Critical Media Literacy and Civic Learning
Accessibility Statement
Introduction
Defining Critical Media Literacy
Key Civics and Government Concepts
Critical Media Literacy Guides
Topic 1. Foundations of the United States Political System
1.1. Social Media Policies and Community Standards on YouTube, Twitter, TikTok and More
1.2 . The Internet as a Public Utility
1.3 . 21st Century Women STEM Innovators
1.4 . Media Coverage of Kings, Queens, and Royal Families
1.5. Representations of Native Americans in Films, Local History Publications, and School Mascots
Topic 2. The Development of United States Government
2.1 . Declarations of Independence on Social Media
2.2 . Media Marketing and Government Regulation of Self-Driving Cars and Electric Vehicles
2.3. Representations of and Racism Toward Black Americans in the Media
2.4. Political Debates Through Songs from Hamilton: An American Musical
2.5. Bill of Rights on Twitter
Topic 3. Institutions of United States Government
3.1. Hollywood Movies About the Branches of Government
3.2. Writing an Impeachment Press Release
3.3. Members of Congress' Use of Social Media
3.4. Political Impacts of Public Opinion Polls
3.5. Website Design for New Political Parties
Topic 4. The Rights and Responsibilities of Citizens
4.1. Immigration in the News
4.2. Portrayals of Immigrants in Television and Film
4.3. COVID-19 Information Evaluation
4.4. Women Political Leaders in the Media
4.5. Online Messaging by Special Interest Groups
4.6. Digital Games for Civic Engagement
4.7. Social Media and the Elections
4.8. Images of Political Leaders and Political Power
4.9. Media Spin in the Coverage of Political Debates
4.10. Celebrities' Influence on Politics
4.11. Political Activism Through Social Media
4.12. Media Recruitment of Public Sector Workers
4.13. Deciding What Books Students Read in School
4.14. Images of Teachers and Teaching
4.15. For Whom Is and Could Your School Be Named
4.16. Representing Trans Identities
4.17. Media Framing of the Events of January 6, 2021
4.18. Music as Protest Art
4.19. PACs, Super PACs, and Unions in the Media
4.20. Brands and Politics
Topic 5. The Constitution, Amendments, and Supreme Court Decisions
5.1. Prohibition in the Media
5.2. The Equal Rights Amendment on Twitter and Other Social Media
5.3. Civil War Era News Stories and Recruitment Advertisements
5.4. Representations of Gender and Race on U.S. Currency
5.5. The Equality Act on Twitter
5.6. Reading Supreme Court Dissents Aloud
5.7. Television Cameras in Courtrooms
Topic 6. The Structure of State and Local Government
6.1. Native American Mascots and Logos
6.2. A Constitution for the Internet
6.3. Military Recruitment and the Media
6.4. Your Privacy on Social Media
6.5. Pandemic Policy Information in the Media
6.6. Gendered Language in Media Coverage of Women in Politics
6.7. Gender-Neutral Marketing of Toys
6.8. Environmental Campaigns Using Social Media
6.9. Plastics and the Media
6.10. Trusted Messengers, the Media, and the Pandemic
6.11. AI-Enhanced Online Campaigning for Political Office
6.12. Advertising the Lottery Online and In Print
6.13. Local Governments, Social Media and Digital Democracy
6.14. Protecting the Commons
Topic 7. Freedom of the Press and News/Media Literacy
7.1. Press Freedom in the United States and the World
7.2. Objectivity and Reporting the News from All Sides
7.3. Investigative Journalism and Social Change
7.4. News Photographs & Newspaper Design
7.5. How Reporters Report Events
7.6. Recommendation Algorithms on Social Media Platforms
7.7. YouTube Content Creators
7.8. Fake News Investigation and Evaluation
7.9. Paywalls and Access to Online News
7.10. Critical Visual Analysis of Online and Print Media
7.11. Memes and TikToks as Political Cartoons
7.12. Women Reporters in the Movies
7.13. Design a 21st Century Indie Bookstore
7.14. Greenwashing and the Media
7.15. AI Writing Tools, Politics, and History
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Online Messaging by Special Interest Groups
