1. Creative What? Unit 1

2. Guiding Questions: What is intellectual property and creative content? Why are creative rights important? Are all citizens protected equally by copyright law?

3. Activity Learning Objectives Activity 1: The Mystery of the Purloined Script Activity 2: Who Knows What? Activity 3: Mistaken Identity Activity 4: Lasting Tribute Associate intellectual property with various legal rights and identify ways to avoid piracy and counterfeiting. Utilize research techniques to determine public awareness of, and misconceptions about, intellectual property, effectively present their evaluation of data; and identify and share complexities and consequences related to violating creative rights. Differentiate between commercial media products that are in the public domain and those that are protected under copyright laws; recognize and follow the protocols for obtaining the right s to use copyrighted material Understand the importance of copyright laws and fair use exceptions of media reproduction, modification, distribution, public performance, and public display; determine effective steps to take when they discover unauthorized use of intellectual property; and recognize the importance of developing safeguards that will help them avoid copyright law violations.

4. Baseline Assessment Creative What?

5. Baseline Assessment Continued By Rule of Law

6. Activity 1: The Mystery of the Purloined Script Activity Overview: 0 This unit explores the general topic of creative content and the rights associated with it. Using the backdrop of a high school’s Battle of the Bands, the unit will help you define intellectual property and creative content by relating it to a common scenario you might encounter. You will be able to recognize and internalize the importance of respecting creative rights and you will conduct research to help clear misconceptions about the rights that apply to you and your peers. Intellectual property and copyright basics Valuable Resources http://www.wipo.int/portal/index.html.en http://www.copyright.gov/title17/92chap1.html http://www.copyright.gov/circs/circ01.pdf http://www.lib.utsystem.edu/copyright/ http://www.streaming21.com/xpdf/CopyrightDigMed.pdf http://www.wga.org/content/subpage_writersresources.aspx?id=81 http://www.copylaw.com/new_articles/copy_myths.html

7. Activity 1: The Mystery of the Purloined Script Step 1: Students, you are film students who have recently submitted a film for consideration in a student film festival. Step 2: Choose a role from the cast and crew: writer, director, actor, makeup and costume, set design, cameraperson, lighting and sound, editor, or music Step 3: Read the changes that have been made to the original script. The film titles are the same, but the font and background are different. The production credits are different (e.g., names of the screenwriter, producer, director, editor, etc. The story line is identical. The characters are the same, but have different names. The original dialogue is identical, but a few lines have been added. Step 4: Investigate the intellectual property guidelines, rules and laws that govern all aspects of filmmaking that aligns with your role. Step 5: Write a summary of your research in a Word document. Be sure to answer the questions on the following slide. Be sure to CITE your sources.

8. Questions : How was the script or video tape leaked? Is anyone on their own team at fault? Who took the script? What rules/laws were broken? What actions can be taken? What can be done to prevent a repeat offense in the future? Questions : How was the script or video tape leaked? Is anyone on their own team at fault? Who took the script? What rules/laws were broken? What actions can be taken? What can be done to prevent a repeat offense in the future? Activity 1: The Mystery of the Purloined Script

9. Activity 2: Who Knows What? PART 1 Choose a different partner to work in pairs. Step 1: Read through the case study “Battle of the Bands. Name several types of intellectual property. Step 2: Answer the questions in a Microsoft Word document. What is your understanding of creative rights? What kinds of materials are protected by creative rights such as copyright law? What kinds of activities does copyright law prohibit? What are your rules about copying music, games, videos, or software; or using images on social networking sites? How would you feel if someone else took credit for something you created? What if they made money from it? Additional considerations: Should Grant return the money? Why or Why not? What should Grant do about the sunglasses? Do you think Grant has done anything wrong? Support your answer. *Remember to cite your sources.

10. Activity 2: Who Knows What? PART 2 The SURVEY Overview: In this activity, you are going to conduct man-on-the-street interviews to determine general knowledge, attitudes, and misconceptions about intellectual property such as creative content. Step 1: Use the survey resources listed and other credible internet resources to research the following information regarding surveys. Defining the scope and objectives of a research survey about creative content and copyright. Preparing an effective questionnaire Conducting man-on-the-street interviews Interpreting and charting the results *Remember to cite your sources. Step 2: Create a survey. Your survey should include the following criteria. Demographic information: age, gender, occupation, level of education, etc. Information that reveals the interviewee’s knowledge of and interest in the creative content matter, using both closed- and open-ended questions Should be organized into a chart that visually standardizes the information collected. **Review the sample survey on my wiki titled ‘Climate Survey’. Step 3: Prepare your Results Use your survey to conduct a man-on-the –streets interview Collect and analyze your results Prepare a Microsoft PowerPoint to present your survey findings ***Refer to the Survey Presentation Rubric on the wiki.

