November 30, 2010,
12:55 pm State’s Secrets: Teaching About WikiLeaks
By SARAH KAVANAGH AND HOLLY OJALVO This 2009 cable, part of the WikiLeaks cache, offers a colorful profile of the Libyan leader, Col. Muammar el-Qaddafi, by the American ambassador to Libya, Gene A. Cretz.
Go to “A Selection From the Cache of Diplomatic Dispatches” »
Go to full Times coverage »
A huge trove of confidential diplomatic cables — some 250,000 individual cables, the daily traffic between the State Department and more than 270 American diplomatic outposts around the world — were obtained by an organization called WikiLeaks and made available to several news organizations, including The New York Times. The Times began publication of articles based on the cables online on Sunday.
Both the information contained in the cables and the decision to publish them raise issues you may want to consider in your classroom. We’ve compiled a list of key questions and short activity ideas to help, each linked to Times materials that support further inquiry.
Please
let us know how you’re addressing this news in your teaching.
Key Questions:
The Basics: How and why did a quarter-million confidential American diplomatic cables get
leaked to the public? What kinds of information did the cables contain? What do they reveal? How do they affect our understanding of international relations? Why are they controversial? What is WikiLeaks? Who is Julian Assange? Try our 6 Q’s activity on both
this set of leaks and the
previous WikiLeaks about the wars in Iraq and Afghanistan to help students understand the basics.
Government Transparency: What arguments can be made to support and to refute
the belief in government transparency, specifically that “All governments can benefit from increased scrutiny by the world community, as well as their own people”? Do you think that the public should have unfettered access to information about the government and diplomacy? Why or why not?
Journalistic Decision-Making and Ethics: Why is the decision by New York Times editors to publish a selection of the recently leaked diplomatic cables
controversial? What
reasons for reporting on these leaked cables has The New York Times given? What choices has The Times made about what it will and will not publish? Do you think those decisions are ethical? Why or why not?
Secrecy and Safety: The leaked cables are classified at several different
levels of secrecy. How did the classifications affect
Times editors’ decisions about why and how to publish and report on the information contained in these cables? How have
human rights groups responded to the leak? How might keeping certain government documents secret help to save lives?
The State Department: What arguments did
the State Department make to Julian Assange against publication of the cables? What demands did State make? Why did WikiLeaks defy the State Department? Should there be any repercussions for WikiLeaks or for the news organizations that published the cables?
The Secretary of State: Secretary of State Hillary Rodham Clinton
argued that disclosures of classified information “tear at the fabric” of government, “sabotaging peaceful relations between nations.” What arguments can be made to support and rebut Mrs. Clinton’s perspective? Can leaks like this threaten the proper function of government and the maintenance of peace between nations? Why does Mrs. Clinton say that United States relations with foreign nations will
survive this leak unscathed?
Diplomacy: What
activities have American diplomats begun to engage in that might be read as
blurring the line between espionage and diplomacy? How did a State Department spokesman respond
on Twitter to accusations of the blurred line between espionage and diplomacy? Do you agree or disagree with his position that all diplomats should and do gather this kind of information?
Iran: What
information from the leaked diplomatic cables is causing concern about
Iran’s nuclear capabilities and
missile program? What actions has the United States
already taken to address Iran’s potential nuclear capabilities? How has
Iran responded to the leak?
North Korea: What have the leaked cables revealed about world leaders’
views on North Korea? What information about North Korea can we gather from reading the
leaked cables themselves?
Guantánamo Bay: What have the leaked cables revealed about how American diplomats were involved in the effort to reduce the population of the
Guantánamo Bay prison? What information can we gather about the United States’ effort to reduce the Guantánamo Bay prison population by reading the
leaked cables themselves?
Activity Ideas:
Stage a Discussion of WikiLeaks’s Mission: Using our lesson
The Ethics of the War Logs: Debating the Pros and Cons of WikiLeaks, have students consider whether WikiLeaks is a champion of freedom of information or an instigator of trouble. Add
Times articles about the diplomatic cables and
related multimedia features to the resources that students analyze for the activity.
The class might then stage a talk show or round-table discussion on the issue, with students taking roles that represent different points of view on this topic. For example, one might represent the arguments of
WikiLeaks itself, while another represents
the State Department and a third the point of view of
human rights groups.
Debate The Times’s Decision to Publish: Debate The New York Times’s decision to publish a section of the leaked cables. Was it ethical? Was it right? Prepare for the debate by learning more about
how and why The Times decided to publish a selection of the cables and
how some readers have responded. Use our
“Debatable Issues” graphic organizer (PDF) to take notes as you read. To extend the discussion, consider a time when your own school or community newspaper confronted ethics questions on whether or not to publish a story. Do you see any commonalities in the issues raised by publishing this global story and your local one? Why or why not?
Follow the Leak: As The Times publishes and explains the significance of
more of the leaked cables, use our
Fact/Question/Response handout (PDF) to record new information and generate questions for classroom discussion. Students might sum up what they learned by creating political cartoons on some aspect of the topic. Our 2006 lesson,
“It’s a Draw,” offers an adaptable structure.
Starting With Quotes, Questions, Comments and Illustrations: Students read through
a selection of the cables, and then each student takes a sheet of paper and creates a “One-Pager” that contains at least two of the following: a specific quotation that seems particularly interesting and why; a question that arose from reading the cables and a name of a person or organization to whom the student would like to ask that question; a comment or observation about the material; a connection between what the student read in the WikiLeaks documents and something else from history, literature or life he or she has experienced; or an illustration that sums up something important about the WikiLeaks material. (Students might use our
“One-Pager” organizer (PDF) to help.)
When all students have posted their One-Pagers on the wall, students circulate and write comments in response to their peers’ work. What common threads does the class observe? Why do they think these same issues, quotes, questions or ideas arose several times? How might any of the questions resonate beyond WikiLeaks and relate to something they are currently studying?
Track a Prediction: In
“The Fragile Community,” Op-Ed columnist David Brooks writes:
“The WikiLeaks dump will probably damage the global conversation. Nations will be less likely to share with the United States. Agencies will be tempted to return to the pre-9/11 silos. World leaders will get their back up when they read what is said about them. Cooperation against Iran may be harder to maintain because Arab leaders feel exposed and boxed in. This fragile international conversation is under threat. It’s under threat from WikiLeaks. It’s under threat from a Gresham’s Law effect, in which the level of public exposure is determined by the biggest leaker and the biggest traitor.”
Do you agree? Have students collect and post an ongoing collage of news stories, quotes and images that show evidence of how the “global conversation” has been affected by WikiLeaks.
The Lede blog may be a good starting point for this.
Related Learning Network Resources:
New Directions for Diplomacy is a 2008 lesson involving a comparison of the foreign policy approaches of the Bush and Obama administrations.
Our lesson
Google vs. China: Considering Threats to Internet Freedom has students examine questions about freedom of information and the rights of government to keep certain pieces of information secret from the public.
Our 2004 lesson on Al Qaeda,
The Right to Know, has students examine and discuss the public’s right to know about national security threats. See also
Terrorism Today: Investigating Al Qaeda’s Presence Around the World.
Our 2005 lesson
Press-ing Freedom has students engage in a fishbowl discussion about freedom of the press and the journalism code of ethics.
For other lessons on foreign policy, international relations and other related topics, see our lesson plan collections on
American history,
current events,
global history and
social studies.
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