Internet+Usage+(Copyright,+Safety,+Plagiarism)

=Copyright, Safety, Plagiarism= =//Internet Safety://=

NYS Education Law - Section 814: Courses of study in internet safety.

 * 1) Any school district in the state may provide, to pupils in grades kindergarten through twelve, instruction designed to proote the proper and safe use of the internet.
 * 2) The commissioner shall provide technical assistance to assist in the development of curricula for such courses of study which shall be age appropriate and developed according to the needs and abilities of pupils at successive grade levels in order to provide awareness, skills, information and support to aid in the safe usage of the internet.
 * 3) The commissioner shall develop age-appropriate resources and technical assistance for schools to provide to students in grades three through twelve and their parents or legal guardians concerning the safe and responsible use of the internet. The resources shall include, but not be limited to, information regarding how child predators may use the internet to lure and exploit children, protecting personal information, internet scams and cyber-bullying.

Taken from- http://www.p12.nysed.gov/technology/internet_safety/sec814.html The Children's Online Privacy Protection Act, effective April 21, 2000, applies to the online collection of personal information from children under 13. The new rules spell out what a Web site operator must include in a privacy policy, when and how to seek verifiable consent from a parent and what responsibilities an operator has to protect children's privacy and safety online.The Federal Trade Commission staff prepared this guide to help you comply with the new requirements for protecting children's privacy online and understand the FTC's enforcement authority. Taken From-http://www.coppa.org/comply.htm //Statistics On Internet Safety://
 * Children's Online Privacy Protection Act (COPPA)**
 * Only 1/3 of the households with Internet access are proactively protecting their children with filtering or blocking software. //Source: Center for Missing and Exploited Children//
 * 75% of children are willing to share personal information online about themselves and their family in exchange for goods and services. //Source: eMarketer//
 * A study conducted for the National Center for Missing and Exploited Children showed that 75% of children who were approached sexually on the Internet did not tell their parents. The author of the study, David Finkelhor, said: "They were afraid of losing their computer privileges."
 * A study conducted in 2000 for the National Center for Missing and Exploited Children showed that 1 in 5 of the surveyed children had received a non-aggressive sexual contact over the Internet, while 1 in 33 were asked to meet or were offered money or gifts.
 * One in 33 youth received an aggressive sexual solicitation in the past year. This means a predator asked a young person to meet somewhere, called a young person on the phone, and/or sent the young person correspondence, money, or gifts through the U.S. Postal Service. //Source: Youth Internet Safety Survey//
 * 77% of the targets for online predators were age 14 or older. Another 22% were users ages 10 to 13. //Source: Crimes Against Children Research Center//
 * Only 17 percent of youth and 11 percent of parents could name a specific authority, such as the Federal Bureau of Investigation (FBI), CyberTipline, or an Internet service provider, to which they could report an Internet crime. //Source: Youth Internet Safety Survey//

Child Predators use the internet to lure and exploit children: media type="youtube" key="3ENlTJMac1A" height="360" width="480"

//Warning Signs:// Warning signs of a child being targeted by an online predator include spending long hours online, especially at night, phone calls from people you don't know, or unsolicited gifts arriving in the mail. If your child suddenly turns off the computer when you walk into the room, ask why and monitor computer time more closely. Withdrawal from family life and reluctance to discuss online activities are other signs to watch for. Taken From-http://kidshealth.org/parent/positive/family/net_safety.html#

//Online predators do the following:// > Taken From- http://www.microsoft.com/security/family-safety/predators.aspx
 * Find kids through social networking, blogs, chat rooms, instant messaging, email, discussion boards, and other websites.
 * Seduce their targets through attention, affection, kindness, and even gifts.
 * Know the latest music and hobbies likely to interest kids.
 * Listen to and sympathize with kids' problems.
 * Try to ease young people's inhibitions by gradually introducing sexual content into their conversations or by showing them sexually explicit material.
 * Might also evaluate the kids they meet online for future face-to-face contact

**Protecting Personal Information:**
media type="youtube" key="toXEdisa6hI" height="360" width="480" //Here's a look at the basic provisions of the law and what they mean for you and your students.//

