Intern Training Welcome Video

Intern Training Assignments

Note: To keep up with our partners,  projects, and an ever changing post-digital world, these materials are always uploaded Sunday 11:59 p.m. the week that they are due.

Assignment 2C: Annotations

Portland has just passed a facial recognition technology ban.  The City of Minneapolis is now considering a ban on criminal facial recognition technology.   (And some politicians, lawyers, and officials in the mayors office are wondering of Minneapolis should also consider a ban on commercial facial recognition technology.)

For Assignment 2C: Start researching the problems with facial recognition technology in either (a) employment, (b) health care, (c) retail or (d) schools.  Give us the five best annotations you can make – from five different articles – that we can use to create materials for our legal researchers.

(I.e., pick a topic, start reading about it, give us five annotations on your topic.)

Kairos Project Assignment

The IDH has two existing clients -- Indiana University and the Anti-Defamation League -- who want educational content on algorithmic discrimination.  (One for high school students and one for communities.) 

You are going to assist us with 2 video assets: An infomercial segment and a Robot Court segment. Both will be about facial recognition technology.

Follow the instructions provided on Moodle.  Please remember to keep it in the genre of an informercial testimonial.  (Look back at the examples in the Axis of Facts, Bias, and Storytelling videos.) 

Here's two good examples from the on campus class.  (But they are re-shooting to make them sound more "infomercial-ly."  Remember to say "Thank you IDH" or "Thank you Axis of Facts," etc.")


Informercial Example One   Example Two:



  • Use a piece of specific facial recognition technology -- in employment, health, school, or retail -- that you already researched for Assignment 2C. 

  • If that doesn't work, read through your online colleagues' Assignment 2C research to find a particular piece of facial recognition technology that creeps you out.



Robot Court:
Follow the instructions on Moodle.  But --- to help you out -- the on campus kids are giving you their research on facial recognition.  (Heads up, it isn't super pretty looking.  They didn't know you were going to use it.) In other words, because of the election -- and, again, to help you out -- you don't need to do your own research on facial recognition.  (Though you can if you want to.  Also did through you online colleagues' research because they have some good stuff in there.)


  • Make sure you've watched the Robot Court video.  

  • We make some of these funny (for high school students) and some serious.  Either way is fine.  Just pick you tone and stick with it.

  • The campus students suggest that you use talking points instead of a script.

  • Be sure to cite 1-2 pieces of evidence.

  • An example is here.

  • Robot Court Zoom backgrounds are here.

  • Instructions/Advice on Robot Court backgrounds and recording is here.


  • Facial Recognition I:

    • Arguing Against Facial Recognition (Axis of Facts): David O.

    • Arguing For Facial Recognition (Axis of Facts): Rachel L.

    • Arguing Against Facial Recognition (Axis of Storytelling): Caleb M

    • Arguing For Facial Recognition (Axis of Storytelling): Taylor M.

  • Facial Recognition II:

    • Arguing Against Facial Recognition (Axis of Facts): Ayana F.

    • Arguing For Facial Recognition (Axis of Facts): Mark W.

    • Arguing Against Facial Recognition (Axis of Bias): Ryan W:

    • Arguing For Facial Recognition (Axis of Bias): Annie K.

    • Arguing Against Facial Recognition (Axis of Storytelling) Leonel S.

    • Arguing For Facial Recognition (Axis of Storytelling) Erica N.

Assignment 4A: Annotations

Hello Online Students:

Follow the Assignment 4A instructions on Moodle.  For your assigned question, submit 3-5 annotations (from Strossen's book) that answer your question.

***Thank you for your work on this.  Your annotations are now here.***


  • How do hate speech laws – designed to protect minorities – sometimes hurt minorities?

    • David O

  • Do hate speech laws create liberal “snowflakes”?

    • Rachel L and Caleb M

  • How have hate speech laws backfired in other countries?

    • Taylor M.

  • Explain why Strossen rejects the liberal arguments that hate speech “hurts” people (psychologically, politically, and/or physically)?

    • Ayana F and Mark W.


  • Why is “viewpoint neutrality” important when thinking about hate speech laws?

    • Annie K.

  • Why, for Strossen, are vagueness and overbreadth a problem with hate speech laws?

    • Leonel S.


  • Why is counter-speech better than censorship?

    • Erica N.

Assignment 4B: Case Study

In Assignment 4B, the IDH is just trying to verify that you can (a) brief and analyze a case using FIRAC and (b) that you understand how to apply the rules from Schenck and Chaplinsky.

Read this article on Steve Bannon recently getting banned from Twitter and YouTube.  Then pick one of the Options below to brief.  (Remember: We want your analysis and judgment.)

