Music and Fairness in a Round

Grades: 
6, 7, 8

Learners meet in a "round" to discuss issues of fairness and the common good. They explore how downloading music for free affects the common good. They brainstorm other issues of fairness that affect the common good.

Lesson Rating 
0
Duration 
PrintOne 20-minute lesson
Objectives 

The learner will:

  • discuss issues of fairness related to the music industry.
  • discuss issues of fairness and the common good.
  • write a brief reflection as an exit ticket.
Bibliography 

 Regina Public Schools and Saskatchewan Learning. "Exit Slip" http://www.saskschools.ca  [no longer available] 

Stem Resources. "Exit Ticket" http://www.stemresources.com/static/tools/Assessments/Formative/ExitTicket/index.html [no longer available] 

Instructions

Print
  1. Anticipatory Set

    Tell the learners that today they are going to have a round of discussions by literally sitting in a round formation and talking about issues related to fairness and the music industry with a variety of partners.

  2. Assign half of the class to sit in a circle facing out. Assign the other half of the class to sit in an outer circle facing the first circle, with students paired up face-to-face. Give the students questions to discuss one at a time. Periodically have the students in the outer circle rotate clockwise so students have various discussion partners.

  3. Procedure: Read a question, have the learners facing each other discuss the topic for one minute, and then call"time" and have a quick debrief of the question with the whole group.

  4. Questions:

    1. What is justice, and how is paying for music downloads an example of justice?
    2. How is the fair practice of paying for music downloads benefit everyone (the common good)?
    3. How does stealing the music affect the common good?
    4. What issues of justice and fairness are present in our school?
    5. What other issues of justice and fairness affect the common good [promoting the welfare of the community]?
  5. Allow the students three minutes to write at the end of the class period. Tell them that their exit ticket is to write a sentence describing their feelings about or reactions to the following statement:" Issues of fairness and justice affect the whole community, not just the individuals involved." (You may give them an index card to write on--to keep the answer short--that they hand to you as they walk out the door.)

Cross Curriculum 

This character education mini-lesson is not intended to be a service learning lesson or to meet the K-12 Service-Learning Standards for Quality Practice. The character education units will be most effective when taught in conjunction with a student-designed service project that provides a real world setting in which students can develop and practice good character and leadership skills. For ideas and suggestions for organizing service events go to generationon.org.

Philanthropy Framework

  1. Strand PHIL.I Definitions of Philanthropy
    1. Standard DP 01. Define Philanthropy
      1. Benchmark MS.1 Define philanthropy as individuals and organizations providing their time, talent, and/or treasures intended for the common good throughout history and around the world. Give examples.
      2. Benchmark MS.4 Give examples of how individuals have helped others.
  2. Strand PHIL.II Philanthropy and Civil Society
    1. Standard PCS 01. Self, citizenship, and society
      1. Benchmark MS.4 Describe the characteristics of someone who helps others.