Taken From: http://www.ftc.gov/bcp/edu/pubs/consumer/tech/tec10.shtm
 * Website Operators || Teachers ||
 * MUST get a parent's consent. In many cases, a site must obtain parental consent before collecting, using or disclosing personal information about a child. Consent is not required when a site is collecting an email address to:* respond to a one-time request from a child. * provide notice to the parent.
 * ensure the safety of the child or the site.
 * send a newsletter or other information on a regular basis as long as the site notifies a parent and gives them a chance to say no to the arrangement. || May act in place of a parent in deciding whether to give consent. Consent from a parent authorizes the website to collect personal information from your student. Subject to your school district's policies, you may act on behalf of the parent in giving consent, but COPPA does not require you to do so. If you or the parent do not consent to the collection, use or disclosure of the student's personal information, the student's participation in an online activity may be limited to areas of the site where personal information is not necessary.You can give consent and still say no to having your student's information passed along to a third party.A parent or teacher's consent isn't necessary if the website is collecting a child's email address simply to respond to a one-time request for information. ||
 * Must get new consent when information-collection practices change in a "material" way. Website operators need to notify parents and get consent again if they plan to change the kinds of information they collect, change how they use the information, or offer the information to new and different third parties. For example, new consent would be required if the website decides to:* send information from children to marketers of diet pills instead of only marketers of stuffed animals, as covered in the original consent. * give a child access to a chat room if the original consent covered only sending a newsletter. || May decide whether to approve information collection from students based on new uses for the information. Website operators will let you know about the need for new consent by sending you a new notice and request. They will do this when they are changing the terms-of-use of the information in a "material" or significant way. ||
 * Must allow parents to review personal information collected from their children. To do this, website operators must verify the identity of the requesting parent. || May ask to see the information students have submitted. The site will ask you to verify your identity to ensure that your student's information isn't given out improperly. ||
 * Must allow parents to revoke their consent, and delete information collected from their children at the parents' request. Parents can revoke their consent and ask that information about their child be deleted from the site's database. When a parent revokes consent, the website must stop collecting, using or disclosing information from that child. The site may end a child's participation in an activity if the information it collected was necessary for participation in the website's activity. || Understand that you may revoke your consent at any time and have your student's information deleted. To stop a website from collecting additional information from your student, you can revoke your consent. You also may ask a site to delete any personal information it has already collected from your student. ||

Cyberbullying:
media type="youtube" key="jy7Tgt0N76A" height="360" width="480" //What is cyberbullying?// Cyberbullying" is when a child, preteen or teen is tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted by another child, preteen or teen using the Internet, interactive and digital technologies or mobile phones. It has to have a minor on both sides, or at least have been instigated by a minor against another minor. Once adults become involved, it is plain and simple cyber-harassment or cyberstalking. Adult cyber-harassment or cyberstalking is NEVER called cyberbullying.

//Why do kids cyberbully?// Who knows why kids do anything? When it comes to cyberbullying, they are often motivated by anger, revenge or frustration. Sometimes they do it for entertainment or because they are bored and have too much time on their hands and too many tech toys available to them. Many do it for laughs or to get a reaction. Some do it by accident, and either send a message to the wrong recipient or didn't think before they did something. The Power-hungry do it to torment others and for their ego. Revenge of the nerd may start out defending themselves from traditional bullying only to find that they enjoy being the tough guy or gal. Mean girls do it to help bolster or remind people of their own social standing. And some think they are righting wrong and standing up for others.

When schools try and get involved by disciplining the student for cyberbullying actions that took place off-campus and outside of school hours, they are often sued for exceeding their authority and violating the student's free speech right. They also, often lose. Schools can be very effective brokers in working with the parents to stop and remedy cyberbullying situations. They can also educate the students on cyberethics and the law. If schools are creative, they can sometimes avoid the claim that their actions exceeded their legal authority for off-campus cyberbullying actions. We recommend that a provision is added to the school's acceptable use policy reserving the right to discipline the student for actions taken off-campus if they are intended to have an effect on a student or they adversely affect the safety and well-being of student while in school. This makes it a contractual, not a constitutional, issue.
 * //What is the school's role in this?//**

//**Preventing cyberbullying**// Educating the kids about the consequences (losing their ISP or IM accounts) helps. Teaching them to respect others and to take a stand against bullying of all kinds helps too.

//**How can you stop it once it starts?**// Because their motives differ, the solutions and responses to each type of cyberbullying incident has to differ too. Unfortunately, there is no "one size fits all" when cyberbullying is concerned. Only two of the types of cyberbullies have something in common with the traditional schoolyard bully. Experts who understand schoolyard bullying often misunderstand cyberbullying, thinking it is just another method of bullying. But the motives and the nature of cybercommunications, as well as the demographic and profile of a cyberbully differ from their offline counterpart.

