Copyright Infringement or Not? The Debate over Downloading Music
Review Publish Date: 2021-05-04 08:36:36
Reviewer: INFOhio Reviewer
Rubric Version: Reviews Review Rubric Version 0.92
Endorsements
Flexible Learning Endorsement |
Summary: This lesson takes advantage of students' interest in music and audio sharing. Students investigate multiple perspectives in the music downloading debate and develop a persuasive argument for a classroom debate. This lesson takes advantage of students' interest in music and audio sharing as part of a persuasive debate unit. Students investigate the controversial topic of downloading music from the Internet. They draw upon their prior knowledge and experience by discussing their own sources of music and Internet practices then conduct Internet research to investigate the history and legal issues of copyright infringement related to sharing audio files. Students use graphic organizers to synthesize information as well as to evaluate content and point of view. After students map their information, they take a stand on the controversy and develop persuasive arguments on their position that they present in a class debate on the subject of downloading.
Usability
Meets
Expectations
Flexibility and Adaptability
Meets
Expectations
Inclusive Teaching
Meets
Expectations
Research-Based Strategies
Does not Meet
Expectations
Usability : 3/6 Top
a. Materials follow Web Content Accessibility Guidelines.
Reviewer Notes: Debate Rules and Roles is a broken link b. Material(s) are not overly resource intense that would require consistent high-speed internet access, such as large video files and multiple high-resolution photos.
c. The visual design of materials is clean and coherent, lending itself to ease of learning.
Reviewer Notes: Instructional material is arranged in 8 sessions, with opportunities for reflection and extension. Flexibility and Adaptability: 3/6 Top
d. Materials are flexible to allow students to access and complete work online or offline as needed.
e. Materials can support and/or facilitate learning in hybrid and/or online delivery methods.
f. Teacher supports, documentation, and/or guides for effective use are present.
Reviewer Notes: Providing students with an opportunity to explore contemporary issues through formal debate focuses instruction on argumentative and persuasive structures within the context of an active rhetorical situation with a clear audience. As Randi Dickson explains, "Integrating writing and debate encompasses multiple strands of language arts: students read and view a variety of texts for information and understanding, write for real purposes, hone their listening skills, and practice speaking in front of an audience. They incorporate research and library skills and often include historical and scientific texts. A unit on argument also moves the traditional literary texts out of the forefront and makes room for teaching through a variety of texts" (35).
Second, the focus of debate on contemporary issues increases student engagement in the project and prepares students for participation in a democratic society. Dickson asserts, "Students who engage in writing and debating about current social, political, and historical issues learn to participate in making judgments and understand why beliefs are formed and held" (35). This process of informed exploration and debate encourages critical analysis rather than snap decisions and encourages students to consider building support for the positions that they take.
Further Reading
Dickson, Randi. "Developing ‘Real-World Intelligence': Teaching Argumentative Writing through Debate." English Journal 94.1 (September 2004): 34-40.
Inclusive Teaching: 3/6 Top
g. Content is presented with an objective view on topic and is free of bias.
h. Content creates student experiences that enable all children to reach empowering and rigorous learning outcomes regardless of their race or income.
i. Content cultivates an awareness and acceptance of a variety of ages, cultures, races, religions, and gender roles and identities.
Research-Based Strategies: 4/14 Top
j. Content builds on prior learning
k. Content leads to further learning by gradually removing supports and requiring advanced skills and concepts.
l. Content provides for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection.
m. Content engages students through discussion questions and other supports that build toward independence.
n. Uses technology and media to deepen learning and engage students.
o. Content includes options for differentiation to meet needs of all learners.
p. Instructional approaches used are reflective of best practices and research on what works in education.
Reviewer Notes: NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
1.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
4.
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
6.
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
7.
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8.
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
11.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
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Usability
Flexibility and Adaptability
Inclusive Teaching
Research-Based Strategies
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Endorsements
The Accelerating Learning endorsement indicates that the material meets or exceeds expectations for both the Standards Alignment and Research-Based Strategies indicators.