Copyright Conundrum

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HREF="storms.htm" TARGET="_top" TITLE="Storms"><U><B>Storms</B></U></A><B>   |   </B><B>Copyright Conundrum</B></div> <div> <IMG SRC="06bf0050.png" border=0 width="496" height="5" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <div> <B>Copyright Conundrum</B></div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>Copyright Conundrum:</B></div> <div> <B>Is Downloading the Same as Stealing?</B></div> <bR> <div> <B>(adapted from a lesson plan by Lisa Greeves , English and Journalism teacher, as found on <http://www.pbs.org/newshour/extra/teachers/lessonplans/socialstudies/downloading.html>)</B></div> <bR> <div>   <!DOCTYPE HTML PUBLIC "-//IETF//DTD HTML 3.2//EN"> <HTML> <HEAD>  <meta http-equiv="Content-Type" content="text/html; charset=iso-8859-1"> <meta name="GENERATOR" content="Inspiration 7.5"> <meta name="ORIGINATOR" content="Inspiration 7.5"> <TITLE></TITLE> </HEAD> <BODY BGCOLOR="#FFFFFF"> <A NAME="TOP"></A> <IMG SRC="HTMLobj-1119/copyrightconundrum_1.GIF" BORDER=0 WIDTH=818 HEIGHT=643 USEMAP="#InspirationMap"ALT=""><BR> <H6>This diagram created using Inspiration® 7.5 by Inspiration Software®, Inc.</H6> <MAP NAME="InspirationMap"> <AREA SHAPE="RECT" COORDS="205,488,303,584" HREF="http://www.2facts.com/stories/digest-home-feature.asp"> <AREA SHAPE="RECT" COORDS="423,1054,494,1072" HREF="http://www.2facts.com/stories/digest-home-feature.asp"> <AREA SHAPE="RECT" COORDS="458,501,577,556" HREF="http://library2.cqpress.com/cqresearcher/"> <AREA SHAPE="RECT" COORDS="922,1039,1029,1057" HREF="http://library2.cqpress.com/cqresearcher/"> <AREA SHAPE="RECT" COORDS="325,449,435,643" HREF="http://www.cayermedia.com/iconn.htm"> <AREA SHAPE="RECT" COORDS="679,955,730,980" HREF="http://www.cayermedia.com/iconn.htm"> <AREA SHAPE="RECT" COORDS="639,6,759,79" HREF="http://lii.org"> <AREA SHAPE="RECT" COORDS="517,0,637,73" HREF="http://www.ipl.org"> <AREA SHAPE="RECT" COORDS="661,89,754,144" HREF="http://www.newseum.org/"> <AREA SHAPE="RECT" COORDS="560,80,653,135" HREF="http://newslink.org/"> <AREA SHAPE="RECT" COORDS="287,30,452,239" HREF="http://www.pbs.org/newshour/bb/law/july-dec03/music_9-09.html#"> <AREA SHAPE="RECT" COORDS="604,207,708,238" HREF="http://www.pbs.org/newshour/bb/law/july-dec03/music_9-09.html#"> <AREA SHAPE="RECT" COORDS="592,238,720,269" HREF="http://www.pbs.org/newshour/bb/law/july-dec03/music_9-09.html#"> <AREA SHAPE="RECT" COORDS="719,152,812,207" HREF="http://www.riaa.com/issues/music/downup.asp"> <AREA SHAPE="RECT" COORDS="597,252,690,307" HREF="http://news.bbc.co.uk/1/hi/entertainment/music/3582621.stm"> <AREA SHAPE="RECT" COORDS="474,231,585,297" HREF="http://www.harrisinteractive.com/harris_poll/index.asp?PID=434"> <AREA SHAPE="RECT" COORDS="698,283,809,349" HREF="http://www.globalethics.org/newsline/members/issue.tmpl?articleid=0929031601299"> <AREA SHAPE="RECT" COORDS="533,302,644,368" HREF="http://www.wiredsafety.org/law/copyrights/riaa/downloadingmusic_parryguide.html"> <AREA SHAPE="RECT" COORDS="722,220,815,275" HREF="http://www.riaa.com/news/newsletter/062503.asp"> <AREA SHAPE="RECT" COORDS="633,342,744,408" HREF="http://forwardillinois.com/schools/musicdownloading.aspx"> <AREA SHAPE="RECT" COORDS="42,498,122,577" HREF="http://www.citationmachine.net"> <AREA SHAPE="RECT" COORDS="100,1039,148,1057" HREF="http://www.citationmachine.net"> <AREA SHAPE="RECT" COORDS="97,1057,150,1075" HREF="http://www.citationmachine.net"> </MAP> </BODY> </HTML>  </div> <bR> <div> <B>Copyright Conundrum:</B></div> <div> <B>Is Downloading the Same as Stealing?</B></div> <bR> <bR> <div> We use technology all the time.  But have we actually been misusing it, abusing it, and breaking the law?  </div> <bR> <div> For this assignment, we will break into five groups.  Each person will be assigned a group, and each group will be assigned the perspective of a group of people who are deeply invested in this debate.  </div> <bR> <bR> <div> Musicians---Against:          a group of musicians who are against downloading music files</div> <div> Musicians---In Favor:       a group of musicians who support being able to download music files</div> <div> Executives:               a group of music and entertainment industry executives</div> <div> Parents:               a group of parents who earn average salaries and are raising teens in CT</div> <div> Attorneys---In Favor:     a group of attorneys who are defending several teenagers recently charged with illegal downloading of music files</div> <bR> <div> <B><U>Your first tasks:</U></B></div> <div> Once in your group, write all members' names on the top of a piece of paper.  Then, as a group, list all </div> <div> prior knowledge, ideas from the articles, and relevant search terms relating to your assigned perspective.  When asked, hand this in to me.</div> <bR> <div> Get ready to visit the library.  You should have your ID, paper, something to write with, something to save to (G drive, pen drive, disk), maybe a highlighter, and some change with which to make photocopies.</div> <bR> <div> Mr. Cayer and Ms. O'Connell, the library media specialists, are ready to assist you.  Pay attention to the sources created for you, and to the suggestions they make.  If you need more time, feel free to visit the library during a lunch or study hall; just ask me or the librarians for a pass.  </div> <bR> <div> After our class' library presentation, meet quickly with your group.  Figure out who will search in which area, so that you are not wasting time with the same materials.  When you split up the work, you will get more done in less time, and have more resources to show for it!  Remember to narrow your search solely to your group's perspective.  Be sure to use the citation machine for each source.</div> <bR> <div> Read the information that you found, saved, checked out of the library, printed out, e-mailed home, photocopied, etc.  Each person is responsible for bringing his/her research AND two full pages of notes to class on the assigned day.  Notes will be checked on the due date, and will eventually be handed in.  The two pages of notes MUST include bibliographic information (use the citation machine).</div> <bR> <div> Share your information with your group.  On a piece of paper, record all of your group members' names.  Then, write what your group (musicians, attorneys, parents, executives) believes about music downloading and digital copyright infringement.  Include three reasons to support this opinion.  Also include two arguments the opposing side might use, and then rebut each one.  (In total, you will have 3 pros, 2 cons, and 2 rebuttals.)  When asked, hand this in to me.</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> This concludes the fact-finding and clarification portions of our assignment.</div> <bR> <bR> <div> <U>Assessment for Part I:</U></div> <div> 5pts                       Contributions to discussion on initial brainstorming </div> <div> 10pts                      Initial brainstorming of prior knowledge, info from articles, and relevant search terms</div> <div>  5pts                       Preparation for library and attention during presentation </div> <div> 10pts                     Behavior, effort, and efficiency in library</div> <div> 10pts                     Meaningful and reliable research selected for use</div> <div> 10pts                     Clear, complete, and relevant notes taken on research</div> <div> 5pts                       Notes include bibliographic information needed for works cited page</div> <div> 5pts                       Research and notes ready on time</div> <div> 10pts                     Contributions to discussion during sharing of research</div> <div> 10pts                     Clear, complete, and thoughtful written clarification of perspective</div> <div> 10pts                     Clear and thoughtful creation of three arguments in support of perspective</div> <div> 10pts                     Clear and thoughtful creation of two arguments against perspective, and rebuttals</div> <bR> <bR> <bR> <div> At this point, you have clarified <I>how</I> and researched <I>why</I> your group feels the way it does about music downloading.  