Information on Cyberbullying Taken From: []

Videos From: http://www.nsteens.org

More Sites On Internet Safety: [|Internet Safety for Middle School Students]

=Plagiarism in the Classroom=

According to the [|Purdue OWL] website, "plagiarism is the uncredited use of somebody else's words or ideas. **This can be intentional or unintentional!"** (bold font and exclamation point added) This definition applies to all texts published online, in print, to manuscripts and works done by peers.

The line becomes a little blurred however, when defined in an educational setting..........

According to the Council of Writing Program Administrators, which focuses on plagiarism in an educational setting, the plagiarism has to be unintentional. For example, if a student acknowledges that he used another source for information, but did not cite his works properly or in the correct format, this is not really considered plagiarism.

This short video from YouTube will further explain the rules and definitions of citation and plagiarism.

media type="youtube" key="VnTPv9PtOoo" height="315" width="420"

Despite these gray areas the consequences for even unwittingly plagiarizing, in the classroom, are often severe, ranging from falling grades, course failings or expulsion from school.


 * So what are the main causes of Plagiarism?**

-Teachers may provide students with such generic/uninteresting/busywork assignments that students feel that if the teacher does not care, why should they? -Students may feel like since their institution does not crack down on plagiarism, it is of little concern
 * -**Students may feel insecure in their abilities and fear a bad grade
 * -**Students feel like they do not have enough time to complete the assignment/study
 * -**Students may feel that cheating or plagiarizing is not really a big deal and have no concern for the consequences


 * What are the statistics on Plagiarism and Cheating? Is it really that serious?**
 * Yep!**

Here are some facts from [|PlagiarismdotORG]

-80% of "high-achieving" high school students admit to cheating -51% of high school students did not believe cheating was wrong -95% of cheating high school students said that they had not been detected -75% of college students admitted cheating, and 90% of college students didn't believe cheaters would be caught -Almost 85% of college students said cheating was necessary to get ahead.

It is important to remember the many gray areas in this topic. Sometimes students unwittingly plagiarize for a number of reasons including:

-Not knowing how to properly cite something, or honestly not realizing that something should be cited -Confusion over the definition and rules of plagiarism because of former definitions in previous grades/institutions or being from a different culture with different rules.


 * How can these gray areas get any foggier?**

With technology! Plagiarism has always been a concern for teachers who want their students' work to display their own thoughts and ideas. With the explosion of technology in the past years, information is becoming more easily accessible. It is simple for a student to take out, say, his smartphone during a test and look up the answers faster than the teacher can turn around from the board and notice. This is not only cheating and plagiarism according to the rules and definitions, it is also "cheating" the student out of a whole and encompassing education.

A recent article entitled[| "An Ethical Dilemma:Talking about Plagiarism and Academic Dishonesty in the Classroom,"]explains that students and teachers may have differing opinions on what is constituted as plagiarism. Some students are more technologically savvy then their teachers. They have been using Facebook, Twitter, Wikipedia, and Smartphones for many years. They are engrossed in a culture that shares information freely and openly and it may be hard for these students to assimilate into the education culture. For example, on many fan-fiction sites, writers use the characters, plots and themes of other published and popular works to create their own stories. Another example is YouTube, a popular site where people can share videos. It is not uncommon to see parodies and reproductions of popular videos by other performers.

This belief of the internet as "public domain," is not only accepted among students, but in some cases in the general public. To some people information on the internet is considered "free information" and can be taken and used at whim and without permission from the creator. For Example..... In 2010 //Cooks Source// a small magazine dedicated to recipes, took, edited, and printed Monica Gaudio's recipe for an apple pie off her blog. When Gaudio confronted the editor of the magazine about this theft, this was the editor's response: "But honestly Monica, the web is considered 'public domain' and you should be happy we just didn't 'lift' your whole article and put someone else's name on it! ... If you took offence and are unhappy, I am sorry, but you as a professional should know that the article we used written by you was in very bad need of editing, and is much better now than was originally. ... For that reason, I have a bit of a difficult time with your requests for monetary gain, albeit for such a fine (and very wealthy!) institution. We put some time into rewrites, you should compensate me!" (It is relevant to note that this quote was not cited, and while the web-site claimed it came from Gaudio's blog, I could not find the original source) To view the article where I got this information, click[| here.]


