1. Internet Piracy Performance Task 11 th Grade CNUSD

2. Getting to Read Instructions: On the following slide, you will see six statements. After each statement, write 2-3 sentences which explains the extent to which you agree or disagree with each statement.

3. Getting to Read: Anticipation Guide 1.The law should be more lenient for minors who commit online piracy. 2.Artists are negatively impacted when people file share their music, film, or other creative product. 3.The term “piracy” is too strong of a word to describe those who share music peer to peer. 4.The government should legislate the abuse of online piracy. 5.Record Companies and artist should actively pursue legal action against those who download and share their music without paying for it. 6.All of the music and video obtained on my phone has been purchased legally.

4. Which topic do you feel most strongly about? 1.The law should be more lenient for minors who commit online piracy. 2.Artists are negatively impacted when people file share their music, film, or other creative product. 3.The term “piracy” is too strong of a word to describe those who share music peer to peer. 4.The government should legislate the abuse of online piracy. 5.Record Companies and artist should actively pursue legal action against those who download and share their music without paying for it. 6.All of the music and video obtained on my phone has been purchased legally. Circle the statement that you feel most strongly about. Then, star your second choice.

5. Share aloud Now go to the area of the room that has the number that corresponds to your circled statement. For example, if you circled # 4 as the statement you feel most strongly about, go stand by # 4.

6. Vocabulary Activity : Concept map On the following two slides, you will see a list of 14 key terms and vocabulary that is in the reading and related to the tasks. Create a concept map that uses all of the key terms and determine how they are related to one another. consider the following classifications: – Positive/ Negative Consequences – Legislation Cause/ Effect – Pro/ Con – Synonyms/ Antonyms You must use all words Explain in a detailed paragraph how you classified/grouped the vocabulary words.

7. Day 2: Getting to Read: Key Terms/Vocabulary 1.Pirated / Piracy = the unauthorized reproduction or use of a copyrighted book, recording, television program, patented invention, trademarked product, ideas, etc. 2.Copyright = The exclusive right to produce copies and to control an original literary, musical, or artistic work, granted by law for a specified number of years 3.Infringed / Infringement = The act of violating or breaking a law, agreement, etc. 4.Prosecute / Prosecution = To conduct criminal proceedings in court against. 5.Persecute / Persecution = To oppress, harass, bother, torment, or maltreat 6.Controversial / Controversy = Arguable, debatable, questionable, etc. 7.Bootleg = Something made or sold illegally.

8. 8. Distribute / Distribution = To promote, sell, and ship or deliver. 9. Liable / Liability = Legally responsible. 10. Peer-To-Peer (P2P) = Refers to computer systems which are connected to each other via the Internet, in which files can be shared directly between systems on the network without the need of a central server. 11. SOPA = Stop Online Piracy Act 12. RIAA = Recording Industry Association of America 13. Prolific = Producing in large quantities or with great frequency; 14. Exclusive / Exclusivity = Excluding all else; belonging to a particular individual or group and to no other.

9. This is a sample of the start of concept map. Piracy/Pirated Infringement Copyright

10. Getting to Read: Perspective Activity Watch video from Charlie Rose Show called "Lars Ulrich, Chuck D and Charlie Rose on Napster in 2000" (First 10 minutes) "Lars Ulrich, Chuck D and Charlie Rose on Napster in 2000" This video provides background information on the controversy surrounding Napster from the perspective of the rap and metal industry.

11. Getting to Read: Perspective Activity Distribute the handout "Reactions to the Napster and Grokster Decisions-Musicians/Others” Read the excerpt on the Grokster decision on the following slides. In small groups, have students consider the quotes from the stakeholders directly affected by the illegal downloading of music. Have groups evaluate a different quote to determine the strengths and weaknesses of the statement.

