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Internet Safety/Language Arts:

1984 vs. 2010: Who really threatens your privacy?

Grade Level: High School, 9th-12th grade
Subject Area: Internet Safety Language Arts

Information Literacy Skills Goals:

AASL Standards for the 21st Century Learner:
The student will learn: -How to create a strong password and to keep it confidential. 1.3.5 Use information technology responsibly - To keep personal information private when using social networking sites or creating screen names; Consider consequences and hazards of posting online personal information; students will be reminded to think before they post. 3.1.6 Use information and technology ethically and responsibly. 4.2.4 Practice safe and ethical behaviors in personal electronic communication and interaction.

Illinois State Learning Goals by subject area:

Literature
STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas. A. Understand how literary elements and techniques are used to convey meaning. 2.A.5d Evaluate the influence of historical context on form, style and point of view for a variety of literary works. B. Read and interpret a variety of literary works. 2.B.5a Analyze and express an interpretation of a literary work.

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2.B.5b Apply knowledge gained from literature as a means of understanding contemporary and historical economic, social and political issues and perspectives.

Reading
STATE GOAL 1: Read with understanding and fluency. B. Apply reading strategies to improve understanding and fluency. 1.B.5a Relate reading to prior knowledge and experience and make connections to related information.

Listening and Speaking

STATE GOAL 4: Listen and speak effectively in a variety of situations. B. Speak effectively using language appropriate to the situation and audience. 4.B.5a Deliver planned and impromptu oral presentations, as individuals and members of a group, conveying results of research, projects or literature studies to a variety of audiences (e.g., peers, community, business/industry, local organizations) using appropriate visual aids and available technology.

About this lesson plan:

In his novel 1984, George Orwell expresses alarm about the loss of privacy and freedom in contemporary society. This lesson will provide students with the opportunity to compare and contrast the society and technologies of the world presented in 1984 to those of today. In addition to examining 1984 as a literary work, the novel will provide a spring board for a discussion of todays real privacy issues and how to keep themselves safe on the Internet. Within this lesson, students will look at the real threats to their privacy and safety presented by todays technology and what they can do to keep their identity and privacy safe.

Objectives of lesson:
Students will gain an understanding of the following Our society and the society in 1984 have similarities and differences. Student will be able to compare and contrast these elements. 1984 is based on the societal and political mood of Europe in 1949. Student will recognize that historical events influence authors and what they write about and how they write.

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Our own privacy issues/violations in modern society. Students will examine how technology in todays society and compare and contrast them to the privacy threats in 1984. Using Orwells 1984 as a spring board for discussion, the students will also gain an understanding of the Internet safety issues that will include the following objectives: Student will be able to describe characteristics of a strong password and will be able to build one. Student will be able to list what information they should keep private and describe what they should not post online. Student will be able to explain the consequences of not protecting private information and learn the importance of keeping their private information private. Students will be reminded to think before they post.

How long will unit will take to complete:

Approximately 5-7 forty- five minute class periods; this includes watching videos and providing some in class time to plan and begin projects.

Materials needed for this unit:

Resources: Full text of 1984: an electronic copy is available at http://www.georgeorwell.org/1984/0.html Copies of New York Times article, Little Brother is Watching, available at http://www.nytimes.com/2010/10/17/magazine/17FOB-WWLN-t.html?_r=1 (one copy attached) Technology: Computer with Internet access for each student Video cameras; editing software if possible White board/chalk board or smart board; chalk Other materials: Copies of article, Little Brother is Watching (one copy attached) Copies of the t-chart, 1984 vs. Today (one copy attached) Copies of Oral presentation rubric (one copy attached)

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Copies of Password Activity Sheet, one for each student (one copy included) Copies of Online Reputation Management assessment (one copy included) Copies of Online profiles for students to look at (one copy of each attached) Pencils

Instructional Roles:
Students will read 1984 by George Orwell. With Activity #1 and #2 they will begin their exploration and discussion of its themes with their language arts teacher in the classroom and compare it to an article they will read in class. They will complete activity #4 and #5 with the librarian in the regular classroom. Activity #3 gives students the choice of activity, one of which includes making a podcast or a using a video camera to make a short movie. If there are students who choose this option, the librarian will be asked to help with these activities. Depending on where the computers are located in the school, these activities will be completed either in the classroom or in the librarys computer lab.

