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| Overview |
 Most students listen to some kind of music. Their tastes are likely eclectic.
They listen to hip-hop, rap, alternative rock, heavy metal, jazz, blues, and
many other genres of music; and it's likely that they already have an opinion
on sharing their tunes with others. Whether making tapes and custom CDs for
friends or downloading music through one of the many music sharing systems
available on the Internet, most students are aware of the ways that music can
be distributed—and some have probably participated in sharing music themselves.
This lesson takes advantage of students’ interest in music and audio sharing
as part of a persuasive debate unit. Students investigate the controversial
topic of downloading music from the Internet. Students draw upon their prior
knowledge and experience by discussing their own sources of music and Internet
practices then conduct Internet research to investigate the
history and legal issues of copyright infringement related to sharing audio
files. Students use graphic organizers and interactive Web tools to synthesize
information as well as to evaluate content and point of view. After
students map their information, students
take a stand on the controversy and develop persuasive arguments on their position
that they present in a class debate on the subject of downloading.
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| From Theory to Practice |
Providing students with an opportunity to explore contemporary issues through
formal debate focuses instruction on argumentative
and persuasive structures within the context an active rhetorial situation
with a clear audience. As Randi Dickson explains, “Integrating writing
and debate encompasses multiple strands of language arts: students read and
view a variety of texts for information and understanding, write for real purposes,
hone their listening skills, and practice speaking in front of an audience.
They incorporate research and library skills and often include historical and
scientific texts. A unit on argument also moves the traditional literary texts
out of the forefront and makes room for teaching through a variety of texts” (35).
Second, the
focus of debate on contemporary issues increases student engagement in the
project and prepares students for participation in a democratic society. Dickson
asserts,
“Students who engage in writing and debating about current social, political,
and historical issues learn to participate in making judgments and understand
why beliefs are formed and held” (35). This process of informed exploration
and debate encourages critical analysis rather than snap decisions and encourages
students to consider building support for the positions that they take.
Further Reading
Dickson, Randi. “Developing
‘Real-World Intelligence’: Teaching Argumentative Writing through
Debate.” English
Journal 94.1
(September 2004): 34-40.
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| Student Objectives |
Students will
- evaluate Web sites and online information.
- extract main ideas and supporting details from online resources.
- analyze arguments for and against a position, paying particular attention
to the role of point of view.
- take a stance on a controversial issue, based on their research.
- defend their positions in classroom debate, providing supporting facts and
details for their arguments.
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| Instructional Plan |
Resources
Preparation
Instruction and Activities
Session One
- Ask students to respond to the following questions in their journals:
- What do you know about downloading music on the Internet?
- Have you ever downloaded music? What Web resources have you used?
- What do fans, artists, and companies think about this practice?
- Do you feel it is okay to download music? Why or why not?
- Why would some people call it piracy?
- After about 15–20 minutes, ask students to discuss their responses
with the rest of the class.
- Through the discussion, identify some class experts,
students who frequently use downloading technology.
- Invite the class experts to share what they know about the ways that the
technology works and how they use it.
- Ask students to record their questions about the legalities of downloading
in their journals.
- Explain that during the following sessions, the class will complete Internet
research on these questions and related issues.
Session Two
- Ask students to use the Debating
Music Downloads Travelogue to explore four Web
sites on the subject of downloading music.
- Encourage students to take notes
in the Travelogue as
they examine the sites.
- If students need additional practice evaluating
Web resources, conduct a mini-lesson using the resources from the Inquiry
on the Internet: Evaluating Web Pages for a Class Collection lesson plan.
- At the end of the session, ask students to share some of the information
they have discovered.
Session Three
- Arrange students in small groups or partners for the next stage of
research in the computer lab.
- Ask students to complete Analyzing
Opinions on Music Downloads Chart with partners or group members in
order to explore information on music downloads further.
- At the end of the session, ask students to share some of the information they discovered.
Session Four
- Ask students to respond to the following questions in their journals:
- What makes a source reliable?
- What biases did you encounter during your research?
- How did the audience and purpose for the site relate to the information included?
- Allow students to share their journal entries, if desired.
- Based on the information they've gathered, ask groups of students to
compile their information, using the online or print point
of view chart.
- Remind students to print the charts, and bring the notes to the next session.
