Trump and Biden Both Want to Repeal Section 230. Would That Wreck the Internet?

Today’s heated political arguments over censorship and misinformation online are rooted in a 26-word snippet of a law that created the Internet as we know it.

In a collaboration with Open Sourced by Vox, Retro Report looks at how today’s heated political arguments over censorship and misinformation online are rooted in Section 230, a 26-word snippet of a 1996 law that created the Internet as we know it. Now lawmakers on both sides of the aisle want it changed.

Democrats want companies like Facebook to do more to police disinformation. Republicans claiming censorship of conservative views want to make internet companies do less policing. How did the internet get here? In a collaboration with Vox, we took a look back to the years when the internet was just getting started.

Courts had held that internet providers that made an effort to moderate user content were potentially liable for any objectionable content that their users posted. So companies faced a choice: either clean up their websites and risk getting sued, or go totally hands-off, and face no legal consequences.

Legislators wrote a provision into a new law, the Communications Decency Act, that immunized companies from being held liable for any content – comments, retweets, opinions – posted by someone else. That provision, Section 230, became known as the 26 words that created the internet.

“Think about Facebook, Twitter, YouTube, even Wikipedia,” Jeff Kossoff, a professor of cybersecurity law at the U.S. Naval Academy, told us. “None of these business models could exist in their current forms if the platforms had to defend in court the veracity of every single thing that people post.”

The story of Section 230 is the story of the Internet: more and more people posting what they want online, and websites not getting sued for it because of their legal shield.

But to some experts, the broad immunity that Section 230 provides has made some internet companies lazy and irresponsible.

“Section 230 is not a law that protects free speech. Section 230 is a law that protects an industry,” said Carrie Goldberg, a lawyer who specializes in sexual privacy violations, particularly revenge porn and online abuse.

“Everybody should have the right to be able to sue somebody or a company who has harmed you or is continuing to harm you, she told us. “I see this not as a speech issue, but an access to justice issue.”

Related:

Section 230 Was Created to Shield Sites Like Pornhub. It Might Be Killed for the Same Reason. by Joseph Hogan

For teachers
  • Producer: Joseph Hogan
  • Sr. Producer: Erik German
  • Sr. Producer: Karen M. Sughrue
  • Editor: Heru Muharrar
  • Additional Editor: Joey Sendaydiego

For Educators

Introduction

Many of the laws and regulations pertaining to the internet were written in the 1990s when the web was in its infancy. Section 230 of the Communications Decency Act, one of the most consequential pieces of legislation, was not passed without controversy. In recent years, politicians across the political spectrum have advocated for repealing Section 230, although there is concern that doing so might upend a technology many people depend on. 

Lesson Plan 1: Section 230 and Internet Law
Overview

Students will learn the pros and cons of Section 230, a 26-word snippet of a 1996 law that created the Internet as we know it.

Objectives

Students will:

  • Interpret and summarize the purpose of Section 230 of the Communications Decency Act.
  • Apply knowledge of Section 230 to different scenarios.
  • Construct an argument to either repeal, amend or maintain Section 230 of the Communications Decency Act.
Essential questions
  • How does Section 230 affect what is published on the internet?
  • How do policy choices affect internet users and service providers? What effect might changes to those policies have?
Standards

College, Career, and Civic Life (C3) Framework for Social Studies

  • D2.Civ.9.9-12. Use appropriate deliberative processes in multiple settings.
  • D2.Civ.10.9-12. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights.
  • D2.Civ.13.9-12. Evaluate public policies in terms of intended and unintended outcomes, and related consequences. 
  • D2.Civ.14.9-12. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.

Common Core Literacy Standards

  • CCSS.ELA-LITERACY.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
  • CCSS.ELA-LITERACY.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
  • CCSS.ELA-LITERACY.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
  • CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
  • CCSS.ELA-LITERACY.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
  • CCSS.ELA-LITERACY.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).