I need… ?

Could you please see if this “To Kill a Mockingbird” paper has been plagiarized?

Atticus decides to take on a case involving a black man named Tom Robinson who has been accused of raping a very poor white girl named Mayella Ewell, a member of the notorious Ewell family, who belong to the layer of Maycomb society that people refer to as "trash." The Finch family faces harsh criticism in the heavily racist Maycomb because of Atticus's decision to defend Tom. But, Atticus insists on going through with the case because his conscience could not let him do otherwise. He knows Tom is innocent, and also that he has almost no chance at being acquitted, because the white jury will never believe a black man over a white woman. Despite this, Atticus wants to reveal the truth to his fellow townspeople, expose their bigotry, and encourage them to imagine the possibility of racial equality.

Day 7

Writing in the

3rd Person!

Due:

Communication Plan

Report to Administrators

Learning Targets

1.0 Instructional Leadership Improve student learning by providing leadership within the

educational community.

4.0 Information Literacy Use a variety of resources to teach students and staff to develop

independence in the informational problem-solving process.

5.0 Instructional Methodology Demonstrate teaching skills in literacy, collaboration & integrating

informational literacy with content curriculum.

8.0 Information and Communication Technology Provide access to & provide leadership for the management &

use of information & communications technology tools.

Discussion Questions * Copying from magazines Re-drawing a character Handing out copyrighted things Work for Hire Workbooks and CD versions Face-to-Face Teaching

Copyright Student work

Leniency of “Fair Use” Keeping copies

A Fair(y) Use Tale District Policy (2025) Presentations to staff Creation of your

“document” You CAN be caught! More instances

The laws are not ju

st for schools!

Notices for equipment

If link doesn’t work…

http://cyberlaw.stanford.edu/documentary-film-

program/film/a-fair-y-use-tale

Fair Use

Purpose and character of use

Nature of copyrighted work

Amount of work used

Effect on market or value of work used

Resources Posters

Still confused? Copyright Bay FAQs

©

Students

Although the copyright law does not specifically address student use of copyrighted works the Senate Report accompanying the Copyright Revision Act of 1976 identifies "special uses" by students (Senate Report No. 94-473).

“There are certain classroom uses which, because of their special nature, would not be considered an infringement in the ordinary case. For example, copying of extracts by pupils as exercises in a shorthand or typing class or for foreign language study . . . Likewise, a single reproduction of excerpts from a copyrighted work by a student calligrapher . . . in a learning situation would be a fair use of the copyrighted work."

Based upon this statement, a consensus has developed in higher education that students may duplicate copyrighted works as a learning exercise. This suggests (it is not actually a part of the copyright law itself and has not yet been tested in the courts) that students may integrate all types of materials into sound/slide, film, or television productions and other multimedia products.

Materials may be submitted to the teacher for a grade and they may be shown to the other students in the class, including distance learning transmission over the secure electronic network in real time as well as for after-class review or directed self-study. Students may also use them in their own portfolios as examples of their academic work for later personal uses such as job and college interviews. However, the materials will remain the property of the student. They may not be shown, transmitted, or broadcast outside the institution and no copies may be sold or given away.

Students who wish to make copies beyond these narrow constraints, or who wish to make additional uses of their student projects, must get permission for all elements used.

Learning Targets

1.0 Instructional Leadership Improve student learning by providing leadership within the

educational community.

4.0 Information Literacy Use a variety of resources to teach students and staff to develop

independence in the informational problem-solving process.

5.0 Instructional Methodology Demonstrate teaching skills in literacy, collaboration & integrating

informational literacy with content curriculum.

8.0 Information and Communication Technology Provide access to & provide leadership for the management &

use of information & communications technology tools.

Day 8 Assignments

Read for tomorrow:

School Library Handbook pages 72-89 and 99-101 stop at Repairs

Copyright for Schools 13 & 14 Articles

Due Day 8:

Portfolios Due Friday

Good websites:http://catalog.loc.gov/cgi-bin/Pwebrecon.cgi?DB=local&PAGE=First

There is one more slide!

And now stay tuned for the…