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What's My Transformation? • Activity Builder by Desmos

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What's My Transformation? • Activity Builder by Desmos

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Check this out for everything

Student Pilot Log-in http://www.shmoop.com/signup/wccusd-student/ Enter Magic Word: CALLOUS

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Student Signup for West Contra Costa Unified School District

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Your school is now part of Shmoop University, which means that you'll now access all Shmoop material from a new URL:

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Copyrights and Wrongs

Hand-out

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What do you need to do if you want to use someone else’s creative work?

What is copyright, and what does it require people to do?

Do you think it is important to give credit and get permission, if needed, when you use someone else’s creative work? Why or why not?

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What did your group decide to do? Explain why.

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Each group needs a volunteer to read aloud the directions and letter on the student handout.

Keep in mind that advertising is a commercial purpose, so fair use does not apply. In order for advertising executives to use a photograph, they need to do one of the following things:

You can use a photograph for which you already own the copyright.

You can get permission fro the copyright holder to use that photo for commercial purposes ( and pay any fee the copyright holder might charge).

You can use a photo that is in the public domain

In addition to considering the copyright status of the photo, your groups will also need to consider the original intent of the creator and the effectiveness of the photo for their ad campaign.

The first step is to analyze and answer the questions about each photo before making a decision.

Defend your choices. Your groups will have approximately 10 minutes to review your options and reach a consensus.

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Today you will be “mad men” in this activity. (The term “mad men” is shorthand for “Madison Avenue ad men,” who were advertising executives who worked on Madison Avenue in New York City during the 1950s and 1960s. It is also the name of a popular television show that began running in 2007.) As “mad men,” you are to decide on a photo to use for an advertising campaign.

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5. If you created a picture, poem, or video and posted it online, what do you think you would do? Would you make people get your permission every time they used the work, use a Creative Commons license, or put it in the public domain? Explain your choice.

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* copyright

*Creative Commons

*Public Domain

Imagine you took a photo of your dog and posted it online. Because you are the creator, you own
the copyright to this image. This means you have control over how other people use your photo. Copyright law is pretty strict, meaning that people will have to get your permission before they can copy, print, or use your work for any reason.

However, if you use a Creative Commons license, you give people more freedom to copy and share your photo. Some Creative Commons licenses even say it is all right to make money off of the photo, while others say it cannot be used for commercial purposes. People choose Creative Commons licenses because the licenses offer more opportunities for other people to use and share their work.

Optional: examples of Creative Commons licenses.

Finally, imagine that you want the photo to be used freely by all, without people having to request permission. You then would release the photo into the public domain, which allows others to use your photo however they want to because it is no longer protected by copyright. Copyrights don’t last forever, so works often count as “public domain” after a certain time period. Works from the U.S. government are also in the public domain.

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Look-up/Google these terms write a definition in your own words and provide an example. Use complete sentences.

*Fair use

*Commercial purposes

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4.  What are some ways you might use creative work that would constitute fair use? Which ways wouldn’t be covered under fair use?

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In addition to these key rules, some additional information may help you decide when and how it is all right – and not all right – to use someone else’s creative work.

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1. What are the ways you can be respectful of people’s creative work?

2. How do you think you would you feel if someone used your creative work? Would it make a difference whether they did the following:

Asked your permission to use it?

Gave you credit as the creator?

Changed the picture or added a caption without asking you?

Students should reflect on how their sense of pride and ownership would/would not be affected.

3. What do you think it means to use someone else’s creative work responsibly? Does it matter how and where you use it?

Think about context, and how it might affect or alter the creator’s original intent.

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How have you used content created by others

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How have you used content created by others

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1. What do you think we mean when we talk about someone’s creative work?

Keep in mind that the term includes all types of work that someone creates, including writing of all kinds, artwork, and photos, videos, and music.

2.  Have you ever used creative work you found online – for example, a photo or a poem – for personal use?

Create a list of the various ways you use the creative work of others – for example, using a photo in a school report, posting it on their Facebook page, or even forwarding it on their cell phone.

3. When you use creative work you find online, what considerations do you make about who made it, if any?

Think about what you consider, if anything, before using material you find online. Include what you think about how creators would want their work to be used. What would be okay? What would not be okay?

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Copyright and Fair Use Information

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Common Sense is the nation's leading nonprofit organization dedicated to improving the lives of kids and families by providing the trustworthy information, education, and independent voice they need to thrive in the 21st century.

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Common Sense Media

In this lesson we will examine the essential question

How can I make responsible choices when I use other people's creative work?

By the end of this lesson students will be able to....

identify the legal and ethical considerations involved in using the creative work of others.

understand an individual’s rights and responsibilities as a creator and consumer of content.

practice critical thinking and ethical decision making about the use of creative works.

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1. Using the example below, determine what the word consequence means. Ivan emails his friend about something secret that happened at school. Later, Ivan notices that the email has been posted online. A consequence of Ivan sharing the information through email is that the information was shared publicly online. A consequence is: a) Someone you met online b) The effect of something that happened earlier c) An Internet post

2. True or false: If you send a text message, you can control what happens to the message after you send it. a) True b) False

3. Which of the following is an example of over-sharing online? a) Posting a message on your friend’s wall that says you dislike your basketball coach b) Posting a photo of you playing basketball c) Inviting your friends and family to your next basketball game by email

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What are some examples of people sharing in a rewarding way?