Differentiated Strategies:
learners are marked as indicated:

Modifications are used to meet the varied needs of all

VL Visual learners: This modifies the lesson for visual learners AL Auditory learners: This modifies the lesson for auditory learners KL Kinesthetic learners: This allows the students to move within their group VAL Varying academic levels: This means activity is suitable for students of
academic ability or it allows students of different abilities to help each other, or uses small group and whole group discussions to get all students involved

Activity #1: Introducing 1984, discussion VAL AL Teacher will begin by having students start discussing their initial reactions
to the book. Teacher could start discussion by asking why they think Orwell wrote this book. What was happening in the world when Orwell wrote this book in 1949? First ask the students if they can think of any historical events that might have influenced Orwell. Then make some historical connections for the students and tell them about some of the events of the beginning of the century: WW I and II (the nuclear bomb was used for the first time during WWII for the destruction of Hiroshima and Nagasaki), the Great Depression, Stalin coming to power in the Soviet Union ( In 1949 Stalin was the dictator of the Soviet Union and executed millions of people along

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the way), and Hitlers role in WWII are all events that would of shaped Orwells perspective and influenced his writing.

(VL

Having 5-6 PowerPoint slides illustrating

these events would provide a connection to this conversation for all learners, but especially for visual learners; checking with the librarian 1-2 weeks out for visual resources would also be an excellent addition to this part of the lesson).

Questions you could ask: Have they ever felt that their privacy has been threatened-by the government, media, or technology? Have they ever had an experience where they felt their right to privacy was violated? How are todays communication technologies and communications different than those in 1984?

Activity #2: 2012: Is Big Brother or Little Brother threatening your privacy? 1984 vs. Today T Chart and collaborative project (Brown and Ojalvo, 2010b) VAL AL VL As a class read New York Times Magazine article Little Brother is Watching by Walter Kirn. KL Have students volunteer to read and stand while
reading. Kirn compares Orwells prediction of what technologies will be like in 1984 to todays world in which we have lost are privacy not so much to big brothers, but to a bunch of little brothers.

VAL AL Then tell the students that they are going to compare the society of 1984 to their contemporary life. VL Write on the board or overhead projector some
different areas they could compare and contrast; technology, vocabulary, food, environment, clothing, the people, etc. Ask them to consider their own lives and current events.

VAL VL KL

Have students get in groups, pairs or individually, have students use

the 1984 vs. Today T-chart (Brown and Ojalvo, 2010a)-there is a modified version attached at the end of this lesson plan- to help them compare their lives, current

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events and technology to the characters, settings, technology and vocabulary that are in the book. When they are done, have the students discuss what they came up with. Here are some questions you could use to lead the discussion:

VAL AL Questions to pose after reading the article and filling out the chart:
Who is using technology and how is it used in 1984? In todays society? How are the novel and todays world different in regards to technology? How has technology, such as Facebook, Twitter, cell phones, web cams and security cameras changed our society? Kirn argues that the invasion of our privacy has been democratized. What does that mean? Kirn discusses Tyler Clementi, a student at Rutgers University who committed suicide after his roommate secretly posted a live stream video of him having an intimate encounter. Kirn writes that this is more disturbing than the actions of 1984s Big Brother. Do you agree or disagree? Has technology in our society blurred what is public and what is private? How does technology enable people to violate others privacy and freedom?

Activity #3:

VAL AL Tell students that as they will work in their groups (or individually or in
pairs if that is how the chart was filled out) to create a modern adaptation/update of 1984, using the comparisons they made on their t-chart between the books and the todays society (Brown and Ojalvo, 2010a). Their adaptation can be for printed, filmed or they can act it out. They can choose to compare and contrast 1984 to the present on many levels; the characters, the setting, the vocabulary, the technology. They need to use their own experiences and our current society as their basis of their adaptation (Brown and Ojalvo, 2010b). They need to have a clear explanation as to why they updating the book the way they are. They will have their choice of the following activities:

VL KL KL VL

The student can rewrite a chapter VAL or a scene The student or a group of students can act out a scene from the book The student or group of students can film a scene from the book

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AL
project:

The student or group of students can record a podcast

VAL AL VL Show the following examples to help to start thinking about the
Digital book talk from University of Central Florida http://digitalbooktalk.com/?p=25 Original Apple Computer Ad released in 1984 http://www.youtube.com/watch?v=HhsWzJo2sN4 When the students are done with their projects, VAL AL VL KL they can share them with the class. Ask the following questions: How does creating something like a podcast, or acting out an updated treatment of a scene from the book, help us critique events in our own life or events from our contemporary culture? Can they think of other plays, movies, books or other art forms that comment on our society

Assessment
Following the lesson plan is a rubric for assessing students shared presentations.