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<p id="p_oVeo" name="p_oVeo"></p><p id="p_RZRh" name="p_RZRh"><strong>Special interest groups </strong>(also known as <strong>Advocacy organizations</strong>) are groups that support a political issue or cause (<a href="https://newyouth.ca/en/resources/what-advocacy-group" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-tgKz" data-unshortened-url="https://newyouth.ca/en/resources/what-advocacy-group" data-mce-href="https://newyouth.ca/en/resources/what-advocacy-group">What is an Advocacy Group?</a>). These organizations engage in fundraising, conduct public awareness and information campaigns, lobby legislators, and contribute to political campaigns.</p><p id="p_XRRp" name="p_XRRp">You can learn more about public and private interest groups in <a href="https://edtechbooks.org/democracy/interestgroups" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-Sxro" data-unshortened-url="https://edtechbooks.org/democracy/interestgroups" data-mce-href="https://edtechbooks.org/democracy/interestgroups">Topic 4.13</a> of our <em>Building Democracy for All</em> eBook.</p><p id="p_aFcx" name="p_aFcx"></p><figure class="col-12 text-center"><a class="d-block text-center position-relative" href="https://www.youtube.com/watch?v=bOvBA7oIIgc&autoplay=1" data-mce-href="https://www.youtube.com/watch?v=bOvBA7oIIgc&autoplay=1"><img class="img-fluid" id="YT_bOvBA7oIIgc" data-youtube-thumbnail-style="max" src="https://i3.ytimg.com/vi/bOvBA7oIIgc/maxresdefault.jpg" data-mce-src="https://i3.ytimg.com/vi/bOvBA7oIIgc/maxresdefault.jpg"></a><figcaption class="text-center"><a target="_blank" href="https://www.youtube.com/watch?v=bOvBA7oIIgc&autoplay=1" rel="noopener" data-mce-href="https://www.youtube.com/watch?v=bOvBA7oIIgc&autoplay=1">Watch on YouTube</a></figcaption></figure><p id="p_riuS" name="p_riuS"></p><p id="p_zztR" name="p_zztR">Advocacy Organizations and Special Interest Groups make extensive use of social media. In the following activities, you will explore how civil rights and social justice advocacy organizations use social media and online messaging to promote equality in society and then you will design your own advocacy group and website.</p><h2 id="p_karV" name="p_karV"><strong>Activity 1: Evaluate the Social Media Messaging of Advocacy Organizations</strong></h2><ul id="ul_BYoh" name="ul_BYoh"><li id="p_EiLF" name="p_EiLF">Choose a civil rights, social justice, and/or equality advocacy organization that is important to you, or select one from the list below:<ul id="ul_BYoh" class="" name="ul_BYoh"><li id="li_UVrQ" aria-level="4" name="li_UVrQ"><a href="https://www.naacp.org/" target="_blank" rel="noopener" data-mce-href="https://www.naacp.org/">NAACP </a></li><li id="li_UxAY" aria-level="4" name="li_UxAY"><a href="https://www.hrc.org/" target="_blank" rel="noopener" data-mce-href="https://www.hrc.org/">The Human Rights Campaign</a></li><li id="li_VJxK" aria-level="4" name="li_VJxK"><a href="https://blacklivesmatter.com/" target="_blank" rel="noopener" data-mce-href="https://blacklivesmatter.com/">Black Lives Matter</a></li><li id="li_Ktai" aria-level="4" name="li_Ktai"><a href="https://innocenceproject.org/" target="_blank" rel="noopener" data-mce-href="https://innocenceproject.org/">The Innocence Project</a></li><li id="li_MtrH" aria-level="4" name="li_MtrH"><a href="https://www.aclu.org/" target="_blank" rel="noopener" data-mce-href="https://www.aclu.org/">ACLU</a></li><li id="li_aWAm" aria-level="4" name="li_aWAm"><a href="https://now.org/" target="_blank" rel="noopener" data-mce-href="https://now.org/">NOW - The National Organization of Women</a></li><li id="li_mTLJ" aria-level="4" name="li_mTLJ"><a href="https://www.advancingjustice-aajc.org/asian-americans-advancing-justice-affiliation" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-UfQ" data-unshortened-url="https://www.advancingjustice-aajc.org/asian-americans-advancing-justice-affiliation" data-mce-href="https://www.advancingjustice-aajc.org/asian-americans-advancing-justice-affiliation">Asian Americans Advancing Justice</a></li></ul></li><li id="li_NBru" name="li_NBru">Explore how these organizations use social media.