This unit is designed as an online supplement for high school students and teachers who wish to expand their knowledge of copyright laws and the legal and moral implications surrounding them with the use of the Internet.  It provides topic appropriate reading and research work, real-world examples, and interactive learning components.  An instruction page with step-by step directions is also provided to guide the student through this self-paced module which is designed to take 6 class periods to complete.  

Assessment scores are given for the guided worksheet activity and the court case class project. 

Prior knowledge:

No prior knowledge of the concept of copyright is required although a basic understanding of what it is would be advantageous.  Basic Windows skills and familiarity with using a web browser are prerequisites.  Students should also have the ability to follow instructions independently of classroom supervision.

Subsequent knowledge:

Students are able to understand, assess, and appreciate various forms of copyright content found on the Internet and relate them to personal experiences.

	Students in grades 10-12 will formulate their own definition of Internet copyright based on their understanding of the topic given 6 minutes of class time. (cognitive domain)
	Students will be able to appropriately discuss the concept of copyright and ways in which it can be applied with their peers. (cognitive domain, interpersonal domain)
	Students in grades 10-12 will present various copyright perspectives realistically during a 90 minute role-playing exercise. (interpersonal domain, cognitive domain)

Specific activity:

This online module is designed to be completed in approximately 6 hours. 

1. Read the Instructions page completely.
2. Return to the top and print the worksheet assessment.
3. Proceed through steps 1-6 following the direction found on the Copyright Homepage.
4. Research: Begin researching for an assigned role in a mock classroom trial.
5. Activity: Perform the role assigned in the mock trial demonstrating the action and point
   of view of the character being portrayed.

More specific instructions are available at ELCS vs. SONY.

Engineering Design

Engineering design is an iterative process involving modeling and optimization used to develop technological solutions to problems within given constraints.

Impacts of Technology

Technology can have positive and negative impacts on individuals, society, and the environment and humans have the capability and responsibility to constrain or promote technological development.

Listening & Reading

Students will read, write, listen, and speak for critical analysis and evaluation.

 

	initiate and carry out a thorough investigation of an unfamiliar situation and identify needs and opportunities for technological invention or innovation
	identify, locate, and use a wide range of information resources including subject experts, library references, magazines, videotapes, films, electronic data bases and online services, and discuss and document through notes and sketches how findings relate to the problem
	in a group setting, devise a test of the solution relative to the design criteria and perform the test; record, portray, and logically evaluate performance test results through quantitative, graphic, and verbal means; and use a variety of creative verbal and graphic techniques effectively and persuasively to present conclusions, predict impacts and new problems, and suggest and pursue modifications

explain that although technological effects are complex and difficult to predict accurately, humans can control the development and implementation of technology.

	make precise determinations about the perspective of a particular writer or speaker by recognizing the relative weight he/she places on particular arguments and criteria (e.g., one critic condemns a biography as too long and rambling; another praises it for its accuracy and never mentions its length)
	evaluate and compare their own and others’ work with regard to different criteria and recognize the change in evaluations when different criteria are considered to be more important

This module has utility across the curriculum.   

 

ROLE OF THE TEACHER:

In this module the teacher's position is that of a facilitator, organizing and establishing opportunities for students to explore the topic of copyright both independently and with their peers.  His/her objective should be to guide students along the learning process and maintain focus.  Additionally, the teacher will be responsible for the evaluation of student performance through assessment materials.

Introduction:  The teacher begins this module by requesting that students use a web browser to locate and print the assessment worksheet for this unit (Step 1).  Students are instructed to answer question #1 on the assessment (define and explain the term copyright).  This will be used in comparison with a later answer on the same question to evaluate the learning experience.  The instructor then gives a brief overview of some of the areas in which copyright laws would be applicable to students in the class (i.e. in the production of videos in class, when downloading music at home, when copying materials in assignments) and explain the objectives for the unit.

Step 2: Students are instructed to return to the module homepage and complete Step 2.  Students will explore common questions about copyright in today's society and will discover the answers to them.

Extension Activities-

	The class could brainstorm together to come up with X number of questions.
	Students could be asked to write an additional question to add to the Flash movie.

Step 3: Students are instructed to return to the module homepage and complete Step 3.  Students will visit the Copyright Site and learn about  public domain, "fair use", and additional issues relating to copyright.  Students will be asked to answers questions #2-#4 based on the information from the Copyright Site.

Extension Activities-

The Copyright Site has an excellent "other issues" section.  Students could each be assigned a topic to study for 10 minutes and then each child could be given 3 minutes to explain theirs to the rest of the class.

Step 4: Students are instructed to return to the module homepage and complete Step 4. Students are asked to think about what they've learned and experienced so far about video production.  They should ask themselves the following questions:

	How have I used music or other audio elements in my work so far?
	Have I used the ideas of others (the ELCS 2004 MGM video intro is an example of this)?
	In what ways have still images, photos, artwork, logos, etc. been used in class?
	What steps could be taken to include these elements in an ethical fashion?

Students can view a 4 minute movie clip in which a videographer discusses his misuse of copyrighted material during his amateur days and the implications this behavior has.  Using the information presented in the video and their own reflection, students are asked to answer question #4.

Step 5 and Step 6: The teacher will then ask students to share their initial definitions for copyright from question #1.  The teacher will make inquiries about the responses as appropriate.  Students will then be asked to pair off and review and revise their definitions together (question #5).  Upon editing their definition, student pairs should hold a discussion on the copyright violations committed by themselves or their peers.  Questions they should touch on?

	Is their behavior morally OK or not in their own opinion?  Does their opinion change with differences in circumstances?
	What are the chances of being caught and how does this affect the actions of students?
	What is an appropriate punishment for copyright violations that students feel are wrong?
	What alternatives are available to consumers and are they sufficient?

Step 7 and Step 8: Students are then assigned a character to act as in the classroom role-playing activity.  Students are broken into teams based on their character and instructed to conduct some research using the links found in Step 7 & 8.  Students will be given 2 class periods to work with their teammates to find supporting material for their characters' role in the drama.  The teacher will rotate among the groups listening to the direction of their argument and making suggestions or providing direction where needed.

Closing Activity: The teacher will arrange the classroom to facilitate a courtroom atmosphere.  Students will be expected to play their roles effectively regardless of their personal feelings.  Students are encouraged to dress for their role (within the school's dress code guidelines).  The teacher will facilitate a courtroom hearing in which the primary topic is copyright violations.  Additional material can be found at the Courtroom link on the unit homepage.

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