Session Five
- Ask students to compile their research, notes, and printouts to prepare
for further examination of the related issues.
- As a full class, in small groups, or in their journals, ask students to
share their opinions on the controversy surrounding music downloads, using
the following questions to guide discussion:
- Do they agree with record companies, artists, or fans?
- What are the arguments for downloading?
- What are the arguments against downloading?
- Explain the final project to students:
Students will join teams of 3 or 4 students. Working together,
teams decide whether to take a pro or con stance
with regard to music downloading. Using the Persuasion
Map, teams will outline their main arguments and supporting
facts and details.
- Present information on debate
roles and rules. Point to the information on the site on organizing
arguments for debate and planning strategies.
- Pass out and discuss the debate
rubric, so they know what they are aiming towards with their debate.
- Allow the rest of the session for students to choose a project and stance,
join groups, make plans, and gather ideas.
Session Six
- Remind students of the assignment, and answer any questions.
- Demonstrate the Persuasion
Map for the class, and answer any questions students have about the
final project options.
- Allow students the remainder of the session to complete the Persuasion
Map and work on their
debates.
- Circulate through the room, and assist them as they work on the
pros and cons of downloading music.
- Encourage students to refer all of their collected
information as they make points and structure their arguments.
- Remind students to print out their Persuasion
Map by the end of the session.
Sessions Seven
- Remind students of the project criteria, pointing to the debate
rubric.
- Answer any questions students have about the project and the criteria.
- Discuss the importance of structuring debates with the information from
Debate Structure or
Lincoln/Douglas and Team Debate Format.
- Allow students the reminder of the session to structure and prepare their
debates using index cards (where they can record notes and key points).
- Provide assistance and feedback as necessary. Encourage students to share
questions with peers for feedback and support as well.
Sessions Eight
- Remind students of the project criteria, and answer any questions students
have about the project and the criteria.
- Allow students to work on their arguments and notes for the majority of
the session.
- With approximately 30 minutes remaining in the session, gather the class
and assign groups to debate each other.
- Present the debate
guidelines, and encourage students to use the list to assess and clarify
their positions.
- Answer any questions and assign groups to different areas of the classroom
where they can practice their debates.
- Provide assistance and feedback
as necessary.
- Remind students to come to the next session ready to present their arguments.
Sessions Nine and Ten
- Remind students of the criteria for their presentations, and allow a few
minutes at the beginning of the session for students to make last minute
preparation.
- Structure student debates so that students turn-taking flows
smoothly.
- As students present their positions, assess
their work using the debate
rubric.
- When the debates are completed, invite classmates to provide others with
verbal feedback.
Extensions
- Instead of debating their positions, have students write persuasive papers
summing up their positions on downloading music. The paper should include their
main arguments for or against and to support their arguments with facts or
details. Students will use the Persuasion
Map, outline their main arguments and supporting facts and details. Pass
out the example
position statement and go over the rubric
for the persuasive paper so they understand the criteria for the project.
- Once students have completed the lesson and their debates, the class can periodically revisit this topic and any updates or changes in the legal status of music downloads.
- Students can give multimedia presentations on downloading, including some of the programs they use and the music they download.
- Students can access and view current
editorial cartoons regarding downloading—note that this site does
include adverstisements that may be inappropriate. You can print out the
cartoons and trim the pages before sharing with students if desired. Students
can respond to the cartoons in their journals or in class discussion. Students
can go on to create their own cartoons on the subject with the use of Comic
Creator.
Web Resources
- Debate Central
http://debate.uvm.edu/
- This site from the University of Vermont offers a wide variety of information about debate, including learning materials, videos of debates, instructional videos, debate news, and links to debate organizations.
- Online Mayhem I: Metallica Versus Napster
http://www.econedlink.org/lessons/index.cfm?lesson=EM186&page=teacher
- This EconEdLink lesson plan presents additional information on copyright
infringement and music downloads. The information provides a useful supplement
to the debate process. Younger students might explore the
Online Music lesson.
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| Student Assessment/Reflections |
This lesson lends itself to a great deal of teacher observation during each session.
Take notes on students’ progress, comments, and work habits throughout the
research and composing process. If desired, respond informally to the ideas that
students gather in their journals. Use the debate rubric
to assess the final presentation formally.
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1 - Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
4 - Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
6 - Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
7 - Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8 - Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
11 - Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
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