<ul id="ul_BYoh" name="ul_BYoh"><li id="li_kAxG" name="li_kAxG">Which platforms do they use - Facebook? Twitter? Reddit? Instagram? TikTok? YouTube? Something Else?</li><li id="li_MdfU" name="li_MdfU">Compare and contrast their posts across platforms. Do they share the same or different information, text, and visuals on each platform? Why do you think that is? </li><li id="li_PiqV" name="li_PiqV">How well do their posts <a href="https://edtechbooks.org/democracy/principles" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-icD" data-unshortened-url="https://edtechbooks.org/democracy/principles" data-mce-href="https://edtechbooks.org/democracy/principles">display and advance the fundamental principles of American life</a>?</li><li id="li_nqzS" name="li_nqzS">Use the <a href="https://edtechbooks.org/mediaandciviclearning/cmlguides#h2_eFVR" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-pXpQ" data-unshortened-url="https://edtechbooks.org/mediaandciviclearning/cmlguides#h2_eFVR" data-mce-href="https://edtechbooks.org/mediaandciviclearning/cmlguides#h2_eFVR">Teacher and Student Guide to Analyzing Social Media</a> to take a deeper dive in your critical analysis. </li></ul></li><li id="li_PKWk" name="li_PKWk">Now, imagine you are the social media manager of this organization. <strong>Create a series of social media posts</strong> that highlight how the organization is aligned with the fundamental principles and values of American life. </li></ul><div class="callout bad" data-callout-custom-class="bad"><h3 id="h3_XhTd" name="h3_XhTd">Designing for Learning: Student-Created Activity Example</h3><p id="p_oqnm" name="p_oqnm"><a href="https://docs.google.com/document/d/1OdvNBGiaD26QFEjsMK1KuGYZPlKk4TavYAhjiEbyBmU/edit?usp=sharing" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-SXpW" data-unshortened-url="https://docs.google.com/document/d/1OdvNBGiaD26QFEjsMK1KuGYZPlKk4TavYAhjiEbyBmU/edit?usp=sharing" data-mce-href="https://docs.google.com/document/d/1OdvNBGiaD26QFEjsMK1KuGYZPlKk4TavYAhjiEbyBmU/edit?usp=sharing">Evaluate the Social Media Messaging of Advocacy Organizations</a> by Hannah Finn</p></div><h2 id="p_jXhe" name="p_jXhe"><strong>Activity 2: Analyze Persuasion Techniques in Advocacy Groups' Websites</strong></h2><ul id="ul_VKfq" name="ul_VKfq"><li id="li_NMIp" name="li_NMIp">Select three of the following advocacy groups:<ul id="ul_yoAm" name="ul_yoAm"><li id="li_afah" name="li_afah"><a href="https://www.naacp.org/" target="_blank" rel="noopener" data-mce-href="https://www.naacp.org/">NAACP</a></li><li id="li_bYuY" name="li_bYuY"><a href="https://www.hrc.org/" target="_blank" rel="noopener" data-mce-href="https://www.hrc.org/">The Human Rights Campaign</a></li><li id="li_eXDv" name="li_eXDv"><a href="https://blacklivesmatter.com/" target="_blank" rel="noopener" data-mce-href="https://blacklivesmatter.com/">Black Lives Matter</a></li><li id="li_queU" name="li_queU"><a href="https://innocenceproject.org/" target="_blank" rel="noopener" data-mce-href="https://innocenceproject.org/">The Innocence Project</a></li><li id="li_EQzi" name="li_EQzi"><a href="https://www.aclu.org/" target="_blank" rel="noopener" data-mce-href="https://www.aclu.org/">ACLU</a></li><li id="li_xrDt" name="li_xrDt"><a href="https://now.org/" target="_blank" rel="noopener" data-mce-href="https://now.org/">NOW - The National Organization of Women</a></li><li id="li_bJJz" name="li_bJJz"><a href="https://www.advancingjustice-aajc.org/asian-americans-advancing-justice-affiliation" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-UfQ" data-unshortened-url="https://www.advancingjustice-aajc.org/asian-americans-advancing-justice-affiliation" data-mce-href="https://www.advancingjustice-aajc.org/asian-americans-advancing-justice-affiliation">Asian Americans Advancing Justice</a></li><li id="li_XjKY" name="li_XjKY"><a href="https://www.conservative.org/" target="_blank" rel="noopener" data-mce-href="https://www.conservative.org/">The American Conservative Union</a></li><li id="li_qLfr" name="li_qLfr"><a href="https://www.afa.net/" target="_blank" rel="noopener" data-mce-href="https://www.afa.net/">American Family Association</a></li><li