 * So, as a future teacher, what can I do to prevent plagiarism in my classroom?**

-Make sure students completely understand your institution's policy on plagiarism as well as your own policies. This should be done in at least two ways; it should be stated in writing (maybe in the course syllabus) and it should be a topic of class discussion so that everyone's viewpoints are on the table and you are sure that your students understand your rules. -Try to make your assignments as original as possible to make it harder to find on the internet, or harder for them to get from one of your previous students. -Create lots of questions and assignments that do not just involve memorization, but critical thinking, analyzing, and creativity -Be actively involved in your student's work. Ask to see rough drafts and ideas. It will be harder for students to cheat when they have to show how and why they came up with certain information.
 * -**Try to talk with students before you accuse them of knowingly plagiarizing something. It is never fun to be falsely accused of anything.
 * -**Create an open environment in your classroom where students feel comfortable coming to you with questions about how to cite certain things
 * -**Cite all of //your// lessons, materials, videos, worksheet ect. Teachers should not be held to another standard, and sometimes it is best to lead by example
 * -**Try to understand that your class is not the only responsibility your students have, some have jobs, after school activities, and other classes with other pressing assignments. Announce and introduce the assignment early, so as to give students ample time to complete it.

This information was founded on the WPA Council web-site, for more information click [|here.]

=Copyright in the Classroom=

The Basics of Copyright
Simply put, copyright is the legal protection granted to the creator of some type of creative material that ensures them that no one will be able to profit off of their creations without the consent of the owner. It serves as an incentive for innovators to create new products, art, or designs, and promotes competition in the creative field. The guidelines for what can or can not be copyrighted are vague, but the [|University of Maryland University College's page on Copyright] simplifies the terminology and shows that the rules can be broken down to three basic points:
 * 1) The work must be a fixed, tangible object. Nothing can be copyrighted until there is a specific form of it in existence. A song must be recorded, a paper must be written or typed, a video must be recorded, etc.
 * 2) The work must be original. The rules for this are lenient; original works may be combined or altered in a significant way, resulting in something that would be considered newly original. As long as a work is changed in a substantial way for a purpose, it can still be considered original, even if it is based on another's creation.
 * 3) There must be a minimal point of creativity in the new work. Repeating someone else's design or words verbatim is not considered creative, but referencing someone else's work in an effort to discuss a new concept would be considered creative.

These rules may seem very broad, and they are intentionally so. However, there are clear rules to dictate what can NOT be copyrighted as well. Words, ideas, facts, and things created by government employees as part of their official duties are considered in the "public domain," meaning that no one can claim any right to ownership of them. Trademark law often overlaps with copyright law, but usually handles slogans and words related to the marketing of products, not intellectual property theft. In this way, one can not claim their rights have been infringed if someone references the data gathered from research. Data and facts are considered public domain, but stealing commentary or analysis without proper citation would be plagiarism; Unfairly reproducing a substantial amount of the actual paper documenting the original research would be copyright infringement.

Copyrighted material can only be used in four exceptions:
 * 1) The work is considered "Public Domain"
 * 2) The use of the work is considered legally "fair."
 * 3) Permission has been given by the copyright holder for use.
 * 4) Legal exceptions allow satire and parody.

Public Domain
A work falls under the Public Domain if the creator has willingly given up the intellectual property rights related to the work, or if the copyright expires. The rules surrounding the length of copyright and the ability to renew a copyright are complicated, depending on many things such as the date of original publication and whether any living persons can claim a legal right to the ownership of a copyrighted material. Generally, a copyright will last 70 years after the death of the original author in the United States. If the original author chooses to grant ownership of his work to his family, or to an organization, than all rights to the work transfer to the named individual or organization after his death. From this point, they can choose to renew copyright indefinitely. But if the original author dies, and no other person or entity can make a case for legal ownership, their creation will fall under the Public Domain. Some of the things that can be considered in the Public Domain are Beethoven's Symphonies, Da Vinci's paintings, or Shakespeare's plays.