Option One: Analyze Bannon getting kicked off of Twitter.

Option Two: Analyze Bannon getting banned from YouTube.

Option Three: Analyze Bannon getting kicked off of Twitter but PRETEND that it was Twitter's algorithm that did it.
Option Four: Analyze Bannon getting kicked off of YouTube but PRETEND it was Twitter's algorithm that did it.

Pathos Project Assignment

The IDH partners with local college's and communities to create "zines" on tricky post-digital issues.  We have requests in for zines to facilitate free speech debates with a local (liberal-leaning) university.  So you are going to help us by creating zine pages on a particular free speech controversy to show your audience how the IDH methods (listed below) work.

Step One: Research your case study. 
Listed below you will see the case studies you can choose from.  Pick any one that you want.  Give yourself some time to think about your answers.  Take notes. 

Step Two: Figure out your argument.  (Pathos Concept Proposal.)
The whole point of the Pathos Concept Proposal is to have you tell us -- exactly -- what text will be on each of your zine pages.  (And, if you have time, tell us what visuals you are considering going with the text.)

So you need to take all of the thinking you did in Step One and translate it into a 4-6 page zine.  

Lucky for you, we have this handy outline -- which uses FIRAC to tell you what information goes on which zine page (and the correct order of your zine pages).

  • Facts:

    • What are the specific relevant facts of your case. 

    • 1-2 zine pages

  • Issue:

    • What is the exact question you are answering?

    • 1/2 to 1 zine page

  • Rules:

    • What legal/rhetorical rules are you applying?

    • 1 -2 zine pages

    • ****Hint: Here are all of your possible rules to use****

      • Schenck:

        • Clear and present danger

        • Bad tendency test

      • Chaplinsky:

        • Fighting words

        • Ideal (average) vs. real audience

      • Zizek:

        • Symbolic, Systemic, and Subjective violence

  • Analysis:

    • Apply the correct rule(s) to your particular case.

    • 1-2 Zine page

  • Conclusion/Judgment:

    • Did your case study violate free speech? Why?

    • 1-2 Zine pages

    • ******Hint: You can use Strossen here.********

Remember: You do not have to make zine pages this week
We just want to know (a) exactly what you text you want on each page and (b) what visual ideas -- if any -- you already have or are planning on. 

Next Step: Wait for Instructor/TA approval.
And then, once you have it, you can start making your zine.


Topics (And Hints About Legal Rules):

  • Does this hate speech algorithm (Hate Lab) violate free speech?

    • Hint: Schenck (bad tendency versus clear and present) plus Zizek or Strossen

  • Should NCU's online courses have trigger warnings?  Or do trigger warnings violate free speech and hinder education? 

    • Hint: Chaplinksy (fighting words and idea/real audience)

  • Should a high school in your town use this violence prevention algorithm
    to monitor its students social media?  Or does that violate free speech?

    • Hint: Schenck and Zizek

  • A college colleague is quoting rap lyrics with a racial epithet.  They are asked to stop.  They post a Tik Tok video of themselves -- off campus -- quoting the lyrics.  Should they face disciplinary action for hate speech?

    • Hint: Zizek, Strossen and/or Chaplinksy

    • For the "Facts" on this one, just write out the question.

  • A student turns in a zine page with a racial epithet.  (The student identifies as being part of this race.)   The zine will circulate across college campuses.  Should this be allowed as free speech?

    • Hint: Zizek, Strossen and/or Chaplinksy

    • For the "Facts" on this one, just write out the question.

Ethos Project Assignment

Privacy challenges emerge everyday and the IDH has been meeting with local, state, and national scholars and organizations this fall to think about our post-digital ethos.

So far this semester, you -- the online team -- have been working on the topics we (the on campus team) come up for.  For the Ethos Project Assignment, we want to flip the script: You pick the technology topic; we'll follow your lead.

So here is our advice:

  • We put the entire Ethos Unit lecture into one 40 minute podcast here.

    • Dr. McCormick came into the on campus class to help.  (He is a very good professor to you all.)

  • At the end of he conversation, we spend 10 minutes discussing what does or does not make a good privacy topic.

  • Make sure all of your examples -- for your podcast and social media -- are about the same "genre" of privacy and ethos.  For example: Just do students.  Or employees.  Or gamers.  Or patients.  Or politicians.  Or artists.  (Etc.)  Make sense?

So -- to reiterate the instructions from Moodle -- here are the two parts of the Ethos Project Assignment (updated for fall 2020).



  1. Research and Analysis: Review the privacy case you have been provided and make sure you understand the questions you are expected to answer.