id="li_KzqP" name="li_KzqP"><a href="https://americansforprosperity.org/" target="_blank" rel="noopener" data-mce-href="https://americansforprosperity.org/">Americans for Prosperity</a></li><li id="li_xTkM" name="li_xTkM"><a href="https://eagleforum.org/" target="_blank" rel="noopener" data-mce-href="https://eagleforum.org/">Eagle Forum</a></li><li id="li_npHS" name="li_npHS"><a href="https://www.freedomwatchusa.org/" target="_blank" rel="noopener" data-mce-href="https://www.freedomwatchusa.org/">Freedom Watch</a></li><li id="li_fgbD" name="li_fgbD"><a href="https://www.freedomworks.org/" target="_blank" rel="noopener" data-mce-href="https://www.freedomworks.org/">Freedom Works</a></li><li id="li_yEWA" name="li_yEWA"><a href="https://www.heritage.org/" target="_blank" rel="noopener" data-mce-href="https://www.heritage.org/">The Heritage Foundation</a></li></ul></li><li id="li_uxNc" name="li_uxNc">Use the <a href="https://docs.google.com/document/d/1iNtL3C3cjW9RdRPFp8YfINnLm96cukRFbo3g22evSRQ/edit#heading=h.u4ig8y5e1hn9" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-fZF" data-unshortened-url="https://docs.google.com/document/d/1iNtL3C3cjW9RdRPFp8YfINnLm96cukRFbo3g22evSRQ/edit#heading=h.u4ig8y5e1hn9" data-mce-href="https://docs.google.com/document/d/1iNtL3C3cjW9RdRPFp8YfINnLm96cukRFbo3g22evSRQ/edit#heading=h.u4ig8y5e1hn9">Teacher and Student Guide to Analyzing Websites</a> to critically evaluate the content and design of each site.</li><li id="li_ZguA" name="li_ZguA">Then, compare and contrast the use of persuasion techniques in each website. What did you find persuasive? Why?</li><li id="li_NqYC" name="li_NqYC">Finally, <strong>design your own advocacy group </strong>based on a social issue of interest to you and <strong>create a mock design of a website </strong>that features some of the persuasion and design techniques you discovered during this activity. </li></ul><div class="callout bad" data-callout-custom-class="bad"><h3 id="h3_PgxI" name="h3_PgxI">Designing for Learning: Student-Created Activity Example</h3><p id="p_hJdu" name="p_hJdu"><a href="https://docs.google.com/document/d/1B_mJreUOU2sndQ23cefTyyvsrKWrCz93nd7pb87QKoY/edit?usp=sharing" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-aIDi" data-unshortened-url="https://docs.google.com/document/d/1B_mJreUOU2sndQ23cefTyyvsrKWrCz93nd7pb87QKoY/edit?usp=sharing" data-mce-href="https://docs.google.com/document/d/1B_mJreUOU2sndQ23cefTyyvsrKWrCz93nd7pb87QKoY/edit?usp=sharing">Analyze Persuasion Techniques in Advocacy Groups Websites</a> by Joey Komperda</p></div><h2 id="h2_bRas" name="h2_bRas">Additional Resources</h2><ul id="ul_sWyB" name="ul_sWyB"><li id="li_EEYu" name="li_EEYu"><a href="http://ittoday.info/Excerpts/Social-Media-Warfare.htm#.YUys6LhKiiM" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-bAoq" data-unshortened-url="http://ittoday.info/Excerpts/Social-Media-Warfare.htm#.YUys6LhKiiM" data-mce-href="http://ittoday.info/Excerpts/Social-Media-Warfare.htm#.YUys6LhKiiM">Special Interest Groups' Use of Social Media as a Weapon</a></li><li id="li_adDk" name="li_adDk"><a href="https://repository.usfca.edu/cgi/viewcontent.cgi?article=1029&context=pna" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-KIY" data-unshortened-url="https://repository.usfca.edu/cgi/viewcontent.cgi?article=1029&context=pna" data-mce-href="https://repository.usfca.edu/cgi/viewcontent.cgi?article=1029&context=pna">#AdvocatingForChange: The Strategic Use of Hashtags in Social Media Advocacy</a></li></ul><div class="callout info" data-callout-custom-class="info"><h3 id="h3_fkcm" name="h3_fkcm">Connecting to the Building Democracy for All eBook</h3><p id="p_RDVQ" name="p_RDVQ"><a href="https://edtechbooks.org/democracy/principles#h2_CRfNc" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-GPBz" data-unshortened-url="https://edtechbooks.org/democracy/principles#h2_CRfNc" data-mce-href="https://edtechbooks.org/democracy/principles#h2_CRfNc"><em>Building Democracy for All:</em> Fundamental Principles and Values of American Life</a></p></div><div class="callout objectives" data-callout-custom-class="objectives"><h3 