Copyright basics
This online lesson helps students independently learn the basics of copyright law and the exceptions to it. After a brief tutorial, students will then either draw or create an online infographic explaining what they have learned.
Objectives
- Students will have a basic understanding of copyright law.
- Students will understand exceptions to copyright law exists.
- Students will demonstrate basic understanding of copyright law.
Common Core State Standards
| CCSS.ELA-Literacy.W.11-12.1 | Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| CCSS.ELA-Literacy.W.11-12.1.a | Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. |
| CCSS.ELA-Literacy.W.11-12.9.b | Apply grades 11-12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”). |
Length
Two Activities
Materials / resources
YouTube Copyright video or Student Press Law Center’s Copyright video
Assignment description (Details in Activity 2 and on rubric)
Resource: What is What is Copyright
Rubric for infographic/top 10 list
Lesson step-by-step
Activity 1 — Video and preparatory message
Teachers should post a small description of copyright. It could be something like this:
“This activity will introduce you to copyright through a video. The short video will explain the basics of copyright. Please know this complicated topic can easily be misapplied by many professionals (such as the notion you can take just a few seconds of a song and it’s not a copyright violation). Remember, this serves as a basic beginning to understanding.”
Resources for further knowledge can be seen at the bottom of the Resource: What is What is Copyright link.
Teachers should upload either the YouTube Copyright video or Student Press Law Center’s Copyright video (depending on your student level). When finished with the video, students should read the information at the What is Copyright link.
Activity 2 — Assessment
Students will create their own graphic of your understanding including a headline, visual, basic definition, student journalism link, and exceptions to copyright law. Please put your sources at the bottom right-hand corner. Students could either use an online infographic app or draw it and take a picture to upload or send to the teacher.
If students have not studied infographics yet or if you are worried the assignment is too much for them, teachers could simplify the assignment by asking students to make a Top 10 list of what they learned from the selected video.
Teachers, please post the rubric with the assignment description. The rubric has the top option, but you could easily replace it for the second if desired.
Differentiation
The differentiation is in the video selected and assignment given.
Read MoreCopyright rubric
Assignment review:
Create your own graphic of your understanding including a headline, visual, basic definition, student journalism link, and exceptions to copyright law. Please put your sources at the bottom right-hand corner. Students could either use an online infographic app or draw it and take a picture to upload or send to the teacher.
| Exceeds Standards | At Standards | Below Standards | |
| Includes a headline and visual and sources used | All elements present | Only two of three required elements present | Only one required element present |
| Includes the basic definition in student’s own words and not copied and pasted from a document | Student accurately rephrased the basic online definition into own words | Student mainly rephrased the basic online definition into own words | Student somewhat rephrased the basic online definition into own words |
| Addresses the link to student journalism | Student showed the how and why student journalists should adhere to copyright law | Student showed how the student journalist should adhere to copyright law | Link to student journalism missing |
| Includes exceptions to copyright law | Student accurately rephrased the exceptions into own words | Student mainly rephrased the basic exceptions into own words | Student somewhat rephrased the basic exceptions into own words |
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Although your journalism students might not tackle these topics, some will deal with the same real information, reporting on the local crisis and the dis- and misinformation attached to topics like this.
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As a yearbook adviser at a big school with a big yearbook (416 pages) I am grappling with those issues now, just like many fellow advisers across the country.
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Was the NJROTC team already at the airport headed to nationals, only to learn that the competition was cancelled? Was the softball team undefeated when the season abruptly ended? What about those journalism students who had been looking forward to JEA/NSPA in Nashville?
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Free resources exist to help you and your staff as you report on the virus. Social media proves valuable when reaching students as they shelter in place.
[pullquote]The Student Press Law Center has compiled resources for journalism teachers and student journalists, including guides to covering the pandemic remotely. [/pullquote]
Yearbook publishers can be excellent resources for coverage ideas and communication information, so reach out to your representative for guidance.
The Student Press Law Center has compiled resources for journalism teachers and student journalists, including guides to covering the pandemic remotely.
And remember to follow all copyright laws when using graphics in your reporting. The CDC provided graphics free to download and use.
Resources:
https://www.cdc.gov/media/subtopic/images.htm
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