Fair Use
The most prominent loophole from copyright protections are "Fair Use" regulations. The reproduction or performance of a copyrighted work can be considered "Fair Use" based on a few equally vague qualifiers. Things are less likely to be considered "Fair Use" if they are published, if they use a large portion of a copyrighted work or if they are used in a manner that targets the same market as the original for profit. However, if the original work is not used in its entirety or at length, if the work is being referenced to target a different market or if the work is being used for a nonprofit or educational manner, it is more likely to be considered "Fair Use."

media type="youtube" key="CJn_jC4FNDo" height="315" width="420"

Fair Use is what enables educators to use copyrighted material in their lessons. Once a copyrighted material is distributed to the public, the creator is unable to stop anyone from using it for educational purposes. As long as a clear, fair case can be made that the copyrighted material is necessary to a specific lesson, fair use can be claimed, protecting the organization or individual using the copyrighted material. Of course, this only works to an extent. Fair Use for educators is judged on two qualifiers, necessity and spontaneity. There must be a clear reason that the copyrighted material is relevant and useful to a class for educational purposes. For example, if a teacher chose to pair a reading of Coleridge's "The Rime of the Ancient Mariner" with an analysis of Iron Maiden's song "Rime of the Ancient Mariner," it is likely that they would be protected as using the copyrighted material fairly.

However, this line becomes more blurred if the use of Iron Maiden's song continues for an extended time. If a teacher is using the song in its entirety, and if they are using it for many different classes over the course of several semesters or years, it may be decided that Iron Maiden, or their record label, has the right to demand the teacher cease and desist using their song. To avoid this, the teacher or the district needs to demonstrate an effort to ask permission from the copyright holder to continue to use the song, even if it might have been considered fair use when it was first used in a lesson.

The following table, adapted from Washington State University's guidelines on copyright, demonstrate the limit of educational use of copyrighted material. As you'll see, brevity and spontaneity are the two most defining factors in fair use. **Multiple copies (one per student per class) okay if material is (a) adequately brief, (b) spontaneously copied, (c) in compliance with cumulative effect test.** **Copyright notice and attribution required.** || **Multiple copies used again and again without permission.** **Multiple copies to create anthology.** **Multiple copies to avoid purchase of textbook or consumable materials.** || **Multiple copies of complete work of less than 2,500 words and excerpts up to 1,000 words or 10% of work, whichever is less.** **For works of 2,500-4,999 words, 500 words may be copied.** || **Same as above** || **Multiple copies allowed of complete poem up to 250 words -- no more than two printed pages.** **Multiple copies of up to 250 words from longer poems.** || **Same as above** || **chart, diagram, graph, drawing, cartoon, picture from periodical, newspaper, or book, Web page image** || **Same as for first item.** **No more than 5 images of an artist/photographer in one program or printing and not more than 10% or 15% of images from published collective work, whichever is less.** || **Same as first item** **Incorporation or alteration into another form or as embellishment, decoration for artistic purposes for other than temporary purposes.** || **film and videotape productions** || **Single copy of up to 3 minutes or 10% of the whole, whichever is less.** **Spontaneity required.** || **Multiple copies prohibited. Incorporation or alteration into another form as embellishment for artistic purposes for other than temporary purposes prohibited.** || **-sheet music, songs, lyrics, operas, musical scores, compact disk, disk, or cassette taped recordings** || **Single copy of up to 10% of a musical composition in print, sound, or multimedia form.** || **Same as immediately above** || **Use by only individual teachers.** **Copyright notice required.** || **Same as immediately above.** **May not be done at direction of superior.** **May not be altered.** ||
 * **Work or Materials to be used for Educational Purposes** || **Fair Use Restrictions for Face-to-Face Teaching** || **Illegal Use without Explicit Permission from Creator/Author** ||
 * **Chapter in a book** || **Single copy for teacher for research, teaching, or class preparation.**
 * **Newspaper/magazine article** || **Same as above.**
 * **Prose, short story, short essay, Web article** ||^  || **Same as above** ||
 * **Poem** || **Same as for first item.**
 * **Artwork or graphic image -**
 * **Motion media -**
 * **Music**
 * **Broadcast programs** || **Single copy of off-air simultaneous broadcast may be used for a period not to exceed the first 45 consecutive calendar days after recording date.**

**Permission**
Permission is typically the easiest way for a person to be sure that they can use a copyrighted material. If the copyright holder explicitly grants a person the legal ability to use copyrighted material, then they are forfeiting their copyright temporarily. Of course, this agreement is malleable, and there are still limitations on what can and cannot be done, depending on how extensively the copyright holder is allowing their work to be used.

**Legal Exception**
Copyright law loosely allows parody of copyrighted material, but the guidelines for this are unclear and can easily be trampled. The legality of a parody comes down to how much of the original material is being used, how original the new creation is and whether or not the parody is created for profit.