Now is the time to organize your information, create a persuasive argument in support of your position, and demonstrate to the audience that your opinion is valuable and your stance is righteous.</div> <div>  </div> <bR> <div> Musicians---Against:          a group of musicians who are against downloading music files</div> <div> Musicians---In Favor:       a group of musicians who support being able to download music files</div> <div> Executives:               a group of music and entertainment industry executives</div> <div> Parents:               a group of parents who earn average salaries and are raising teens in CT</div> <div> Attorneys---In Favor:     a group of attorneys who are defending several teenagers recently charged with illegal downloading of music files</div> <bR> <div> <U>Your next tasks:</U></div> <bR> <div> Each person must complete an outline in preparation for writing a persuasive letter on the issue.  </div> <bR> <div> After the outline has been checked, each person in the group will write a 4-paragraph persuasive letter: </div> <div> Introduction should state topic and opinion, identify group (musician, lawyer, parent, executive), and briefly list reasons for the opinion.</div> <div> Body paragraphs should state, explain, and give evidence for the reasons the group believes what it does about music downloading.</div> <div> The last paragraph should present an argument the other side might use, rebut that argument, and end with a call to action (directions to the audience about what you want them to do now).</div> <bR> <div> On the day the letter is due you will be asked to label format, purpose, audience, persona, appeals (logical, ethical, emotional), rebuttal, and call to action.  Points are assigned for each, so make sure you have included them all in your letter.  Hand in your outline with your letter.</div> <bR> <div> After this, you will meet with your group to prepare a brief presentation to the class on the issue.  Each side will present its opinion and reasons.  In order to do this successfully, each group should:</div> <div> Create a chart (logical) or visual (emotional) that illustrates and supports the group's findings.</div> <div> Organize a 5-minute presentation of information explaining and supporting the group's view.</div> <div> Creatively and persuasively present the group's view to the audience; each person must contribute.   </div> <div> Listen during the presentations of other groups, and prepare a 2-minute rebuttal.</div> <bR> <div> As a last step, you each will write a brief (150-200 word) reflection after all of the presentations, explaining your personal opinion on this issue, and how it was affected by the research and presentations.</div> <bR> <bR> <bR> <div> This concludes the writing and presenting portions of our assignment.</div> <bR> <div> <U>Assessment for Part II:</U></div> <div> 5pts     Outline is completed thoroughly and accurately </div> <div> 45pts     Persuasive letter</div> <div>      5pts      format, purpose, audience                    5pts      rebuttal</div> <div>      5 pts      persona                                                  5pts      call to action</div> <div>      5 pts      logical appeals                                      5pts      proofread, edited, neat, easy to read</div> <div>      5 pts      emotional appeals                                5pts      content, length</div> <div>      5pts      ethical appeals</div> <div> 5pts     Contributions to preparation for presentation</div> <div> 5pts     Accuracy, persuasiveness, and effort involved in chart or visual</div> <div> 20pts     Creativity, organization, accuracy, and persuasiveness of presentation</div> <div> 10pts     Attention during presentations and effectiveness of rebuttals</div> <div> 10pts     Clear, thoughtful reflection</div> <bR> <bR> <bR> <bR> <bR> <bR> </td> </tr></table></body>