Day 1 - A Fair(y) Use Tale

Today is the first day of this unit on Fair Use in the classroom. As you know, "Day 1" is all about setting the stage for what is to come. The following presentation will help to frame your lesson.

Slide 1:Introduction- "Day One" provides the opportunity for you to let the class know that you will be embarking on a 10 day long journey into the field of fair use. (Note: This is not the time for you to begin defining what Fair Use and copyright are, because you able to have your students expose their prior knowledge.)

Slide 2: Pretest-
Give the students the pretest (the students will need to use the class laptops for the quiz). Let them know that this is to inform instruction and to create a comparison at the end of the Unit. This pretest is not meant to be given for a grade. View your students responses. Here is the answer Key.

Slide 3: Quickwrite Prompt
- "What do you know about fair use and copyright?" Quickwrite generally last between 5 and 10 minutes and are a time where students should write down any ideas they have on the topic question. They will not be graded on spelling or whether or not their ideas are correct. This is a time to put pen to paper and get the mind going. Let the students know you will be looking to see that they are participating and doing their best, not whether on not they are "right."

Slide 4: Quickwrite Share
- This slide signifies the end of writing time. Ask students to briefly share the ideas that they wrote down with a partner or table mate. This is your opportunity to listen to where student's thoughts are and frame your own discussion. At this point you may have a brief classroom discussion depending upon what you heard from the partner share time. If students have any pressing questions now is the time to address them. Otherwise it is time to move on to an introduction of copyright.

Slide 5: Fair(y) Use Tale- The students will be working in pairs to watch the Fair(y) Use Tale video using the available 2:1 laptops. (If you are working in a classroom that does not have this sort of computer access you can consider displaying the video using one laptop and a projector instead.) As the students watch the video they will be filling out a viewing guide (see the attachment below). You will also want to frame the watching of this video by explaining that it has been designed with one particular point of view in mind, and is definitely one-sided. Remind students of their role in being critical consumers of media. Answer Key

When students have completed their viewing of the video, discuss the questions from the viewing guide (see the answer guide in the attachments below). Depending on the amount of time that you have left in your class period, this would be a good time to address any key observations the students made about this video (in particular the ways in which it may have seemed biased.)

Slide 6: Homework
- There is a prepared homework assignment that can be done in a variety of different ways. We recommend using a class message board, student blogs, or moodle site to orchestrate this discussion, however these prompts could even just be addressed in writing if necessary.


Day One







View the video via webstream or download directly from Stanford Law School's Center for Internet and Society site.
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Leigh Murrell,
Aug 15, 2010, 7:05 PM
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Leigh Murrell,
Aug 15, 2010, 7:05 PM
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