11. Part 2 Activity 2 Wrap Up Write several paragraphs in a Word document explaining the following: a.Why you think it is important to understand intellectual property such as creative content and the rights that surround it. b.Using the consensus from your interviews, explain why you think the public understands or misunderstands the aforementioned topic. c.If the public generally understands it, where does that awareness come from. Alternately, if they misunderstand the topic, how might they better educate themselves on the aforementioned topic? *Remember to include this information in your PowerPoint presentation

12. Go back to SLIDE 7 Reread the Case Study ‘Stick Bombs on the Sly’ Respond AGAIN to the questions. Reflect on whether your perceptions have changed – or not. (Talk about any differences in your answers now from when you first responded to them.)

13. Activity 2 WHAT DID I AGREE TO? Activity Overview: Students will look at sample user agreements to discover important rights that are granted to both the user and the creator of intellectual property. Students will discuss whether these rights should be applied to other forms of media. Students will develop their own teen-friendly user agreement for an intellectual property of their choice. Valuable resources: http://www.apple.com/legal/itunes/us/terms.html#SERVICE http://www.skype.com/intl/en-us/legal/terms/tou/ http://epicgames.com/privacynotice User Agreement Rubric (next slide)

14. User Agreement Assessment Rubric Criteria4 points3 points2 points1 pointScore AgreementWhat the user is agreeing to is clearly stated. The agreement includes some details. The agreement includes very few details. The terms of the agreement are unclear. ConsequenceThe consequence for not following the user agreement is clearly stated. The consequence inlcudes some details. The consequence is unclear. The consequence is not stated. DeliveryThe user agreement was delivered in a way that is relevant, meaningful, and engaging to the audience. The agreement was delivered with two of the following characteristics: relevant, meaningful, and engaging. The agreement was delivered with on of the following characteristics: relevant, meaningful, or engaging. The user agreement was not relevant, meaningful, or engaging. TOTAL

15. Activity 2: What Did I Agree To? Do you read software user agreements before you commit to them? a. I always read them. b. I sometimes read them. c. I don’t read them. Take a POLL Jot down your response and give it to the teacher to record in the results. (Be honest) Results Part 1 Always Sometimes Never

16. Activity 2: What Did I Agree To? PART 1 Choose a different partner to work in pairs. (yes…a totally different partner!) Step 1: You will create a table in Excel to compare and contrast three user agreements in order to identify components that they have in common and that are different. Refer to the ‘valuable Internet resources’ on SLIDE 13 of this PPT. for the user agreement websites. Make sure to list in your notes the search terms and Web sites you used. Step 2: Using a Word document, compile a summary that states what the user is agreeing to in EACH user agreement. (Hint: Use the questions of the following slide to guide your summary.)

17. Activity 2: What Did I Agree To? PART 1 Part 1 Guiding Questions 1.What does each user agreement have in common? What is different? 2.What components does a software user agreement need to have to be effective? Which of these components might be different for different media? 3.What would a user agreement need to look like in order for a teen to stop, read, and reflect upon the entire document? 4.What is the user agreeing to in each user agreement?

18. Activity 2: What Did I Agree To? If Eric had included a user agreement with his game, how might the outcome have been different? (Discuss with your partner and be ready to discuss with class.) Unit Case Study: Stick Bombs on the Sly PART 2

19. Your new TASK: Create your own teen-friendly user agreement for a popular software program (or other media) of your choice. BE CREATIVE – think outside the box about what it should say and how it should look!! Your user agreement must have the following requirements: 1.Explain what the user is agreeing to. 2.Explain the consequence if the agreement is not upheld. 3.Be delivered in a way that is relevant, meaningful, and engaging to the audience. See the USER AGREEMENT ASSESSMENT RUBRIC for grading criteria. (slide 14) (The presentation will have a multiplier of 5 for a total of 60 points.) I encourage you to practice presenting your user agreements to your parents/guardians and then tweak the agreements according to their feedback. Activity 2: What Did I Agree To? PART 2

20. Activity 2: What Did I Agree To? PART 3 Presentations As each group presents, the other groups will use the rubric to evaluate their presentation. At the end of the presentation, each group will receive feedback from the other groups. After ALL the presentations are concluded, groups should review their feedback and compose 3-5 sentences to discuss whether they would make any changes to their user agreement after reviewing the feedback and watching the other class presentations.

