Discussing the Ethical Use of the Internet

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable): Digital Design

  Course Title: Digital Design 1

  Course Number: 8209510

  Career Cluster: Education and Training

  CIP Number: 0510030306

  Course Type: Career Preparatory

  CTE Benchmark(s)

  Focus

  18.01 Understand the principles of copyright.

  18.02 Identify and apply Copyright Fair Use guidelines.

   

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Ethical Use of The Internet.” See CPALMS resource ID#208224.

   

• Career Connection

  
  

  The lesson provides students with a foundation for career building by developing skills such as research, communication, critical thinking, creativity, and legal and ethical understanding. Additionally, they build industry content knowledge that is applicable in a wide range of professional fields.

   

• Learning Objectives

  
  

  Students will be able to:

  • Define copyright and explain its purpose in protecting intellectual property.
  • Distinguish between copyrighted material and materials that fall under Fair Use exceptions.
  • Evaluate the credibility and reliability of online sources.

   

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Have a foundational understanding of basic research techniques, reading comprehension, writing, and technology literacy.
  • Possess a fundamental understanding of technology and be confident using digital tools including web browsers, search engines, and word processing programs.

   

• Guiding Questions

  
  
  • What are the repercussions when individuals or businesses use online images without the appropriate authorization or licensing?

   

• Procedure

  
  
  1. To introduce the lesson, refer to the case study, “Ethical Use of The Internet.” See CPALMS resource ID# 208224. Provide students with a copy of the case study so they are able to take notes, highlight, and underline important details. Read the case study out loud to the class.
  2. Pose the following guided discussion questions as the case study is read: What are the potential consequences of Tim's decision to use online photos without obtaining proper permissions or licenses for his graphic design project? How could this impact his reputation as a graphic designer? How could seeking help have potentially improved the outcome of his design project for the fishing charter business?
  3. Form small groups (2 or 3 students), and have each group conduct research on copyright rules and regulations in the US. (Use the graphic organizer provided for this lesson)
  4. Next, have each group conduct research on the ramifications of committing copyright infringement in the US. (Use the graphic organizer provided for this lesson)
  5. Finally, give each group a particular area of copyright laws or legal repercussions for violation to study. To discuss their research findings and observations, each group may create a brief presentation summarizing the information from the graphic organizer (visual aids are welcomed). This makes it possible for the sharing session to be planned and coordinated.

   

• Teacher Notes

  
  

  Following are some suggestions on how this lesson could be completed.

  1. Begin the lesson by introducing the case study.
  2. This lesson was designed to be completed in one class period. Depending on the needs of the students, teachers might choose to finish this lesson in one class period or space out the research across two or three days.
  3. The goal of the lesson is to teach high school students the importance of adhering to copyright rules and regulations. Heavy consequences await those that commit copyright infringement.

• Optional

  
  

  Formative Assessment Ideas:

  • Teachers can walk the room during the research phase and offer guidance to students that may be having trouble locating the information pointed out on the graphic organizer.

  Summative Assessment Ideas:

  • The summative assessment can be based on the final group oral presentation.

  Accommodation Suggestions:

  • Allow students to us whatever helps them get their point across. Some students might have written notes, while others have orally recorded notes.

  Extension Ideas:

  • Students can be asked to provide additional details about their findings that can affect their outcomes.