Smith 1

Information Literacy Lesson Plan

Cynthia Smith

FRIT 7136
Dr. Jones
Fall 2009

Pathfinder

http://cynthiasmithliteracylesson.pbworks.com/Great-Depression-
Pathfinder
 Smith 2

Title of Lesson What is Grade Level 10th grade students

copyright?
Curriculum History Time Frame 3- 45 minute
Area sessions
Teacher Chuck Smith
Overview of Copyright Unit

This lesson is designed for a 10th grade history class. The school is located in a county that puts
emphasis on technology and digital projects. The students will be creating a visual presentation
using technology that lists and explains the causes of The Great Depression. Students will be
locating images from the Internet. The teacher has taught the unit on The Great Depression and
will be working collaboratively with the Media Specialist to research the images.

The Media Specialist will present the lesson on copyright, fair use, and citing references
(specifically images). It is important for the students to understand copyright laws, what
represents a violation of copyright and the limitations of copyright with fair use. The students
will be taught the accurate way to cite references in their projects. At the end of the lesson, the
students will conduct their research to find their images. The final project for the History class
will be finished in the classroom. The presentation and evaluation of the project will occur in the
classroom.

Stage 1-Desired Results

 Smith 3

Content Standards
Information Literacy Standards:
1.3.3- Follow legal guidelines in using information using only excerpts and crediting the author
or creator.
Follow copyright guidelines by using only excerpts and crediting the source of all text, visuals,
and music, and follow ethical guidelines by presenting only accurate and valid information.

GPS standards for 10th grade

SSUSH17 The student will analyze the causes and consequences of the Great Depression.
Elements:
a. Describe the causes, including overproduction, underconsumption, and stock market
speculation that led to the stock market crash of 1929 and the Great Depression.
b. Explain factors (include over-farming and climate) that led to the Dust Bowl and the resulting
movement and migration west.
c. Explain the social and political impact of widespread unemployment that resulted in
developments such as Hoovervilles.

Big Idea from the Lesson: Copyrights cover original works of authorship

Core Tasks from the Lesson: Research topic and find relevant information. Cite information
accurately and follow copyright rules.

Lesson Understandings
Students will understand that:
Copyright laws are important to protect original works but not ideas. They protect all people
including students. Students want their works to be credited to themselves, just like others
expect their work to be correctly credited. Fair use allows some flexibility in copyright laws
when used for educational purposes. Students will understand the guidelines for fair use. They
will also understand why they must cite references and how to do so.

Related misconceptions:
If it is published in books or on the internet, it is public property and can be used anytime and
under any circumstances.
As long as I cite the reference, I can use as much as the original work as I see necessary.

Lesson Essential Questions

 Smith 4

Overarching Questions Topical Questions

Why is copyright so important? How do I accurately cite works?
Does copyright protection protect me and my What is fair use?
works? What can I use and include from others in my
work?

Lesson Knowledge and Skills

Knowledge Skills
Students will know: Students will be able to:
The guidelines for using information including Cite sources correctly
copyright and fair use and why references Follow fair use guidelines for using
should be cited information in their works

Lesson Materials and Equipment

Media Center Resources
18 Computers for Student Use
Activboard
http://www.copyrightkids.org/
http://www.nytimes.com/2009/09/11/business/media/11seinfeld.html
http://www.umuc.edu/library/copy.shtml#student
Access to Internet
GALILEO
TRAILS Assessment found at http://www.trails-9.org/viewsa2.php?id=11
Copyright organizer found at
http://www.readwritethink.org/lesson_images/lesson1085/CopyrightOrganizer.pdf
Fairy Use Tale from YouTube saved on flash drive
http://www.youtube.com/watch?v=CJn_jC4FNDo
Websites
http://liblearn.osu.edu/tutor/les7/pg4.html
http://www.clinton.edu/DouglasLibrary/ImagesAPA.cxml

Lesson Procedures/Activities
Hook-
The media specialist will ask the students to record on a sheet of paper their feelings about a time
that they have had someone take credit for their work. It can include work at home, a physical
work of art or literature, or a time someone took credit for an idea. If they cannot think of a
specific time, they can record how they might feel if someone did. The media specialist will ask
a few students to share their experiences with the class. The media specialist will then explain
that we all have a right to receive credit for our own original work. Since we expect protection
for our work, we should honor the protection of others, called copyright.
 Smith 5

Activity One
Media specialist will direct students on a class K-W-L chart on copyright. This will give the
media specialist insight on how much the students know about copyright, citing references, and
plagiarism. K-W-L chart will be displayed at front of class for students to reference and see
progression of knowledge.

Activity Two
On the Activboard, the media specialist will navigate the website http://www.copyrightkids.org/
Students will take notes on Copyright FAQs and basics

Activity Three
Working with a partner, the students will complete the copyright quiz. Students will need to
become an official “copyright kid”.

Activity Four
New York Times article about copyright infringement
http://www.nytimes.com/2009/09/11/business/media/11seinfeld.html Students will discuss why
someone would be upset if their copyright is violated. What are the possible effects of violating
a copyright (monetary, legal, ethical)

Activity Five
Ticket out the Door
Students will give definition of copyright and explain why it is important

-----------------End of Day One-----------------

Hook
Watch part of Fairy Use tale from YouTube on flash drive http://www.youtube.com/watch?
v=CJn_jC4FNDo
Starting at 6:04 minutes to describe Fair Use explanation

Activity One
Media Specialist will explain why it is important to understand copyright and fair use. That in
the case of using works for education; the copyright laws are different because of fair use. Media
Specialist will explain how research and citing of references will relate to class history project
“Causes of the Great Depression: In pictures”.