21. Activity 3: The Value of the Cost PART 1 Activity Overview: In this activity, students compare the value of owning original software- and other forms of copyrighted works. They will review the Unit Case Study and identify possible problems students who bought the counterfeit game might encounter. Valuable Resource: Link to article: “Why a License Matters” http://www.bsa.org/country/Anti- Piracy/Why%20a%20License%20Matters.aspx (I couldn’t locate the suggested article; however, on the site you can go to STUDIES and download the Shadow Market Study to complete this task.)

22. Activity 3: The Value of the Cost PART 1 Original Counterfeit Reread the case study ‘Stick Bombs on the Sly’. Brainstorm any problems the students who bought the game copies might run into when trying to play it. Value Risk Value vs 1.Using the headings above, create your own tables in a Word document and identify the values and risks associated with both original and copied (counterfeit) software. Use your personal experiences to complete the task. 2.Read the article “Why a License Matters” and identify additional values and risks for both original and counterfeit software. (Note your additions due to the article.) 3.Discuss with your partner the values and risks associated with other forms of digital creative content, such as movies, music, books, and images. Write a short summary of your discussion. Be sure to include your thoughts to the following questions? 1.What are the values and risks for original and counterfeit forms of these media? 2.How is counterfeit digital content different from counterfeit tangible goods? YOUR TASK !

23. Activity 3: The Value of the Cost PART 2 Choose a SIDE: Original OR Counterfeit! Compose a persuasive COMIC STRIP or NEWSPAPER EDITORIDAL to encourage others t use only original or only counterfeit intellectual property. (You are to incorporate the values and risks you came up with in your graphic organizers.) Reflect on whether you believe your comic or editorial is convincing.

24. Activity 4: It’s Not Just a Game PART 1 Activity Overview: This activity explores the creative process involved in creating gaming software. Students will review the creative process of gaming development. Students will create a flowchart to visualize this process. Step 1: Watch an example of a video game - www.coolmath4kids.com/ www.coolmath4kids.com/ Step 2: Read through the Unit Case Study – Stick Bombs on the Sly. Step 3: List the steps you think Eric used to take his game from an idea to a finished game. Step 4: Read “Gaming: Step by Step” and identify all the steps necessary for the creation of a video game. Show which steps already identified by you on your lists and which steps you added after reading the article. Step 5: Respond to the following questions. a.At what point in the process does the game require a copyright in order to protect it? b.What will a copyright protect? c.Do you feel copyrights are necessary in a project such as this? Why or why not?

25. Activity 4: Step 1: Visit Microsoft Office online – Go through the tutorial ‘Flowcharting With Flair’ http://office.microsoft.com/en- us/powerpoint-help/flowcharting- with-flair- RZ001019883.aspx?section=2 Step 2: Create a visual representation (flowchart) of the creative process involved in creating a video game. It’s Not Just a Game PART 2

26. Culminating Activity: An International Creative Content Summit Activity Overview: Students select a country and research its laws to protect creative content. Students represent their country in an imaginary international summit where the goal is standardizing the laws across the globe. Valuable Resources: The University of Chicago Library http://www.lib.uchicago.edu/e/law/intlip.html World Intellectual Property Organization http://www.wipo.int/about-wipo/en/what_is_wipo.html Northwestern School of Law http://www.law.northwestern.edu/library/coursesupport/instructionalservices/in structionalmaterials/compip/ United States Patent and Trademark Office: http://www.uspto.gov Tips on Researching Intellectual Property Law in an International Context http://www.llrx.com/fearures/iplaw.htm

27. Culminating Activity: An International Creative Content Summit Part 1 Part 2 0 Select a country to research its copyright laws. 0 Write a 1 – 2 page summary of your findings. 0 Present 3 min. presentation to other countries’ representatives. 0 Take notes on other countries copyright laws – note similarities and differences. 0 Divide into groups of 4. 0 Devise a plan for establishing a set of international laws. 0 The plan should include: 0 An introduction 0 The proposed laws 0 An explanation of their legal choices 0 A conclusion 0 Each group will present their plan 0 Vote to decide which global proposal you would like to adopt. 0 Compose a 6-8 sentence paragraph explaining whether you think this process could work at a real global conference. Why? Or Why not?