols are necessary to overcome the underlying unreliability of the internet. b. Develop a protocol for reliable communication on the internet. c. Justify the need for acknowledgments and packet numbering in TCP.
• Complete three courses related to Cisco Packet Tracers to demonstrate understanding. a. Course 1 i. Module 1:
• Installing and Understanding the Cisco Packet Tracer Interface ii. Module 2:
• Learning about Packet Tracer file types, building a home network, and summarizing the course. b. Course 2 i. Module 1:
• Connecting devices using wireless technologies ii. Module 2:
• Structuring wiring and doing PT simulation
• Using a Network controller, and summarizing the course. c. Course 3 i. Module 1
• Learning about IoT Devices in Packet Tracer
• Creating and controlling your Smart Home network ii. Module 2
• Investigating environment controls in Packet Tracer, creating an IoT Thing in Packet Tracer, and summarizing the course.
• Complete the Wireshark lab (p. 12, Question
• To demonstrate a. Understanding on how to use Wireshark b. Synthesize this understanding to respond to a specific prompt.
• Complete the Hide and Seek activity to a. Understand the basics of Network Traffic analysis. (Understand) b. Examine information that might indicate unexpected activity on a network. (Analyze) c. Appraise detailed data from TCP data streams to support digital forensics investigations. (Evaluate) d. Investigate network traffic and extract useful information from a PCAP file. (Create) e. Critique which information can and cannot be sent in plaintext over the web, and why. (Evaluate)
• Complete a Code.org activity to demonstrate an understanding of a. Cracking a message encrypted with a Caesar cipher using a Caesar Cipher Widget. b. Cracking a message encrypted with random substitute using Frequency Analysis. c. Explain the weaknesses and security flaws of substitution ciphers. d. Explain why encryption is an important need for everyday life on the internet.
• Complete an extra Code.org activity (Handbook for in-class activities pp. 235-247) credit assignment to a. Simulate flowing through the internet to learn about internet connections, URLs, IP Addresses, and the DNS in a virtual environment. Your Data Your Network Students will be able to
• Equip high school students with the knowledge and skills to secure their data when using both public and private networks.
• Develop a comprehensive checklist to ensure their data remains protected from potential threats.
• Raise awareness among their peers about the permanence of online content and the concept of digital footprints.
• Learn how to search for and find social media posts that a user may have thought were deleted and are still accessible on the web. Cybersecurity Students will be able to
• Complete a short (ten-question) quiz and pass with a rate of 90% (or higher) related to the OSI, TCP/IP Models, and how UDP is (or is not) related to the models after reading about the models.
• Describe each type of attack related to each OSI layer in a Google Slideshow.
• Discuss a case study related to malware after completing some virtual lessons.
• Compare and contrast different types of social engineering techniques after completing virtual lessons and lab.
• Compare and contrast types of attacks and their associated characteristics by completing a lab.
• Show understanding by completing challenges related to cybersecurity.