Activity #4: Password Activity Information Technology Lesson

(Google Educators, 2010)

VAL AL Librarian asks the class:

How do we keep things private on line that we want to keep private? If a student answers with having a password, or having a strong password, take the password discussion from there. If no one answers password, explain that having a strong password is a powerful tool to keep their information on line private. Help them think of some of the things that are protected on line by a password. Point out things they may not be thinking about yet: credit card information and access, banking information, medical information. Ask them to guess what the number #1 password is

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(12345) and what the #2 password is (password). Write on the board three weak passwords.

KL Could have a student come up and do this for you. Use examples from

the book: o winstonsmith o bigbrother o obrien Then tell the students that you are going to teach them how to build a strong password.

VAL VL Pass out the password activity sheet that follows ((KL or have

one of your students pass them out for you). Go through the top part of the worksheet with the students.

VAL If this sheet is too difficult for students with special needs, it could be done in
groups or with partners.

VAL AL Ask the class:

What are some other characteristics of strong passwords? If they provide some acceptable answers to this, VL write their responses on the board. Also include these suggestions for building a strong password: Use at least 8 characters. Use a combination of letters (upper and lower case), numbers and symbols. Dont use a word found in the dictionary Dont use any private identity information, such as your name, address, email, phone number, your social security number, your mothers maiden name or your birthday Dont use something that would be easy to guess, like your dogs name or your schools name

Other thoughts: Dont give your password to anyone other than your parents. Use a different password for different services that you need to register for. Change your password frequently, about every six months.

Assessment:
By looking at their password activity sheet, the librarian can see if the students have learned how to build a strong password.

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Activity #5: Managing your online presence

(Adapted from Google Educators, 2010) This lesson reminds students to protect their online image and shows students that once they put something on-line, it may stay there forever.

VAL AL VL

Start lesson

by passing out the three profiles that are included at end of this lesson plan. Say to the students, Here are some profiles of four social network users. Which ones are maintaining their privacy and keeping their online reputation in good order? What could be done differently? Lets start with Winston Smiths profile. KL Ask if someone would like to read Winston Smiths profile. Things to be point out and discuss about Winston Smiths profile: Winston has posted a lot of personal information that he should think about before making it available to everyone. He really doesnt know for sure who has access to his information, so it is better to be careful than sorry. Even if Winston marks the private setting option, someone may still forward this information to someone else. Winston published all of his personal information: we have his full name, location, his birthday and his email address. He has listed his occupation and his hobbies. All of this could be abused by spammers. Winston tells his address and phone number and tells when exactly she is not going to be home. Announcing to the world when your home is going to be empty could be potentially abused by burglars, or by other people you know who may not truly by your friend.

Things to point out and discuss about Julias profile: Julia should be thinking about how she presents herself and what this is going to do to her reputation. She should be thinking about who has access to her information-now or in the future. She can erase it, but she will always be leaving a digital footprint. Someone could save the information or could post it again.

VAL AL VL Do this exercise:

show the students how to save a picture, save as

and do a screen capture, either with the software either installed on the computer, or install easy capture (available at http://easycapture.en.softonic.com/) to show the students just how quick and

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easy it is for an image to be lifted off a computer screen and saved. Many students may already know how to do this. Seeing the teacher rip a picture off the screen in front of them, especially if you do it with a scandalous picture, like a picture of a girl in a bikini or something else that is similar to the pictures high school students post, might make the message stick. Julia should do the grandma test; would she want her grandma to see the pictures she is posting? How about college admissions officers or a future boss? Or in Julias case, the Anti-Sex League? Julia posted her contact information. Is this a good idea? Her hobbies include men and partying. Is that really the image to she wants to portray? Julia also talks about her personal feelings. Social networking is not a good place to post sensitive and personal information that may later hurt you.

Things to point out and discuss about OBriens profile: OBrien is careful with his personal information. He doesnt use his real photo, and we dont know his first name! He is polite. He doesnt reveal private information, like his address or when he is going to be out of town; he doesnt destroy his inner party reputation by what he is posting on line. He keeps personal information to be shared by more secure communication methods.

Assessment
Following is an assessment for activity #5 that can be given to the students after they participate in the online reputation management activity.

