Creative Credit and Copyright 1. Question & Research Task SLIDE NAVIGATION Creative Credit and Copyright 1. Question & Research Task Next 1 2 3 4 5 6 With so much information and media available on the Internet, it can be difficult to know when it’s OK to use something in your own creative work, or when that might be considered unethical (wrong) or even illegal. Much of what is published on the Internet is copyrighted. In turn, how can you protect your own original creative work, so that other users don’t take credit for it or use it in ways you don’t approve? You are about to create a digital product for English class, which may include images or media obtained online. You will need to be sure to respect the creator’s rights and use media ethically and legally. In this Slam Dunk lesson you will conduct brief, focused research to help you answer the inquiry question: Select the image above to watch a video about Nicole, a teen creator concerned about copyrighting her own creative work. Image taken from Common Sense Media. Why is it important that I know my rights and responsibilities as a user and a creator of media?

2. Information Sources Copyright – BrainPop video SLIDE NAVIGATION Next 1 2 3 4 5 6 Choose several of the information sources* linked here to complete the Student Activity on Slide 3. Copyright – BrainPop video Copyright – World Book Student article FAQs: Copyright | Public Domain |Fair Use Copyright and Creative Commons – Explainer video from Common Craft YouTube Copyright School - YouTube video (must be screened by teacher/librarian) Protected by Copyright digital slider Questions about Copyright - from Cyberbee (interactive requires Flash) Taking the Mystery Out of Copyright - animated videos from the Library of Congress (requires Flash) Select the image above to learn from a video about Copyright and Fair Use. Image taken from Common Sense Media

3. Student Activity SLIDE NAVIGATION Next 1 2 3 4 5 6 Use the information on slide 2 to gather information on and define the following vocabulary words: Creative Work Creative Commons Copyright License Parody Piracy Plagiarize Public Domain Fair Use Make a list of these vocabulary terms on a Microsoft Word document or on notebook paper, and record notes from the resources to define them. Select the image above to view a video about copyright and the creative commons. Image taken from Discovery Education.

4. Assessment Activity Next 1 2 3 4 5 6 SLIDE NAVIGATION Next 1 2 3 4 5 6 First, take the BCPS One Test/Quiz on Creative Credit & Copyright Now, apply your learning to locate copyright-friendly images/media for a current class research project or presentation. Use the procedure for finding copyright-friendly images from Google/Bing, and these sites: Wikimedia Commons - many Creative Commons-licensed and public domain images Pixabay - copyright-free images Cite the sources of the images you find using a tool like NoodleTools. Select the image above to view an infographic chart about fair use and images. Image taken from The Visual Communication Guy.

5. Enrichment Activities SLIDE NAVIGATION Next 1 2 3 4 5 6 Fair Use Collage: Cut out (copyrighted) images from magazines. Using glue and construction paper, mix images together into a collage. Rework and change the images to create a new, original work that would qualify for fair use of the copyrighted material. Display your collage on the classroom walls and have everyone look at the work. Examine how well each collage fits the key points of fair use. Then vote for the “best fair use collage” in class. Refer to the Four Points of Fair Use to double check that you are using your images fairly. Select the image above to view a larger infographic about copyright symbol meanings. Image taken from cgflearnfree.org

6. Teacher Resources 1 2 3 4 5 6 Learning Standards Alignment SLIDE NAVIGATION 1 2 3 4 5 6 Grade 6 English Language Arts (Standard and Advanced Academics) FLEX Digital Citizenship Integration Lesson: Creative Credit & Copyright Time Frame: 1-2 class periods Objective: Students will respect the rights of content creators by using their content ethically and legally in their own creative products, and will exercise their own rights as content creators. Notes to the teacher: This lesson and the BCPS One Quiz are REQUIRED for all students in Grade 6 through Standard and Advanced Academics ELA classes, as outlined in the BCPS Digital Citizenship Scope and Sequence of instruction on the Growing Up Digital website. Refer to the Digital Citizenship Integration: Implementation Overview chart for Standard or AA ELA, available also in your BCPS One Course Map, for suggestions about Units where this lesson could be integrated. The BCPS One Quiz for this lesson is linked in in ELA Course Map > Digital Citizenship Integration Folder. Collaborate with your school library media specialist to plan and implement this lesson. Provide students with instructions for how to turn in their work, either electronically or on paper. Lesson content used or adapted from the Common Sense Media lessons A Creator’s Rights, A Creator’s Responsibilities, and Rework, Reuse, Remix. See the Creator’s Rights lesson for answer keys/teacher’s guides for the Student Activity and Assessment Activity. Please review these lessons before implementing the SlamDunk research model to gain a broader scope of the lesson content. See the Teaching & Learning Resources section of the Copyright & Fair Use page on our ODL Resource wiki for additional resources. To ensure accessibility to all links, have students access the Slam Dunk in Schoology through Google Chrome Learning Standards Alignment 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 for English Language Arts & Literacy 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. AASL Standards Framework for Learners Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems. Think: Learners display curiosity and initiative by: I.A.2 Recalling prior and background knowledge as context for new meaning. Create: Learners engage with new knowledge by following a process that includes: I.B.1 Using evidence to investigate questions. I.B.3 Generating products that illustrate learning. Share: Learners adapt, communicate, and exchange learning products with others in a cycle that includes: I.C.1 Interacting with content presented by others. Grow: Learners participate in an ongoing inquiry-based process by: I.D.2 Engaging in sustained inquiry. P21 Framework: 21st Century Student Outcomes 3. Information, Media & Technology Skills: Information Literacy: Access information efficiently and effectively; Use information accurately and creatively for the issue or problem at hand. ICT Literacy: Use technology as a tool to research, organize, evaluate and communicate information. Last updated: November 2018 Report broken links to: Office of Digital Learning 443-809-4035 BCPS Slam Dunk Research Model, Copyright 2017, Baltimore County Public Schools, MD, all rights reserved. This lesson 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 Dr. Jamie McKenzie’s Slam Dunk Digital Lesson model.