id="h3_IXHL" name="h3_IXHL">Connecting to the Standards</h3><ul id="ul_kGpE" name="ul_kGpE"><li id="li_epfn" aria-level="1" name="li_epfn"><a href="https://www.doe.mass.edu/frameworks/hss/2018-12.pdf" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-DNe" data-unshortened-url="https://www.doe.mass.edu/frameworks/hss/2018-12.pdf" data-mce-href="https://www.doe.mass.edu/frameworks/hss/2018-12.pdf">Massachusetts Civics & Government Standards</a><ul id="ul_CMTY" name="ul_CMTY"><li id="li_iwav" aria-level="2" name="li_iwav"><em>Define and provide examples of fundamental principles and values of American political and civic life. </em>(Massachusetts Curriculum Framework for History and Social Studies) <strong>[8.T4.4]</strong></li></ul></li><li id="li_vUIT" aria-level="1" name="li_vUIT"><a href="https://www.iste.org/standards/for-students" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-XB" data-unshortened-url="https://www.iste.org/standards/for-students" data-mce-href="https://www.iste.org/standards/for-students">ISTE Standards</a><ul id="ul_xckh" name="ul_xckh"><li id="li_bDHS" aria-level="2" name="li_bDHS">Digital Citizen<ul id="ul_xckh" name="ul_xckh"><li id="li_cIQY" aria-level="2" name="li_cIQY">2c: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.</li></ul></li><li id="li_hzUQ" aria-level="2" name="li_hzUQ">Knowledge Constructor<ul id="ul_xckh" name="ul_xckh"><li id="li_ZdpE" aria-level="2" name="li_ZdpE">3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.</li><li id="li_pLdJ" aria-level="2" name="li_pLdJ">3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.</li></ul></li><li id="li_BLSL" aria-level="2" name="li_BLSL">Creative Communicator<ul id="ul_xckh" name="ul_xckh"><li id="li_TITk" aria-level="2" name="li_TITk">6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.</li><li id="li_vjNC" aria-level="2" name="li_vjNC">6b: Students create original works or responsibly repurpose or remix digital resources into new creations.</li><li id="li_IHtk" aria-level="2" name="li_IHtk">6d: Students publish or present content that customizes the message and medium for the intended audiences.</li></ul></li></ul></li><li id="li_LuZP" aria-level="1" name="li_LuZP"><a href="https://www.doe.mass.edu/stem/dlcs/?section=planningtools" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-zRFS" data-unshortened-url="https://www.doe.mass.edu/stem/dlcs/?section=planningtools" data-mce-href="https://www.doe.mass.edu/stem/dlcs/?section=planningtools">DLCS Standards</a><ul id="ul_ATtC" name="ul_ATtC"><li id="li_YTtJ" aria-level="2" name="li_YTtJ">Ethics and Laws (CAS.b)</li><li id="li_qrbm" aria-level="2" name="li_qrbm">Interpersonal and Societal Impact (CAS.c)</li><li id="li_EGVh" aria-level="2" name="li_EGVh">Digital Tools (DTC.a)</li><li id="li_wVdk" aria-level="2" name="li_wVdk">Collaboration and Communication (DTC.b)</li><li id="li_tNfx" aria-level="2" name="li_tNfx">Research (DTC.c)</li></ul></li><li id="li_MWJU" aria-level="1" name="li_MWJU"><a href="https://www.thecorestandards.org/ELA-Literacy/RH/introduction/" target="_blank" data-shortened-url="https://edtechbooks.org/-avE" data-unshortened-url="http://www.corestandards.org/ELA-Literacy/RH/introduction/" data-mce-href="https://www.thecorestandards.org/ELA-Literacy/RH/introduction/" data-mce-selected="inline-boundary">English Language Arts > History/Social Studies Common Core Standards</a><ul id="ul_kGpE" name="ul_kGpE"><li id="li_ipLr" name="li_ipLr">CCSS.ELA-LITERACY.RH.6-8.5</li><li id="li_rnwb" name="li_rnwb">CCSS.ELA-LITERACY.RH.6-8.6</li><li id="li_pvKo" name="li_pvKo">CCSS.ELA-LITERACY.RH.6-8.7</li><li id="li_nCpx" name="li_nCpx">CCSS.ELA-LITERACY.RH.6-8.8</li><li id="li_pYex" name="li_pYex">CCSS.ELA-LITERACY.RH.9-10.5</li><li id="li_IjHb" name="li_IjHb">CCSS.ELA-LITERACY.RH.9-10.6</li><li id="li_Fgai" name="li_Fgai">CCSS.ELA-LITERACY.RH.9-10.8</li><li id="li_dYFy" name="li_dYFy">CCSS.ELA-LITERACY.RH.11-12.5</li><li id="li_TSfC" name="li_TSfC">CCSS.ELA-LITERACY.RH.11-12.7</li><li id="li_WjHK" name="li_WjHK">CCSS.ELA-LITERACY.RH.11-12.8</li></ul></li></ul></div>
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