Copyright on the Internet
The Internet has enabled us to experience an overwhelming amount of original material. Many of the pages on this wiki are dedicated to websites that allow anyone to publish their own creations, the result of many hours of hard work and creative thought. This includes blogs, fan fiction, machinima, videos, songs, online presentations, and even e-mails. Despite the accessibility of copyrighted material on the Internet, the creator of something available on the Internet is privy to the same protections under law as if they had published their creation in a physical form. The writer of a novel and the creator of a blog post are both protected by the same copyright law.

The Technology Age has led to the rapid growth of piracy, illegally downloading copyrighted material for personal use. The issue of piracy is one that divides the creative world, and laws are created and changed every day to deal with the overwhelming availability and ease of access of pirated material. Many teachers choose to use copyrighted material off of the Internet in their classrooms, but downloading a copy of copyrighted material for personal use is illegal.

The most common copyright infringement seen on the Internet are those of streaming websites, where any user can log on and immediately watch a video uploaded by another user. The issue arises when users are uploading material that they do not have the copyright for. Many times, simply attributing the work to its original creator and denying copyright is enough to avoid attention. However, when this becomes a larger issue, organizations often band together and target even educational institutions to protect their intellectual material.

According to[| this article]on GigaOM, in February of last year, UCLA was approached by the Association for Information and Media Equipment, a group of 16 publishing companies, including PBS. AIME demanded that UCLA stopped streaming videos of their classes online, insisting that the videos were using copyrighted material, and offering no compensation to the creator. Despite the fact that UCLA's video streaming service was difficult to access off-campus and was typically password protected, AIME believed that the streaming service was attempting to circumvent copyright and piracy laws. AIME President Allen Dohra was quoted as saying "Streaming is the present and the future for educational video. There would be no future commercial video production of educational product if online use was allowed without compensation to the creators."

Many websites that allow users to upload content include rules regarding copyright on their website. For example, Youtube, likely the most frequent source of copyright infringement on the Internet, has a direct link to their Copyright laws on their home page. [|Youtube's copyright page] features information that is relevant to copyright holders, common users, and even includes a basic educational video about the general basics of copyright law, created by a popular group of uploaders.

media type="youtube" key="InzDjH1-9Ns" height="315" width="560" align="center"

The [|Creative Commons] organization offers an easy way to publish and share your copyrighted work without fear of being exploited. By attaching a Creative Commons license to your work, anyone who comes across it is free to use and redistribute the creation in any way that they'd like, as long as it is not for commercial gain, and as long as the original creator is credited. Their basic Noncommercial Share license is detailed on [|this page]. If you'll notice at the bottom of this page, our wikispace is covered under a Creative Commons license.

Stop Online Piracy Act (2011)The issue of copyright has once again had a large presence in the news, due to a bill that has been proposed by Representative Lamar Smith, from Texas. The Stop Online Piracy Act (SOPA) will qualify streaming copyrighted content as a felony, and is facing much opposition from the Internet community. While the intentions of the bill may seem fair enough, wanting serious consequences for those who have thus far been able to break the law unhampered, opponents of the bill fear that it will open the door to censorship and state control of the Internet. If this law passes, by uploading a copyrighted video, you can become a felon! With how vague the rules for Fair Use are, this should be a daunting fact for any educator who uses technology in their classroom extensively.The bill is currently being considered by the House Judiciary Committee, and supporters and opponents of the bill seem equally vocal. It is unclear what will become of this law, but if it passes, it will be the new standard that future cases of copyright infringement on the Internet will be judged by. [|SOPA on GovTrack.us]

=Class Activity= Imagine that you are an educator, designing a lesson that is relevant to your content area. Pick a topic, come up with a basic idea for a lesson and accompany that lesson with something off of the Internet that qualifies as copyrighted material. The challenge you are faced with is to choose a video that you can justify as falling under "Fair Use" in your lesson. You must also properly attribute the copyrighted material to the owner to avoid plagiarism. The easiest website to find accompanying material for a lesson is typically Youtube, but you are free to find any sort of copyrighted material on the Internet that you feel would be beneficial to your class. Post your links to your findings on the Discussion tab, and explain how you would use your video/image/song in a way that would exempt you from any sort of legal action.


 * Works Cited (These are also great sites to go to if you would like to research this topic further)**

“What is Plagiarism?” Plagiarism.org. Accessed December 6, 2011. 