What things can you do to minimize oversharing in your own life?

Finally how can you create a positive digital footprint?
Will you be proud of the things they share in 5 years? What about in 15 years?

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Case Study #2   My Secret Diary...Sort Of

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Case Study #2   My Secret Diary...Sort Of

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Tommy has been writing an online blog about his life that he thought was pretty private because he used a username that wasn’t his real name. But when his parents ask him why he decided not to try out for the basketball team, Tommy figures out that they have been reading his blog, because it’s the only place he describes being picked on for being so short. Tommy is annoyed and surprised because he never told his parents about the blog and certainly didn’t give them his username to access it. His blog is technically public, but he didn’t think anyone could connect his blog with the “real” him. Tommy later finds out that his best friend’s parents told his parents about the blog.

1. What would you say, if anything, to your parents if you were Tommy? (Consider the various consequences of making information public. Keep in mind that such information can be searched; copied and passed on; seen by a large, invisible audience, and can be persistent or even permanent.)

2. How is Tommy’s parents’ reading his blog similar to or different from reading a diary that he’s written in a notebook or paper journal?

3. Do you think it’s fair for Tommy’s parents to read the things he posts on the Internet, given that his blog is technically public? Why or why not?

4. Why might Tommy’s parents want to read his blog? Given these reasons, how would you react if your parents asked to read your email or text messages?

5. Have you ever been in a situation where your parents or someone else has asked to read something that you felt was private? If so, how did you feel? What did you do?

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Case Study #1  Emma's Secret Crush Goes Viral

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Case Study #1  Emma's Secret Crush Goes Viral

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Over the past few weeks, Emma has developed a huge crush on José. She thinks he might like her too. She knows gossip travels like lightning at school, so she tells only her best friend, Chantal, by texting her after school: “Do you think Jose likes me? I kinda have a little crush on him.” Emma also swears Chantal to secrecy over the phone later that night. Though Chantal vows to keep her secret, she forwards Emma’s text to Zeke, who forwards it to a friend, who…you know the rest! The next day at school one of the soccer players, Ted, texts Emma: “Emma+Jose=so adorable”. Emma is shocked and embarrassed because she told only her best friend, and then swore her to secrecy.

1. If you were Emma, what would you do when you got Ted’s text? Who, if anyone, is most at fault for spreading Emma’s secret?

2. How would this situation be different if Emma had told her friends about the crush in person instead of by sending a text message?

3. How could Emma resolve or fix the situation herself? Is there a way she could make the situation better?

4. Has anyone ever shared information about you or someone you know over IM, text, the Internet, etc. that you wanted to keep private? If so, what did you do?

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1. What kinds of things do you think Eva and her friend were IMing to one another?

2. Do you think it was fair of Eva’s friend’s dad to look at the chat transcript?

3. What might be the consequences for Eva of her dad knowing about the IM chat?

4. Why might Eva have said things on chat that she wouldn’t say in person?

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1. Why do you think Brittney and her friends wanted to broadcast themselves in the first place?

2. Brittney regrets posting the photos, but are there situations when you think it would be okay, even helpful, to get comments from others online? What are those situations?

3. In what ways did Brittney’s actions impact her later? Can you imagine how the posts may impact Brittney in the future, even beyond college?

4. Is there anything that you learned from Brittney’s story that made you think about incidents in your own life or your friends’ lives? If so, can you share those stories (leaving out personal details)?

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We will form two groups based on the story that you feel the strongest about.

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We will form two groups based on the story that you feel the strongest about.

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Work on the prompts that correspond to the video that interests you the most.

This will be a discussion done in groups however you will answer the question prompts individually.

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Which one do you relate to or triggers your emotions the most?

This question can be answered based on positive or negative emotions.

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Keep in mind that there are many ways in which sharing information with others online can be fun and rewarding. For instance, chatting over IM with friends or sending photos to grandparents can be two positive ways of sharing information.

So: How do you share information for fun and in positive ways with others online?

Start thinking about where you share your work with others in a positive and fun way. Write some notes to yourself about something you would be willing to share during the second half of our Tuesday class.

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When messages spread

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Though there are many benefits to sharing information online, the Internet should generally be considered public because: (1) “private” information can become public if passed on, and (2) posts in many online communities are public by default.

Most information posted online: (1) can be searched, (2) can be seen by HUGE, invisible audiences, (3) can be copied, altered, and sent to others, and (4) is persistent – it’s almost impossible to take down, as it can start to spread the minute it is posted.

Information that people post can get out of their control fast, so it is important to consider the consequences beforehand.

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Respond to this promt on a piece of lined paper

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hand out

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Group discussion

--How did the statistics you learned in the quiz compare with the way you use digital media in your own life? Which digital media do you think you use the most and the least – and why?

--What did your simile indicate about the role that digital media play in your life?

