CoverIntroductionAligning Activities to Key Civics and Government ConceptsDefining Critical Media LiteracyTopic 1. Foundations of the United States Political System1.1 Social Media Policies and Community Standards on YouTube, Twitter, TikTok and More1.2 The Internet as a Public Utility1.3  21st Century Women STEM Innovators1.4 Media Coverage of Kings, Queens, and Royal Families1.5 Representations of Native Americans in Films, Local History Publications, and School MascotsTopic 2. The Development of United States Government2.1 Declarations of Independence on Social Media2.2 Media Marketing and Government Regulation of Self-Driving Cars and Electric Vehicles2.3 Representations of and Racism Toward Black Americans in the Media2.4 Political Debates Through Songs from Hamilton: An American Musical2.5 Bill of Rights on TwitterTopic 3. Institutions of United States Government3.1: Hollywood Movies About the Branches of Government3.2: Writing an Impeachment Press Release3.3: Members of Congress' Use of Social Media3.4: Political Impacts of Public Opinion Polls3.5: Website Design for New Political PartiesTopic 4. The Rights and Responsibilities of Citizens4.1: Immigration in the News4.2: Portrayals of Immigrants in Television and Film4.3: COVID-19 Information Evaluation4.4: Women Political Leaders in the Media4.5: Online Messaging by Special Interest Groups4.6: Digital Games for Civic Engagement4.7: Social Media and the Elections4.8: Images of Political Leaders and Political Power4.9: Media Spin in the Coverage of Political Debates4.10: Celebrities' Influence on Politics4.11: Political Activism Through Social Media4.12: Media Recruitment of Public Sector Workers4.13 Deciding What Books Students Read in School4.14: Images of Teachers and Teaching4.15: For Whom Is and Could Your School Be Named4.16: Representing Trans Identities4.17: Media Framing of the Events of January 6, 20214.18: Music as Protest Art4.19: PACs, Super PACs, and Unions in the Media4.20 Brands and PoliticsTopic 5. The Constitution, Amendments, and Supreme Court Decisions5.1: Prohibition in the Media5.2: The Equal Rights Amendment on Twitter and Other Social Media5.3: Civil War Era News Stories and Recruitment Advertisements5.4: Representations of Gender and Race on Currency5.5: The Equality Act on Twitter5.6: Reading Supreme Court Dissents Aloud5.7: Television Cameras in CourtroomsTopic 6. The Structure of State and Local Government6.1: Native American Mascots and Logos6.2: A Constitution for the Internet6.3: Military Recruitment and the Media6.4: Your Privacy on Social Media6.5: Pandemic Policy Information in the Media6.6: Gendered Language in Media Coverage of Women in Politics6.7: Gender-Neutral Marketing of Toys 6.8: Environmental Campaigns Using Social Media6.9: Trusted Messengers, the Media, and the Pandemic6.10: Online Campaigning for Political Office6.11: Advertising the Lottery Online and In Print6.12: Local Governments, Social Media and Digital Democracy6.13: Protecting the CommonsTopic 7. Freedom of the Press and News/Media Literacy7.1: Press Freedom in the United States and the World7.2: Objectivity and Reporting the News from All Sides7.3: Investigative Journalism and Social Change7.4: News Photographs & Newspaper Design7.5: How Reporters Report Events7.6: Recommendation Algorithms on Social Media Platforms7.7: YouTube Content Creators7.8: Fake News Investigation and Evaluation7.9: Paywalls and Access to Online News7.10: Critical Visual Analysis of Online and Print Media7.11: Memes and TikToks as Political Cartoons7.12: Women Reporters in the Movies7.13: Design a 21st Century Indie Bookstore

4.10: Celebrities' Influence on Politics

Celebrities have considerable influence in today's media-dominated environment. Celebrities set trends in fashion, food, language, and lifestyles among other things, and people follow their leads.

Many youngsters, both pre-teens and teens, want to become famous when they grow up, defining fame as celebrity status. A research study showed that kids ages 6 to 17 are more likely to want to become a YouTube star, blogger, or vlogger than a doctor, nurse, athlete, teacher, or lawyer (Daily Mail, 2017).

So do celebrities impact how young people think about politics, political figures, or public policy debates?

During elections, celebrities might endorse a political candidate or issue in hopes that their fans will follow in their footsteps. Oprah Winfrey's endorsement of Barack Obama for President in 2008 has been cited as the most impactful celebrity endorsement in history (U.S. Election: What Impact Do Celebrity Endorsements Really Have? The Conversation, October 4, 2016).

Do celebrity endorsements make a real difference for voters? Researchers are undecided. In 2018, 65,000 people registered to vote in Tennessee after Taylor Swift (who had 180 million followers on Instagram) endorsed two Democratic Congressional candidates - one candidate won and the other lost. Swift's endorsement was followed by more than 212,000 new voter registrations across the country, mostly among those in the 18 to 24 age group. Perhaps what celebrities say has more impact on younger voters?

Image preview of a YouTube video
Watch on YouTube https://edtechbooks.org/-TmIA

Can you think of some examples of celebrities who have shared their political views or endorsements on social media? Who are these celebrities? In what ways did they influence politics?

In these activities, you will analyze media endorsements by celebrities, and then develop a request (or pitch) to convince a celebrity to endorse your candidate for President in the next election.

Activity 1: Analyze Celebrity Endorsements in the Media

Designing for Learning: Student-Created Activity Example

Celebrities in the News by Kathleen Boulton & Viviana Sebastiano

Activity 2: Request a Celebrity Endorsement for a Presidential Candidate

Additional Resources

Connecting to the Standards

  • Massachusetts Civics & Government Standards
    • Apply the knowledge of the meaning of leadership and the qualities of good leaders to evaluate political leaders in the community, state, and national levels. (Massachusetts Curriculum Framework for History and Social Studies) [8.T4.7]
  • ISTE Standards
    • Knowledge Constructor
      • 3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
      • 3b: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
      • 3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
    • Creative Communicator
      • 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
      • 6b: Students create original works or responsibly repurpose or remix digital resources into new creations.
      • 6d: Students publish or present content that customizes the message and medium for the intended audiences.
  • DLCS Standards
    • Digital Tools (DTC.a)
    • Collaboration and Communication (DTC.b)
    • Research (DTC.c)
  • English Language Arts > History/Social Studies Common Core Standards
    • CCSS.ELA-LITERACY.RH.6-8.7
    • CCSS.ELA-LITERACY.RH.6-8.8
    • CCSS.ELA-LITERACY.RH.9-10.8
    • CCSS.ELA-LITERACY.RH.11-12.7
    • CCSS.ELA-LITERACY.RH.11-12.8