Name:________________________________Date:____________________________

Activity #2: 1984 vs. Today

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Directions: Match these quotes, characters and other elements from George Orwells 1984 to contemporary equivalents. Continue the chart on your own, adding other themes, settings, plot points, etc. 1984 Today Never again will you be capable of ordinary human feeling. Everything will be dead inside you. Never again will you be capable of love, or friendship, or joy of living, or laughter, or curiosity, or courage, or integrity. You will be hollow. We shall squeeze you empty, and then we shall fill you with ourselves. Book 3, Chapter 2 Do you begin to see, then, what kind of world we are creating? It is the exact opposite of the stupid hedonistic Utopias that the old reformers imagined. A world of fear and treachery is torment, a world of trampling and being trampled upon, a world which will grow not less but more merciless as it refines itself. Progress in our world will be progress towards more pain. Book 3, Chapter 3 There was of course no way of knowing whether you were being watched at any given moment. How often, or on what system, the Thought Police plugged in on any individual wire was guesswork. It was even conceivable that they watched everybody all the time. But at any rate they could plug in your wire whenever they wanted to. You had to live -- did live, from habit that became instinct -- in the assumption that every sound you made was overheard, and, except in darkness, every movement scrutinized. Book 1, Chapter 1 Don't you see that the whole aim of Newspeak is to narrow the range of thought?... it ever occurred to you, Winston, that by the year 2050, at the very latest, not a single human being will be alive who could understand such a conversation as we are having now?... The whole climate of thought will be different. In fact there will be no thought, as we understand it now. Orthodoxy means not thinking -not needing to think. Orthodoxy is unconsciousness. Book 1, Chapter 5

Big Brother Winston

Julia Ministry of Truth Telescreen

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Activity #4: Password Activity Sheet (Adapted from Google Educators, 2010)
Winston Smith lives in London by himself at 300 Victory Mansions. He works for the Records Department. He is 39 yrs old; we werent told his birthday, but for the sake of this activity we will pretend it is 04/01/1945. He has a wife named Katharine who left him a long time ago. He is in love with Julia and they both hate Big Brother. To be together they meet secretly at Mr. Charringtons shop.

Password Smith VictoryMansions Julia0445 Goldstein300 04011945 WIKA300 MEJU@SH45 WSL2mj@s

Rating Weak Weak Moderate Moderate Weak Moderate Strong Strong

Why Uses last name Street Address Favorite person and birthday month and year Hero and house number Birthday First two letter of first name, first two of wifes name, house number Short for: Meet Julia @ shop and birth year Winston Smith loves to meet Julia@ shop

Make up 2 more safe passwords that will be easy for Winston to remember. Use these suggestions when choosing a password: Create a descriptive sentence. Choose the first letters or first two letters. Change some letters to symbols. Make some letters upper case and some lower case.

The Sentence:

The Password:

Strong passwords are based on a descriptive sentence that is easy to remember and difficult to decipher. Moderate passwords are passwords that are strong and not easy to hack by software but may be guessed by someone who knows you. Weak passwords use personal information, are easy to crack and can be guessed by someone who knows you.

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Name_______________________________

Activity #5: Online Reputation Management Assessment

Write down five things you shouldnt reveal about yourself online. 1.________________________________ 2.____________________________________ 3.____________________________________ 4.____________________________________ 5.____________________________________

What kind of test should Julia submit her pictures to before posting them on-line? ______________________________________

How can you make a jpeg copy of any picture that shows up on your screen (and keep it forever and pass it along to anyone you like!)? _______________________________________

Who might be looking at your information someday other than your friends? ________________________________________

Did you hear anything today that might make you think twice before posting something online? _________________________________________ Did you know how to do a screen capture, or rip a picture off the computer screen before todays lesson? ____________________________

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Reputation Management: Profile #1:

Name: Winston Smith Location: London Gender: Male Age: 04/01/1945 Occupation: Clerk, Records Department Hobbies: Journaling. Thought crimes Contact information: Winston@recordsdept.com

Winstons wall:
Winston Found a great shop, good place for trinkets and meeting Julia Sounds great. Where is it? Winston In the Proles district, little shop on the corner-Mr. Charrington owns it. Julia What time are you going? Winston After work, at 1800 hours.

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Reputation Management Profile #2

Name: Julia Dixon Location: London Occupation: Clerk, Fiction Department Gender: Female Age: 26 Hobbies: Anti-Sex League (not!), men Partying Contact information: Juliaishot@gmail.com Phone number: 555-5555

Julias wall
Julia Just finished posting pictures from last nights secret inner party party. Take a look! Bob ooooh girl, you are so hot! John sexxxxxxy Julia Thanks guys. Youre awesome. It was fun partying last night. Sara You are gorgeous Julia I feel down today. No fun. Why is Winston mad at me? Sara Winston is a moron. Forget him.

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Reputation Management #3

Name: Comrade OBrien Location: London Gender: Male Age: Occupation: Inner Party Hobbies: Protecting the Party Contact information: We will find you.

