Copyrights & Wrongs: Rights, Remixes and Respect Next 1 2 3 4 5 6 Copyrights & Wrongs: Rights, Remixes and Respect 1. Question Copyright infringement vs. fair use? In our remix and mash-up culture, sometimes the lines get blurred … Recently, the family of the late singer Marvin Gaye sued Robin Thicke over similarities between Marvin Gaye’s classic song Got to Give It Up and Thicke’s newer song Blurred Lines. Listen to a comparison of the two songs using the video to the right. What do you think? Did Robin Thicke commit copyright infringement? Did he rip off Marvin Gaye’s creative work for his own song? Click here for more questionable similarities. If you like to use or be inspired by other people’s creations in your own creative work, it’s important that you know where to draw the line. In this Slam Dunk, you will explore the lines between legal or fair use and copyright infringement in order to answer the Essential Question: Did Robin Thicke commit copyright infringement? Listen and decide! Robin Thicke - Blurred Lines vs. Marvin Gaye - Got to Give it Up *YouTube video accessible to students from home, or with teacher login at the Web Filter screen. Image source: YouTube How can I make responsible choices when I use other people’s creative work?

2. Information Sources Next 1 2 3 4 5 6 Use these sources, and other reliable sources you find, to explore the concept of copyright and learn about what constitutes legal or fair use of copyrighted material. You might want to make some notes with main ideas and important details from the sources. Vocabulary What is Copyright? What is Plagiarism? Fair Use Evaluator Government Cracks Down on Internet Piracy (video) Author’s Guild vs. Google Book Search Copyright Infringement, Fair Use & Pinterest Copyright & Peer-to-peer services Goldieblox vs. Beastie Boys – remix and parody Fair Use in Online Video Images, Fair Use and Plagiarism Where to Find Creative Commons and Public Domain Images Legal Music to Use Watch this video to learn more about copyright law and ways to use other people’s creative work responsibly. Source: Common Sense Media

Next 3. Student Activity 1 2 3 4 5 6 Use your notes from the research on Slide 2 to engage in these activities: 1. Watch the video Everything is a Remix, Part 1: The Song Remains the Same to engage in a Music Industry Debate about whether remixing and sampling music is legal and ethical. Support your argument with evidence from your research. 2. Suppose you are a member of a creative team of “Mad Men” (a phrase based on the popular TV show, which just means people who work for an advertising firm). Your team has been tasked with creating an ad. Since advertising does not fall under fair use, you will need to use an original picture, a public domain image, or an image with permission from the copyright holder. Examine your options to select an image, and justify your final selection using facts from your research. Checklist for respecting other people’s creative work: 􀂇Check who owns it 􀂇Get permission to use it 􀂇Give credit to the creator 􀂇Buy it (if necessary) 􀂇Use it responsibly Fair Use guidelines allow you to use only a small part of someone else’s creative work as part of something new. The work cannot be used for commercial purposes, and it can only be used in certain ways, like: school work and education criticism or social commentary news reporting comedy or parody

4. Assessment Activity Next 1 2 3 4 5 6 Show what you know about creative credit and copyright: Rights, Remixes, Respect Assessment Copyrights and Wrongs Assessment Use your new knowledge to participate in an online or face-to-face discussion around these questions. Support your responses with evidence from your research: What are some ways you can be respectful of people’s creative work? What are some ways you might use creative work that would constitute fair use? Which ways wouldn’t be covered under fair use? How would you feel if someone used your creative work? Would it make a difference whether they: Asked your permission to use it? Gave you credit as the creator? Changed the picture or added a caption without asking you? If you created a picture, poem, or video and posted it online, what do you think you would do? Would you make people get your permission every time they used the work, use a Creative Commons license, or put it in the public domain? Explain your choice. testmoz.com/336063 Print or email a copy of your results for your teacher/librarian. Find out why major media companies accused YouTube of copyright infringement. Source: Discovery Education, by subscription.

5. Enrichment Activities Next 5. Enrichment Activities 1 2 3 4 5 6 Photoshop and digital photo editing have been controversial for a variety of reasons. For example: L’oreal has been accused of lightening Beyonce’s skin in ads Disney altered Kiera Knightely’s body Tennis pro Andy Roddick was given additional muscles by Men’s Fitness magazine What’s the big deal? Consider the controversy over whether there is a connection between photo manipulation and self esteem. In May 2014, a Utah high school came under fire for altering yearbook photos. Read the article and watch the video clip on the left. Then compose a business letter or email to the yearbook staff and administration of the school, to explain whether you support or disagree with their actions. *YouTube video accessible to students from home, or with teacher login at the Web Filter screen. Image source: YouTube

6. Teacher Support Materials 1 2 3 4 5 6 Digital Citizenship: High School Maryland Technology Literacy Standards Standard 2.0 Digital Citizenship: Demonstrate an understanding of the history of technology and its impact on society, and practice ethical, legal, and responsible use of technology to assure safety. Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Standards for the 21st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.6 Use information and technology ethically and responsibly. ISTE Standards for Students 1. Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. a. Apply existing knowledge to generate new Ideas, products, or processes. b. Create original works as a means of personal or group expression 3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. 4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. c. Collect and analyze data to identify solutions and/or make informed decisions. 5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. 5a. Advocate and practice safe, legal, and responsible use of information and technology. Time Frame: 1-2 class periods Differentiation strategies for this lesson: Direct students to use learning tools included in our BCPS-licensed databases, such as: audio read-aloud, labeled reading levels/Lexiles, and embedded dictionaries. Multiple media formats enable all learners to be engaged. Students can complete with a partner or small group. Notes to the teacher: Collaborate with your school library media specialist to implement this Slam Dunk lesson. For supplemental materials and Answer Keys, see these Common Sense Media Lesson Plans, from which elements of this Slam Dunk lesson have been used or adapted: Copyrights and Wrongs (Grades 9-12/Unit 1) Rights, Remixes, and Respect (Grades 9-12/Unit 3) Last updated: August 2014 Created by Heather Jennings, STAT teacher and Kelly Ray, Resource Teacher – BCPS Office of Digital Learning BCPS Slam Dunk Research Model, Copyright 2013, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.