--Can you describe one upside and one downside for yourself about living in a digital world? For your relationships with others? For society as a whole? Do you connect with others or create things with digital media?

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Create  tables of upsides and downsides to answer these three questions

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Create  tables of upsides and downsides to answer these three questions

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1. What are some of the upsides and downsides of digital life according to the teens in the film? What do you think the upsides and downsides are in your own lives?

2. What are some of the upsides and downsides of digital media for relationships?

3. What are some of the benefits of digital media for our country as a whole? What are some of the problems it might cause?

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Common Sense Media

In this lesson we will examine the essential question

What are the consequences of over-sharing online?

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Share your simile with the person next to you

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Share your simile with the person next to you

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Then use Animoto to build a 30 second digital image of your simile

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Complete one of these sentences in a way that captures and conveys the role digital media has in your life

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Complete one of these sentences in a way that captures and conveys the role digital media has in your life

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My media life is like a ____________, because ______________.

or

My media life is as ________________ as a ____________, because ______________.

Some examples are:

-My media life is like a window onto the world, because it allows me to see all kinds of new things and imagine other possibilities.

My media life is like a party where I meet a lot of different people, because it feels loud, out of control, yet fun.

-My media life is as tempting as junk food, because I don't always know when to say no.

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4. How big a role does digital media (Internet, texting, video games) play in your life (a little, some, a lot)?

5. what are your favorite and least-favorite things to do with digital media?

6. Do you connect with others or create things with digital media?

7. What are the positive and not-so-positive aspects of having digital media in your life?

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Answer questions on the  "Got Media Smarts" handout

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Answer questions on the  "Got Media Smarts" handout

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Tally your results and share them with the person next to you.

Discuss and record your answers to these questions

1. Which one or two answers surprised you the most?

2. Which one or two statistics most closely reflect how you use digital media in your own life?

3. Which are the farthest from your own personal experience?

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do this on a piece of lined paper

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View this video clip and answer the three questions below.

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Common Sense Media improves the lives of kids and families by providing independent reviews, age ratings, & other information about all types of media.

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Common Sense Media

In this lesson we will examine the essential question

What is the place of digital media in our lives?

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Password is FreshPass

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Animoto offers different price and video service plans to suit your needs.

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Posting something you regret

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Work your way through the list.

We will start with reading.

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Assessment

Assessment is one of the most important steps in the enrollment process. At Contra Costa College, we want to help you succeed and part of your success as a college student depends on enrolling in courses that match your abilities and skills.

Get into the math, English, English as a Second Language (ESL) or Spanish classes that are right for you!

To find out your math and/or English course placement(s), you have two options: self-reporting or testing.

Option 1 - Use your high school transcript to self-report your information.
If you have already applied to Contra Costa College ...

You will need your CCC username and password.

After entering in all of your information, you will be prompted to email the report(s) showing your suggested course placement(s) to the Assessment Center.

Please allow 1-3 business days for your results to be processed.

Report Math Info - Email Option Report English Info - Email Option If you have NOT already applied to Contra Costa College ...

After entering in all of your information, print the report(s) showing your suggested course placement(s) and take the copy to the Assessment Center located in the Student Services Center, Room 104.

Please bring a valid photo ID with you (e.g. Driver's License, High School ID, Passport, etc.) as we cannot process your results without one.

You will need to provide your CCC student ID number for your placement(s) to be officially entered into the system.

Report Math Info - Printing Option Report English Info - Printing Option
Option 2 - Take the assessment tests.

To find out your math, English, ESL or Spanish course placement(s) by taking the assessment tests, book an appointment online, in-person or by calling our office.

You must have each of the following with you to take the tests:

A Contra Costa College application on file with the Admissions & Records Office.

Your CCC student ID number.

A valid photo ID (e.g. Driver's License, High School ID, Passport, etc.) is required to take the test.

Book Appointment
Assessment Overview

Who Should Be Assessed?

Exceptions:

Book An Assessment
Documented Disabilities/Testing
Understanding Your Assessment Scores

4, 12 or 27

Math 101 Basic Skills Arithmetic
or
Math 115 Pre-Algebra

25, 29 or 29+34

Math 118 Elementary Algebra

30

Math 120 Intermediate Algebra
or
Math 119 Geometry

1040

Math 121 Trigonometry or
Math 135 College Algebra or
Math 164 Intro to Probability & Statistics or
Math 170 Finite Mathematics or
Math 171 Elementary Functions & Coordinate

1050

Math 180 Applied Calculus or
Math 185 Discrete Mathematics or
Math 190 Analytic Geometry & Calculus

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Assessment is one of the most important steps in the enrollment process. At Contra Costa College, we want to help you succeed and part of your success as a college student depends on enrolling in courses that match your abilities and skills. Get into the math, English, English as a Second Language (ESL) or Spanish classes that ...

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This is video shares insights on how to review textbook chapters for note taking. Not all elements will be relevant but they should get you thinking.

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WellCast video about taking useful lecture notes

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You will always need your textbooks and notebooks, everyday for every class.

At MCHS students take notes Cornell style, please view the video.

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Check insite portal and your college email daily

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Welcome!

There is a lot to do and this is a good place to keep up