{"id":946,"date":"2015-04-07T11:43:01","date_gmt":"2015-04-07T15:43:01","guid":{"rendered":"http:\/\/blogs.law.harvard.edu\/hlscasestudies\/?p=946"},"modified":"2015-04-14T11:49:47","modified_gmt":"2015-04-14T15:49:47","slug":"new-teaching-note-legislating-intellectual-property-law-in-the-digital-age","status":"publish","type":"post","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2015\/04\/07\/new-teaching-note-legislating-intellectual-property-law-in-the-digital-age\/","title":{"rendered":"New Teaching Note: Legislating Intellectual Property Law in the Digital Age"},"content":{"rendered":"

Product: From Sony to SOPA: The Technology-Content Divide<\/a><\/strong><\/p>\n

A teaching note is now available for From Sony to SOPA: The Technology-Content Divide<\/a>, a classic Problem Solving Workshop background note about tensions in intellectual property law.<\/p>\n

\"Opponents<\/a>

Opponents to the Stop Online Piracy Act feared the end of free speech on the Internet.<\/p><\/div>\n

With the Stop Online Piracy Act (SOPA)<\/a> in 2011, the conflict between copyright holders, technology producers, and legislative enforcers boiled over. SOPA was designed to increase federal powers to curb online copyright infringement. The Act proposed that Internet Service Providers shut down domain names with infringing content, that search engines not link to infringing content, and that businesses not transact with infringing sites. The Act would also make unauthorized streaming illegal. However, opponents feared censorship and limitations on fair use. It was the first proposal to make sweeping restrictions on the unfettered Web, far less targeted than take-down notices.<\/p>\n

The \u201cSony to SOPA\u201d background and teaching notes set up an engaging and thoughtful debate about SOPA and intellectual property. Authored by HLS Professor Jonathan Zittrain and former HLS Professor John Palfrey, the background note surveys over twenty years of legal precedent beginning with the Sony v. Universal Studios <\/em>(\u201cBetamax\u201d) decision. Providing a primer on peer-to-peer, torrenting, and other file sharing platforms, the background note prepares students to analyze and discuss the controversial 2011 SOPA legislation. Suggested supplemental readings include the text of SOPA and a white paper<\/a> on the DNS concerns in the PROTECT IP Act (PIPA), a related bill.<\/p>\n

As the teaching note details, the workshop is designed to take place for six hours over four days, but can be adapted to different time constraints. Participants adopt the roles of stakeholders in the SOPA legislation: general counsels at Google, the Motion Picture Association of America, and PayPal; the Electronic Frontier Foundation; Senator Ron Wyden, who led the opposition to SOPA; venture capitalists; lobbyists at the U.S. Chamber of Commerce; and DNS (Domain Name System) experts.<\/p>\n

On Day One, the instructor guides the class in interpreting the bill, and the DNS experts present their assessment of SOPA. Stakeholder groups then draft a memorandum interpreting the bill and highlighting concerns with it. Day Two consists of a debate among the stakeholder groups, launched by those in support of SOPA. For homework, participants write longer memoranda proposing changes to the bill. Day Three involves another debate based on the memoranda, and stakeholders have the opportunity to amend their proposals in class before a final discussion. Day Four reviews the outcome of the SOPA bill and debriefs the workshop exercise. There is also opportunity to include a guest speaker on intellectual property law.<\/p>\n