OBriens wall
Smith I would love to see the 10th edition of the Newspeak dictionary. OBrien It is brilliant. Smith Whats your address? I will come get it. OBrien That is not necessary. I will give it to you at the office.

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Where to find Resources by Activity used in this lesson plan:

Activity #2:
Newspaper Article: Little Brother is Watching Available from http://www.nytimes.com/2010/10/17/magazine/17FOB-WWLN-t.html?_r=1 1984 vs. Today T-chart. Modified copy is attached. Original is available from http://graphics8.nytimes.com/images/blogs/learning/pdf/2010/20101021_1984.pdf

Activity #3
1984 adaptation for the students to watch is available at http://digitalbooktalk.com/?p=25 The 1984 Apple Macintosh commercial is available for viewing at
http://www.youtube.com/watch?v=HhsWzJo2sN4

Activity #4:
1984 Password Building Activity was created for this lesson plan and is attached. This sheet was modeled after a generic password building activity sheet available from Google Educator at http://static.googleusercontent.com/external_content/untrusted_dlcp/www.google. com/en/us/educators/learning_materials/digitalliteracy/workshop2_student.pdf

Activity #5:
1984 character Online Reputation Profiles were created for this lesson plan and are attached. These were modeled after Online Reputation profiles that are part of an Online Safely Lesson plan available through Google Educator at http://static.googleusercontent.com/external_content/untrusted_dlcp/www.google. com/en/us/educators/learning_materials/digitalliteracy/workshop2_student.pdf

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Easy Capture is free software for copying images off your screen and saving them as a jpeg file. It is available at http://easycapture.en.softonic.com/ .

Additional resources for students and instructors who would like to do more:

Additional articles:
Carr. A. (2010, Sept. 29). Meet the big brother screening your social media for employers. Retrieved from http://www.fastcompany.com/1692172/how-social-media-and-big-brotherare-hurting-your-job-chances Gardner, T. (2010, August 31). Six news stories to Connect to Orwells 1984. (Web log comment). Retrieved from http://www.tengrrl.com/blog/2010/08/31/6-news-stories-toconnect-to-orwell%E2%80%99s-1984/ Lohr, S. (2010, March 16). How privacy vanishes online. New York Times. Retrieved from http://www.nytimes.com/2010/03/17/technology/17privacy.html?_r=1 Nunberg, G. (2003, June 23). Simpler terms: If its Orwellian, its probably not. New York Times. Retrieved from http://www.nytimes.com/2003/06/22/weekinreview/simpler-termsif-it-s-orwellian-it-s-probably-not.html

Lesson plans:
Doyne, S. and Ojalvo, H.E. (2010, January 22c). Every waking minute? Examining personal media habits. (Web log comment). http://graphics8.nytimes.com/images/blogs/learning/pdf/2010/20100122mediasurvey.pdf http://www.isbe.state.il.us/ils/Default.htm

Movie of 1984, available at:

Google

http://video.google.com/videoplay?docid=-5464625623984168940#

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References

American Association of School Libraries. (2007). AASL standards for the 21st century. Retrieved from http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standard s.cfm Apple. (1984, January 22). 1984 Apple Macintosh commercial. Retrieved from http://www.youtube.com/watch?v=HhsWzJo2sN4 Brown, A.C. and Ojalvo, H.E. (2010, October 21a). 1984 vs. today. (handout). Retrieved from http://graphics8.nytimes.com/images/blogs/learning/pdf/2010/20101021_1984.pdf Brown, A.C. and H.E. Ojalvo. (2010, October 21b). Big brother vs. little brother: updating Orwells 1984. (Web log comment). Retrieved from http://learning.blogs.nytimes.com/category/language-arts/ Kirn, W. Little brother is watching. (2010, October 15). New York Times. Retrieved from http://www.nytimes.com/2010/10/17/magazine/17FOB-WWLN-t.html?_r=1 Orwell, G. 1984. Retrieved from http://www.george-orwell.org/1984/0.html Illinois Learning Standards. (2010). Retrieved from the Illinois Board of Education website, http://www.isbe.state.il.us/ILS/ University of Central Florida.(n.d.). 1984. Retrieved December 2, 2010 from http://digitalbooktalk.com/?p=25 Workshop 2: Playing and staying safe online: instructors handbook.(2010). Retrieved October 20, 2010 from Google for Educators website, http://static.googleusercontent.com/external_content/untrusted_dlcp/www.google.com/en/ us/educators/learning_materials/digitalliteracy/workshop2_instructor.pdf Julia.(n.d.). (photograph). Retrieved December 3, 2010 from http://www.polyvore.com/

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