1. Splash Screen

2. Chapter Menu Chapter Introduction Section 1:Section 1:Civic Participation Section 2:Section 2:Challenges for Democracy Section 3:Section 3:Regulating the Internet Visual Summary

3. Chapter Intro 1 In a democracy, citizens must be willing to take part in civic life. The Internet increases the opportunities to do just that. Accessing the Internet promises to strengthen democracy, but it may also present serious challenges to democracy.

4. Chapter Intro 2 Section 1: Civic Participation A democratic society requires the active participation of its citizens. The Internet has changed the way people communicate, get information, and participate in democracy.

5. Chapter Intro 2 Section 2: Challenges for Democracy A democratic society requires the active participation of its citizens. The Internet can both strengthen and threaten our democracy.

6. Chapter Intro 2 Section 3: Regulating the Internet Citizens possess certain rights. Citizenship also carries certain responsibilities that all Americans are expected to fulfill. The Internet has become a battleground over the issue of free speech, both in society and in America’s schools.

7. Chapter Preview-End

8. Section 1-Main Idea Guide to Reading Big Idea A democratic society requires the active participation of its citizens.

9. Section 1-Key Terms Guide to Reading Content Vocabulary Internet World Wide Web Web site archives nonpartisan newsgroup Academic Vocabulary network interact version

10. Section 1-Polling Question Do you think people rely heavily on the Internet to learn about politics and government? A.Yes B.No A.A B.B

11. Section 1 A Tool for Action The Internet has changed the way people communicate, get information, and participate in democracy.

12. Section 1 A Tool for Action (cont.) The Internet, World Wide Web, and Web sites help citizens gather information to participate in democracy.InternetWorld Wide WebWeb sites

13. Section 1 Gathering information –Newspapers and newsmagazines publish online –They keep archivesarchives –Research and educational institutes have Web sites –May not always be nonpartisannonpartisan A Tool for Action (cont.)

14. Section 1 Government Web sites aid citizens –Register to vote –Request an absentee ballot –Learn how representatives vote on an issue –Request services A Tool for Action (cont.)

15. Section 1 Group action online –Support special interest groups –Participate in newsgroupsnewsgroups A Tool for Action (cont.)

16. A.A B.B C.C D.D Section 1 What do you think is the best way for citizens to use the Internet? A.register to vote B.learn how their representatives vote C.conduct research on issues D.participate in newsgroups

17. Section 1 Election Campaigns The Internet has become a key tool in politics.

18. Section 1 Election Campaigns (cont.) The Internet is used a great deal in politics. Political Parties have Web sties –Republican, Democrat, and many minor parties –Many political candidates –Sites do not present a diversity of information or opinion

19. Section 1 Political analysts create blogs: –Web sites used to publish someone’s ideas on a particular topic –Increasingly influential –Not necessarily true Election Campaigns (cont.)

20. Section 1 Grassroots Web Sites –Independent Web sites to support candidates –Sites may contain misinformation or link to extremist groups Election Campaigns (cont.)

21. A.A B.B Section 1 Do you agree that grassroots Web sites provide an effective way for people to become involved in politics? A.Agree B.Disagree

22. Section 1-End

23. Section 2-Main Idea Guide to Reading Big Idea A democratic society requires the active participation of its citizens.

24. Section 2-Key Terms Guide to Reading Content Vocabulary authoritarian dissident extremist group propaganda Academic Vocabulary contrary isolate enable

25. Section 2-Polling Question Does the Internet divide people more than it brings them together? A.Yes B.No A.A B.B

26. Section 2 Divisions in Society The Internet can both strengthen and threaten our democracy.

27. Section 2 Divisions in Society (cont.) Many people hope the Internet can expand democracy and undermine authoritarian governments.authoritarian

28. Section 2 Authoritarian governments limit online politics –Build electronic borders –Controls access to human rights groups Web sites –Shut down dissident group Web sitesdissident Divisions in Society (cont.)

29. Section 2 Dangers of the Internet –Strengthen divide between “haves” and “have-nots” –Empower extremist groupsextremist groups –Invasion of privacy Divisions in Society (cont.)

30. Section 2 Wealthy families likely have Internet access at home Schools and libraries equalize computer access Divisions in Society (cont.)

31. Section 2 Previously extremist groups were isolated, now the Internet allows:extremist groups –Extremists to find one another –Spread propagandapropaganda –Recruit new members Divisions in Society (cont.)

32. Section 2 Internet can weaken national unity and aid terrorists Internet can promote free speech Divisions in Society (cont.)

33. A.A B.B Section 2 Do you agree that the Internet empowers extremist groups and therefore free speech should be limited online? A.Agree B.Disagree

34. Section 2 Threats to Privacy The Internet poses some significant threats to Americans’ privacy.

35. Section 2 Threats to Privacy (cont.) The Internet may pose a threat to Americans’ right to privacy. Web sites collect personal information –May include age, address, income, etc. –People must be careful when e-mailing, chatting, visiting Web sites

36. Section 2 Legal protections: –Privacy policies –Children’s Online Protection Act (1998) Threats to Privacy (cont.)

37. Section 2 Government surveillance: –Tool to fight crime and terrorism –Software can record e-mail address –Some companies may hand over data when requested –May invade individual privacy; on the other hand, may help government catch criminals or prevent terrorist actions Threats to Privacy (cont.)

