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Overview of Lesson Plan: In this lesson, students will design surveys to help them to better

understand the behaviors and opinions of their peers on issues that are important in their lives.
After surveying and interviewing peers, students will write articles describing their findings.

Author(s):
Rachel Klein, The New York Times Learning Network
Yasmin Chin Eisenhauer, The Bank Street College of Education in New York City

Suggested Time Allowance: 1 hour

Objectives:
Students will:
1. Reflect on the most important moral issues facing young people today.
2. Learn about how Valerie Kriger led a classroom discussion on music downloading by reading
and discussing the article “Is It Wrong to Share Your Music? (Discuss).”
3. Create a student survey on one of the topics from the Warm-up.
4. Conduct focus group discussion; write article.

Resources / Materials:
-classroom board
-copies of the article “Is It Wrong to Share Your Music? (Discuss)” (one per student)
-computers (one per group)
-tape recorder (for recording focus group discussion)

Activities / Procedures:
1. WARM-UP/DO NOW: Have students respond to the following journal question (written on
the board prior to class): “What do you think are the five most important issues facing you and
your peers today?” After giving students time to write, have them share their lists with the class.
Keep a master list on the classroom board, noting how many students listed each topic.
2. As a class, read the article “Is It Wrong to Share Your Music? (Discuss),” focusing on the
following questions:
a. What did Valerie Kriger do in response to the record industry’s September 8 lawsuits?
b. In general, what are Ms. Kriger’s students’ downloading practices?
c. What is Sonya Arndt’s argument in favor of music downloading?
d. According to Korbi Blanchard, what distinction should be made in determining the legality of
music downloading?
e. What industries do the students think share the blame in the music-downloading craze?
f. What role do parents play in the lives of the students in the article?
g. What was Ms. Kriger’s goal in discussing this issue with her classes? In the end, how did the
students feel about their downloading practices?
3. Divide students into groups of three of four, assigning each group to a topic from the Warm-
Up. Each group develops a survey based on the issue assigned, in order to learn more about their
peers’ experiences with this issue. In developing the survey, students must consider the
following guidelines:
a) For data collection purposes, it is best for students to not ask “yes/no” or open-ended
questions. Better types of survey questions, from a statistical accuracy standpoint, are those to
which participants respond “always, sometimes, never,” rank comments in the order of
importance, or answer close-ended questions by circling responses.
b) Determine how the survey will be analyzed. What mathematics will be necessary? (Younger
students may simply focus on figuring percentages, while older students may also determine
mean, mode, and standard deviation, as well as determine validity and reliability of individual
questions.)
c) Students should consider asking the survey participants about both their behaviors (e.g.,
whether and how often they engage in related behaviors) and opinions (e.g., the difference
between the legal and moral or ethical issues involved, the right thing to do in different cases,
etc.) regarding this topic.
d) At the end of the survey, students should be asked to provide their names and phone numbers
if they would like to be interviewed further on this topic. It should be noted that if students do
not provide this information, the survey will be kept strictly confidential.
After students formulate questions, the teacher or a student should type up the survey, photocopy
it, and distribute surveys to other teachers interested in having their students participate. (To
reach the entire student body, the teacher may want to distribute through homerooms or
department chairs and ask that surveys be returned to the teacher’s mailbox or classroom.)
4. WRAP-UP/HOMEWORK: Once all surveys are collected (a due date should be established
for the return of surveys), groups contact 5-10 students who identified themselves in the survey
and arrange a focus group discussion on the topic in order to learn about their opinions in greater
depth. In order to ensure a well-balanced discussion, the focus groups should consist of students
with a variety of different behaviors and opinions on each issue. Groups then compile all
information and write an article for their school or local newspaper revealing the behaviors and
views of their peers regarding this issue. The article should include statistics from the survey, as
well as specific quotations from the focus group discussion.

Further Questions for Discussion:


–Have you ever done something that you felt was wrong? How did it make you feel? Would you
do it again?
–Do you think that “illegal” and “immoral” are always the same thing? If not, it what situation
might they be different?
–Do you think that the record companies did the right thing by suing music downloaders?
–What student from the article most closely expresses your views on this issue?
–Do your teachers ever discuss current events with you when they feel that the events are
pertinent to you life? If so, how do you feel about these kinds of lessons? If not, would you like
them to do so?
–How would you feel if one of your parents told you something was okay to do but the other told
you it was wrong? What would you do?

Evaluation / Assessment:
Students will be evaluated on participation in Warm-Up, participation in class discussions,
participation in group survey writing and distribution, participation in focus group discussion,
and completion of article.

Vocabulary:
yielded, indignation, redistributing, intimidating, ecstasy, innocuous, disclosure, elicited, cedes,
stereotypical, explicitly, lewdness, preoccupations

Extension Activities:
1. Create a pamphlet to be distributed with all new computer sales outlining the legal rights and
responsibilities the come with owning a computer. Include issues such as downloading music
and other files from the Internet, proper chat room behavior, and computer viruses.
2. Create a proposal for a legal system of downloading music that would make consumers,
record producers, and artists happy. Explore possibilities such as control of sound quality (e.g.,
paying more for better sound), “extras” (e.g., including a live track with the purchase of the song,
only available through the record label itself), or site membership fees. You may want to learn
about Apple’s new “iTunes” program to give you ideas as you develop your proposal.
3. Write an essay expressing your opinion about the role that parents should take in their
children’s computer habits. Should parents give children computer curfews or Website
restrictions? How can parents maintain this control when their children are not at home?
4. Create two charts comparing the distribution cycle of both film (e.g., theatre, cable,
video/DVD) and music (e.g., CD, Internet, radio). Briefly explain the copyright issues at each
stage and whether or not it is legal to copy the film or song.
SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.


SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.


SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.


SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.


SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.


SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.


SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.


SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.


SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.


SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.

SAMPLE SURVEY

Factors that influence in choosing what type of career/life to take after Senior High School:

_____1. Status of the family

_____2. Personal choice

_____3. Parent’s decision to take that course/career

_____4. Financial Status

_____5. Being influenced by friends/peers.