12. Getting to Read: Perspective Activity Read the following excerpt from a PCWorld.com article from 2005. “Grokster and StreamCast Networks can be held liable for copyright infringements committed by users of their peer-to-peer file-sharing software, the U.S. Supreme Court ruled on Monday. The decision in the case Grokster v. MGM is a major win for the motion picture and recording industries, which took the case to the nation’s highest court after losing in lower courts over that past two years or so. Lawyers for the plaintiffs--Motion Picture Association of America, the National Music Publisher's Association of America, and the Recording Industry Association of America--asked the court to recognize that the Grokster and StreamCast's Morpheus P-to-P (peer-to-peer) software packages were created primarily to encourage users to illegally trade copyright songs and movies. They argued that while users are responsible for copyright violations, P-to-P vendors share a secondary liability. The issue before the Supreme Court in the case focused on a relatively narrow question: whether movie and music companies should be able to sue the P-to- P distributors for the copyright violations of their users. The Supreme Court ruling thus gives movie and music companies the ability to sue P-to-P distributors and sends the case back to a lower court.”

13. Person or GroupPerspective: How does this person or group feel about the decisions and why? 1. Don Henley, president of the recording Artists Coalition said “These unauthorized systems (Grokster) promote copyright infringement on an unprecedented scale. They make millions of dollars in advertising, but pay the artists nothing.” 2. Music group Wilco’s frontman, Jeff Tweedy, said “Any decision that outlaws or discourages developing technology that expands Wilco’s reach is shortsighted. (This decision is) squarely on the side of big business and so damaging to the side of culture.” 3. Rapper Jay-Z said “(The Grokster decision) is a great victory for artists, songwriters, and all of those who make their living through the creative process.” 4. Indie musician Tim Burris said, “When I go on tour, people who listen to my music online will show up to my shows, and maybe they’ll buy my CDs. If not, they’ll pay the cover to see the music.” Evaluation: As a judge, who is looking to make a decision to protect the rights of all of American society, reflect on each perspective: What is the strength of this perspective? What issues/points are made? What are the weakness of this perspective? What issues/points are being overlooked.

14. Person or GroupPerspective: How does this person or group feel about the decisions and why? 5.Jeff Joseph, Vice President of Communications for the Consumer Electronics Association, said the Grokster ruling negatively affects the “development of new technologies.” 6. Edward Black, President of the Computer and Communications Industry Association, said,” This is a very dangerous decision for technology and for innovation.” 7. Lawrence Lessig, an Internet law expert at Stanford University, said, “My view is that the RIAA loses..because they become the bad guys…the political resistance to this extreme view of copyright law will grow stronger.” 8. The Recording Industry Association of America (RIAA), on behalf of the major record companies, fights copyright infringement to protect intellectual property rights worldwide and the First Amendment rights of artists. 9. Donald Verill, entertainment lawyer in Grokster, said “It can’t be written under this nation’s laws that you can build a business on the basis of taking somebody else’s property.” Evaluation: As a judge, who is looking to make a decision to protect the rights of all of American society, reflect on each perspective: What is the strength of this perspective? What issues/points are made? What are the weakness of this perspective? What issues/points are being overlooked.

15. Surveying the Sources Activity (10 min per source) Surveying the text gives you an overview of what the reading selection is about and how it is put together. Surveying also helps you create a framework in which you make predictions and generate questions to guide your reading. When you survey the text, you will carry out the following tasks: How many sources are provided? Look for titles and subheadings Look at the length of the reading Discover when and where the text was first published (credibility) Note the topics and main ideas Make predictions for each article

16. Surveying the Sources Activity Source # 1 Reading Have students create a graphic organizer to organize their notes as they read through the article. Have students identify and note the following information: – What is SOPA? What is the purpose of this bill? – Pros to SOPA. Involved stakeholders? – Cons to SOPA. Involved stakeholders? As students annotate the article, have them provide textual evidence in their graphic organizers. While reading, circle or highlight any unfamiliar words. Remind students to use some of the following strategies to help them replace unfamiliar words with synonyms. Suggested strategies: Is the word positive or negative? Deconstruct the word looking for common prefixes/roots. Look for context clues. Replace unfamiliar words with a synonym.