38. Section 2 Fourth Amendment protects citizens against unreasonable searches 1996 Electronic Communications Privacy Act: Threats to Privacy (cont.) –Some legal protections for individuals –USA Patriot Act waives some of these protections

39. A.A B.B C.C D.D Section 2 What is the most important thing the government should monitor on the Internet? A.Fraud B.Terrorism C.Identity theft D.Marketing to Children

40. Section 2-End

41. Section 3-Main Idea Guide to Reading Big Idea Citizens possess certain rights. Citizenship also carries certain responsibilities that all Americans are expected to fulfill.

42. Section 3-Key Terms Guide to Reading Content Vocabulary intellectual propertyintellectual property copyright revenue Academic Vocabulary nonetheless erode

43. A.A B.B Section 3-Polling Question Do you agree that government should limit what is available on the Internet? A.Agree B.Disagree

44. Section 3 Internet Speech The Internet has become a battleground over the issue of free speech.

45. Section 3 Internet Speech (cont.) Free speech on the Internet has become a controversial issue. The Internet promotes free speech but also spreads offensive material –Filtering software blocks offensive material –Government laws censor some online speech

46. Section 3 The Supreme Court has limited laws and protected free speech on the Internet. Schools can limit student speech. Internet Speech (cont.)

47. Section 3 Copyrights protect intellectual propertyCopyrightsintellectual property –The Internet weakens copyright protection Internet Speech (cont.)

48. Section 3 Napster developed in 1999: –Online music service –Free exchange of music –Napster was sued for breaking copyright laws Internet Speech (cont.)

49. Section 3 Digital Millennium Copyright Act: –Crime to bypass computer codes protecting copyrights Internet Speech (cont.)

50. Section 3 Taxing e-commerce: –Online shopping is easy –Local governments miss out on sales tax revenue revenue –States and retail stores favor e-commerce taxes Internet Speech (cont.)

51. A.A B.B Section 3 Do you think that sales tax should be collected on all goods sold over the Internet? A.Yes B.No

52. Section 3 The Internet at School Growing use of the Internet in schools is creating new controversies.

53. Section 3 The Internet at School (cont.) Use of the Internet in schools creates new issues and controversies. Children’s Internet Protection Act: –Adherence required of nearly all schools –Blocks dangerous or offensive materials Computer Access Among Schoolchildren

54. Section 3 Filtering software can monitor Internet traffic Schools keep records of visited Web sites The Internet at School (cont.) Computer Access Among Schoolchildren

55. Section 3 The issue of parental review: –Parents want to know school Internet activity –Schools say violation of privacy –Court ruled parents can inspect activity as long as identities not revealed The Internet at School (cont.) Computer Access Among Schoolchildren

56. A.A B.B Section 3 Do you agree that parents should be allowed to view schools’ Internet records? A.Agree B.Disagree

57. Section 3-End

58. VS 1 Effects of the Internet Millions of people have access to computers, the Internet, and the World Wide Web. Electronic communications enable us to instantly access information, to purchase goods and services, and to share ideas around the globe. The Internet can help us increase our knowledge about political and social issues.

59. VS 2 Issues People who do not have access to the Internet cannot enjoy the opportunities it offers. Internet users’ privacy can be threatened by government and business surveillance. Just as the Internet can help advance democratic values, it can also aid the spread of ideas that may run counter to democracy.

60. VS 3 Regulating the Internet Many issues surround Internet usage, including the following: –limits on free speech –protection of intellectual property –taxation of e-commerce –regulation of the Internet in schools

61. VS-End

62. Figure 1

63. TIME Trans

64. DFS Trans 1

65. DFS Trans 2

66. DFS Trans 3 Both music sampling without crediting the musician and plagiarism are stealing.

67. Vocab1 Internet a mass communication system of millions of networked computers and databases all over the world

68. Vocab2 World Wide Web operating within the Internet, it allows users to interact with the billions of documents stored on computers across the Net

69. Vocab3 Web site a “page” on the World Wide Web that may contain text, images, audio, and video

70. Vocab4 archives files of older stories

71. Vocab5 nonpartisan free from party ties or bias

72. Vocab6 newsgroups Internet discussion forums

73. Vocab7 network a system of connected or related parts

74. Vocab8 interact to act upon one another

75. Vocab9 version a particular form or type

76. Vocab10 authoritarian a government in which one leader or group of people holds absolute power

77. Vocab11 dissident people who disagree with the established political or religious system

78. Vocab12 extremist group organization that promotes ideas that are farthest from the political center

79. Vocab13 propaganda certain ideas that may involve misleading messages designed to manipulate people

80. Vocab14 contrary opposite or different

81. Vocab15 isolate to separate or keep apart

82. Vocab16 enable to make able or possible

83. Vocab17 intellectual property things that people create, such as songs, movies, books, poetry, art, and software

84. Vocab18 copyright owner’s exclusive right to control, publish, and sell an original work

85. Vocab19 revenue the income that a government collects for public use

86. Vocab20 nonetheless nevertheless, however

87. Vocab21 erode to wear away or destroy gradually

88. Help Click the Forward button to go to the next slide. Click the Previous button to return to the previous slide. Click the Home button to return to the Chapter Menu. Click the Transparency button from the Chapter Menu or Chapter Introduction slides to access the TIME Transparency that is relevant to this chapter. From within a section, click on this button to access the relevant Daily Focus Skills Transparency. Click the Return button in a feature to return to the main presentation. Click the Economics Online button to access online textbook features. Click the Reference Atlas button to access the Interactive Reference Atlas. Click the Exit button or press the Escape key [Esc] to end the chapter slide show. Click the Help button to access this screen. Links to Presentation Plus! features such as Graphs in Motion, Charts in Motion, and figures from your textbook are located at the bottom of relevant screens. To use this Presentation Plus! product:

89. End of Custom Shows This slide is intentionally blank.