    • For the Fall 2020 podcast, you pick a particular controversy (e.g., a particular celebrity or politician) or a specific technology (e.g., this school used this particular software).  We want your specific judgment about a specific controversy.  (Find a news story about it to help you.)

    • Here's Dr. McCormick's example: A Dean resigning over an anti-Biden Facebook post.

  2. Complete Your Brief of the Case and an Outline of Your Podcast Script: Using FIRAC -- with the two competing rules of “implied author” versus “Brand You” -- provide a quick (one page) outline of your script for approval by your TA or instructor before you record.  Don’t write the whole thing out, just list out the “talking points” you think you will use.  (Use the examples on the website as a guide.)

    • Take your news article and use FIRAC to brief it.  (Explained in LTP Ethos: Plan.)  For instance:

      • Facts: A Dean resigning over an anti-Biden Facebook post.

      • Issue: Should an academic's social media posts be used as evidence?

      • Rule: Brand You versus the Implied Author

      • Analysis: Your analysis of the Facts, using the Rule to answer the Issue.

      • Conclusion: What do you think should have happened?

    • If you want feedback/script approval before you record, email your instructors and Dr. McKain ( by Saturday.
      If you think you got it, just do it.


  3. Record Your Podcast Segment: Using the instructional video provided on the website, record a 1 - 4 minute podcast segment on your topic.  (Note: We originally said 1-2 minutes.  Campus students thought 1- 4  minutes might be easier for some.)  Then upload it.

    • An instructional video is overkill, since you've already recorded audio for this class.  Just use your phone or a microphone and be clear. 

    • Here's an example of a -- long -- classroom podcast segment on the ethos case Dr. McCormick provided. (If you are stuck, listen to this.)

    • If you have audio questions, email your TA or our tech Roman Sawczak (

Social Media Campaign

  1. For part two of the Ethos Project Assignment, you will create 3 social media posts for the IDH's current privacy and digital ethics campaign.  

    • Take the topic (student privacy, employee privacy, etc.) from your Podcast and make three social media posts (Instagram, Facebook, or Twitter) to promote privacy awareness.

    • Creativity is the key.  If you want to just link to one news story, fine.  Multiple news stories, also fine.  No news stories -- but good information/branding on privacy -- also fine.  Be strategic.) 

  2. Go to to get your privacy campaign assignment.  Then craft your three posts and submit them.

    • Again, we want you to pick the topics.

Logos Project Assignment

November 2020 sure is weird, huh?

When we wrote the Logos Project Assignment, we assumed that the post-fact society -- the fact that we all live in our filter bubbles and don't agree about reality -- would be a problem.  But we never could have guessed that COVID, Qanon, George Floyd, and the post-election fighting would have happened.

So -- to keep on track with a changing world -- we want to give you a couple of options for your Logos Project Assignment topic.

Option One: Mapping Feminist Agreement Across the Filter Bubble
Option One is the usual option.  You take what you learned about ideological rhetorical criticism (Assignment 6A) and using the Axis of Unreliability to map agreement/disagreement across the filter bubble (Assignment 6B) and you apply it to a new controversy (of your choosing) about feminism.

Here's how you do it.

(1) Pick a controversy.  Let's use the Supreme Court confirmation of Amy Coney Barrett.

(2) Get two media sources from opposite side of the filter bubble.  For instance, grab an MSNBC episode on the confirmation and then grab a Fox News, or Breitbart article or broadcast.  (Use news sources from the same day; it works better.)

(3) Analyze the two sources using Axis of Unreliability.  (Just like you did for Assignment 6B.) 

(4) Write the Buzzfeed article (or film a newscast) on how the two sources agree/disagree.  (Facts, Bias, or Storytelling.)  But make the focus of your segment the places where they agree.  (Because we already know where they disagree.)

(5) If you are filming, just use our IDH Zoom "news background."  (Located here.)

Option Two: Mapping Political Agreement Across the Filter Bubble
Option Two works exactly like Option One.  Except your focus doesn't have to be on feminism: You can choose any important topic where the left/right are currently not agreeing about reality.  (And then, by mapping agreement, you are actually starting to fix the filter bubble.)

You can pick any news controversy for Option Two.  (Just be sure to grab media from both sides; and make sure it's an important issue that the left and right don't agree on.)  Some options that the on-campus students are already analyzing are:

  • Claims of voter fraud in Atlanta

  • Claims of voter fraud in Michigan

  • Claims of voter fraud in Pennsylvania

  • QAnon

  • COVID Herd Immunity

  • COVID Vaccines

  • Defund the Police

Make sense?  Holler if you have questions.  You'll do great.