Activity Two
Media Specialist will explain Fair Use using http://www.umuc.edu/library/copy.shtml#student
Students will be shown chart on what is acceptable for fair use.
 Smith 6

Activity Three
GALILEO images
Media Specialist will model how to find images on GALILEO. Media Specialist will also show
students where to look for copyright information on the images found on GALILEO.

Activity Four
APA citing activity from images from GALILEO. Media Specialist will model and direct group
activity on how to cite an image obtained from GALILEO. Websites referenced will be
http://liblearn.osu.edu/tutor/les7/pg4.html
http://www.clinton.edu/DouglasLibrary/ImagesAPA.cxml

Summarizer
Students will cite two references on copyright organizer for review by media specialist and
classroom teacher Copyright organizer found at
http://www.readwritethink.org/lesson_images/lesson1085/CopyrightOrganizer.pdf
Also included at end of lesson plan

-------------------End of Day Two------------------

Hook-
Review of K-W-L chart and answer any unanswered question from chart

Activity One
TRAILS Assessment
http://www.trails-9.org/viewsa2.php?id=11
Media Specialist will explain to students that they will begin their search from images that
demonstrate the causes of the Great Depression. However, before they begin their research, they
will take a final assessment on copyright, fair use, and citing references. Students will take
online assessment from TRAILS that the Media Specialist has chosen and prepared for students.

Activity Two
Students will begin research for class project. Students will be given the following pathfinder
http://cynthiasmithliteracylesson.pbworks.com/Great-Depression-Pathfinder
Causes will have already been discussed in class and the students will be searching for images
that they feel reflect the causes of the Great Depression
Lesson Assessments
1. Ticket out the door “What is copyright?” and “Why is it important?”
This is a quick way to check for understanding on the main ideas for the day. The
students can state why copyright is important for society and themselves.
 Smith 7

2. Copyright organizer citing two images from GALILEO for use in “Causes of the
Great Depression: In Pictures”
Demonstrates that students can cite pictures accurately for project. Media Specialist will
evaluate citations. Classroom teacher will evaluate pictures for relevance with project.
Prepares students to begin research. Demonstrates understanding of searching for images.
Demonstrates understanding of citing references

3. K-W-L chart
This will give the media specialist the chance to answer any questions from students and
clear up any misunderstandings related to copyright, fair use, and citing references

4. TRAILS Assessment
Students will be assessed on their understanding of copyright law, plagiarism, and on
citing reference sources. After completing the online assessment students will be ready
to begin research for class project. Assessments will be used by Media Specialist for
evaluation of lesson and for improvement in future lessons.

Reflection
I have learned several key concepts about working collaboratively with a classroom teacher and
about teaching Information Literacy Standards. I was a little leery of how the collaboration
would work. I work full time and my teacher I chose to collaborate with is a full time teacher. I
was cautiously optimistic that we would be able to work together and find time to truly
collaborate. It was easier than I thought it would be. In fact, we worked together well and were
able to work on our individual parts and then meet together to tie them together. With some
persistence on both of our sides, we were successful in planning this lesson together. I am very
grateful for email.

I believe the Pathfinder was especially beneficial for the students. The pathfinder gives the
students freedom to do research, but it is filtered for content. I would be nervous to allow my
students to freely search the internet for images. It was very easy to assemble and to access. It is
a research tool that I will use again and again.

The TRAILS assessment allowed me to see the final understanding of the students in a quick
summative form. I think it does have benefit when looking for areas to improve just off of test
data. In the future, I would like to have them take the TRAILS assessment at the beginning of
the lesson also. I feel this would allow me to see strengths and weaknesses. The TRAILS
assessment is useful but should be used in conjunction with other assessments.

I did leave room for improvement with this lesson. I found from the assessments (TRAILS and
copyright organizer) that I did not cover reference citation nearly as well as I thought I did. In
the future, I would break up the copyright/fair use and reference citation into two lessons. I think
it would benefit the students to have one lesson at the beginning of the history unit and then one
lesson as the research begins. I could tell that some of the students were a little overwhelmed
with citations and I would have liked to spend more time on it.
 Smith 8

The other weakness that I noticed was that the students chose PowerPoint displays as their
presentation methods. It is my error for not discussing the mode of presentation that the students
planned on using for their images. If I had discussed this further with the classroom teacher, I
would have offered other methods of using technology to present the students’ projects. It is a
part of my responsibility to guide teachers on available technology. I really dropped the ball on
this aspect. I now know that I should not assume that classroom teachers are aware of different
technologies for their students to use.

I enjoyed collaborating on this lesson. I thought it would be more difficult than it actually was. I
felt for my first time that it was a very positive experience for both of us. I look forward to
collaborating again and believe it will get easier with more practice. The students learned more
with a joint effort lesson that they would have if we both taught our lessons separately and
expected them to make the connection between the two. I really believe that if we want student
to really learn they need to tie curriculum from different subjects together. The subjects do not
work separately but jointly in the world and our students will benefit from collaboration.
 Smith 9

Name___________________________________________________

Copyright Organizer
Material needed: ________________________________________
Where it is needed: _____________________________________________
Fill in the information Location Copyright Status
below for any materials
you found that might work
for your purpose. List
where you found each item
and what its copyright
status is (copyrighted,
public domain, etc.). Circle
the material(s) you choose
to use. Description

Include APA citations on 2 images that you have chosen for your class
project