Educators, staff at non-profit institutions, and trainers can access this teaching note through HLS Case Studies<\/a><\/em>. <\/em>Registered members of the site can download the background note at no cost.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Product: From Sony to SOPA: The Technology-Content Divide A teaching note is now available for From Sony to SOPA: The Technology-Content Divide, a classic Problem Solving Workshop background note about tensions in intellectual property law. With the Stop Online Piracy … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":5482,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[88569],"tags":[],"class_list":["post-946","post","type-post","status-publish","format-standard","hentry","category-problem-solving-workshop-blog-posts"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4CR8M-fg","jetpack-related-posts":[{"id":284,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/05\/14\/the-copyright-wars\/","url_meta":{"origin":946,"position":0},"title":"The Copyright Wars","author":"Lisa Brem","date":"May 14, 2013","format":false,"excerpt":"New Product: From Sony to SOPA: The Technology-Content Divide by Lisa Brem and Elizabeth Moroney When the Stop Online Piracy Act was introduced in the House of Representatives in the fall of 2011, the blogosphere erupted. Tech writers predicted a chilling effect on technology, legal experts feared a lack of\u2026","rel":"","context":"In "Problem Solving Workshop Blog Posts"","block_context":{"text":"Problem Solving Workshop Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/problem-solving-workshop-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2013\/05\/untitled1.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":724,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/03\/18\/case-studies-in-cyber-citizenship\/","url_meta":{"origin":946,"position":1},"title":"Case Studies in Cyber-Citizenship","author":"Elizabeth Moroney","date":"March 18, 2014","format":false,"excerpt":"Professor Charles Nesson\u2019s course fosters innovation in law and technology \u201cThink of what we are doing as re-designing the Ames [Moot Court] Competition, producing an Ames Competition in Cyberspace,\u201d Professor Charles Nesson said to his students. \u00a0Skillful judgment, innovation, and active participation governed Nesson\u2019s fall 2013 course \u201cInternet & Society:\u2026","rel":"","context":"In "Problem Solving Workshop Blog Posts"","block_context":{"text":"Problem Solving Workshop Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/problem-solving-workshop-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2014\/03\/1280px-2013_Brazilian_protests-500x359.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":58,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2012\/12\/20\/information-law-and-policy-advanced-problem-solving-workshop\/","url_meta":{"origin":946,"position":2},"title":"Information Law and Policy: Advanced Problem Solving Workshop","author":"Lisa Brem","date":"December 20, 2012","format":false,"excerpt":"HLS Visiting Professor Susan Crawford taught the Information Law and Policy: Advanced Problem Solving Workshop this fall at HLS. The course combines case studies with mini lectures, classroom exercises and guest speakers to provide an interactive, participant centered experience for students. The case studies were developed in last spring's Advanced\u2026","rel":"","context":"In "Problem Solving Workshop Blog Posts"","block_context":{"text":"Problem Solving Workshop Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/problem-solving-workshop-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2012\/12\/10.16.12Crawfrd0771-300x200.jpeg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":831,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/07\/22\/the-problem-solving-workshop-a-video-introduction\/","url_meta":{"origin":946,"position":3},"title":"The Problem Solving Workshop: A Video Introduction","author":"Elizabeth Moroney","date":"July 22, 2014","format":false,"excerpt":"by Lisa Brem, Case Studies Program Manager The Problem Solving Workshop (PSW)\u2014a mandatory first-year course at Harvard Law School\u2014has been successfully integrated into the curriculum for five years. The course is a major departure from the rest of the first-year doctrinal courses, focusing instead on hands-on participation from students and\u2026","rel":"","context":"In "Problem Solving Workshop Blog Posts"","block_context":{"text":"Problem Solving Workshop Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/problem-solving-workshop-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/img.youtube.com\/vi\/cUTXCD4A968\/0.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":729,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2014\/03\/25\/check-out-our-menu-makeover\/","url_meta":{"origin":946,"position":4},"title":"Check Out Our Menu Makeover!","author":"Elizabeth Moroney","date":"March 25, 2014","format":false,"excerpt":"Better Browsing and Ready-to-Teach Units on HLS Case Studies Site The Case Studies Program is piloting new website features to help customers explore our offerings. Now, visitors can browse by product type: discussion-based case study, workshop-based case study, role play, DVD, international materials, and free materials. Workshop-based case studies generally\u2026","rel":"","context":"In "Case Study Program Blog Posts"","block_context":{"text":"Case Study Program Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/case-study-program-blog-posts\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/blogs.law.harvard.edu\/hlscasestudies\/files\/2014\/03\/New-menu-500x345.png?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":498,"url":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/2013\/08\/06\/conversation-starters-case-studies-for-curricular-reform\/","url_meta":{"origin":946,"position":5},"title":"Conversation Starters: Case Studies for Curricular Reform","author":"Elizabeth Moroney","date":"August 6, 2013","format":false,"excerpt":"In April, Dean Jeremy Paul of the Northeastern University School of Law and co-managing partner Alan Klinger of Stroock & Stroock & Lavan wrote for the New York Law Journal about legal curricular reform.\u00a0 Paul and Klinger outline seven improvements to current legal training, and we at the Case Studies\u2026","rel":"","context":"In "Case Development Initiative Blog Posts"","block_context":{"text":"Case Development Initiative Blog Posts","link":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/category\/case-development-initiative-blog-posts\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts\/946","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/users\/5482"}],"replies":[{"embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/comments?post=946"}],"version-history":[{"count":3,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts\/946\/revisions"}],"predecessor-version":[{"id":950,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/posts\/946\/revisions\/950"}],"wp:attachment":[{"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/media?parent=946"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/categories?post=946"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/archive.blogs.harvard.edu\/hlscasestudies\/wp-json\/wp\/v2\/tags?post=946"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}