17. Reading Sources Activity Source # 1 Rereading the Text During the initial reading, student identified the significant sections of the text. During the second reading, students will continue to analyze what is being said by the authors of the passage and how they are conveying this information through their articles. Have students section off portions of the task (also known as “chunking”). Have students articulate their rationale for the chucking (either whole class or in groups) Follow up the activity by having students write a rhetorical precis of the article. (see attachment) You may want to begin this activity by having your students work collaboratively as a class. Then ask them to exchange their annotations and compare their labeling and responses in small groups or in pairs.

18. A rhetorical précis A rhetorical précis is a highly specialized, specific type of summary. It differs from the more general summary in that emphasis is placed upon providing the rhetorical aspects of the work under consideration. Like the summary, the goal is to provide in clear, precise language, the main points of a piece. Essential information within the rhetorical précis includes the writer’s name, the genre and name of the piece, the way in which this information is delivered, the main point, how the point is developed, and the relationship between the writer and audience. This information is presented in four very specific sentences as outlined below. 1. Sentence one provides the name of the author, the genre (essay, novel, etc.) and title of the work with the date (in parentheses), a concise appropriate verb (claims, posits, argues) followed by a “that” phrase in which the thesis of the work is stated (either paraphrased or quoted). 2. Sentence two provides an explanation of how the author goes about supporting his/her thesis. (Remember that brevity is important—you will not restate the details from the work, but explain the rhetorical method used by the writer to develop these supports. 3. Sentence three states the purpose of the piece (which may reflect the thesis, but should also include the writer’s motive—why is she/he writing this piece?) This is accomplished with an “in order to” phrase 4. Sentence four explains the author’s intended audience and how the author positions his or herself with that audience.

19. Précis example In her essay “Cyberspace and Identity” (1999), Sherry Turkle argues that “today’s life on the screen dramatizes and concretizes a range of cultural trends that encourage us to think of identity in terms of multiplicity and flexibility” (272). Turkle supports her assertion by juxtaposing theories of cyberspace and identity formation with older understandings of identity found in psychology, sociology, and philosophy. Her purpose is to show readers that theories on cyberspace and identity, which claim that identity is multiple and cyclical, do not overturn, but rather add to our understandings of identity in order to encourage her audience “to rethink our relationship to the computer culture and psychoanalytic culture as proudly held joint citizenship” (278). Turkle’s tone assumes a highly educated audience who is familiar with theories not only of cyberspace and identity, but sociology and psychology as well. Turkle, Sherry. “Cyberspace and Identity.” Writing and Reading Across the Curriculum. Ed. Laurence Behrens and Leonard J. Rosen. 8th ed. New York: Longman, 2003. 271-280.

20. Surveying the Sources Activity Source # 2 Repeat process from Source #1

21. Reading Sources Activity Source # 2 Annotating Source #2 “Many Artist Support (And Are Supported By) P2P” Label: the following points in the left-hand margin: – Introduction – Issue/claim being addressed (star) – Author’s main arguments/reasons (box) – Author’s evidence (underline) – Conclusion While reading, circle or highlight any unfamiliar words Use some of the following strategies to help you replace unfamiliar words with synonyms. – Is the word positive or negative? – Deconstruct the word looking for common prefixes/roots. – Look for context clues. – Replace unfamiliar words with a synonym.

22. Survey 10 people you know. Bring the data to class. Have you or someone you know ever downloaded music or video illegally? Yesno Have you or someone you know ever downloaded computer software illegally? Yes no Do you think it’s acceptable to download music, video, or computer software without paying and without the artist’s prior approval? Yesno What do you believe is illegally downloaded the most? Musicmoviestelevisionvideo games Do you think piracy has increased or decreased in the past 10 years? Increased decreased