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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Members of Congress' Use of Social Media
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<p id="p_oVeo" name="p_oVeo"></p><p id="m_-6425181395466159799gmail-p_FUPe" name="m_-6425181395466159799gmail-p_FUPe"><a href="https://www.pewresearch.org/internet/2020/07/16/congress-soars-to-new-heights-on-social-media/" target="_blank" rel="noopener" data-saferedirecturl="https://www.google.com/url?q=https://www.pewresearch.org/internet/2020/07/16/congress-soars-to-new-heights-on-social-media/&source=gmail&ust=1612551822740000&usg=AFQjCNElKDlWVQmfpLNxk9UM-m4LpSqikQ" data-shortened-url="https://edtechbooks.org/-ftex" data-unshortened-url="https://www.pewresearch.org/internet/2020/07/16/congress-soars-to-new-heights-on-social-media/" data-mce-href="https://www.pewresearch.org/internet/2020/07/16/congress-soars-to-new-heights-on-social-media/">Congress Soars to New Heights on Social Media</a> declared the Pew Research Center in July 2020. Virtually every member of the Senate and the House of Representatives is now active on social media, including Twitter, Facebook, Instagram, and YouTube. Members of Congress share information with voters, react to events, and take positions on public policy issues, all while seeking to add more followers to their accounts.</p><p id="m_-6425181395466159799gmail-p_RTMB" name="m_-6425181395466159799gmail-p_RTMB">The volume of social media content generated by Congress is huge. Scholars from the Pew Research Center noted that "as a collective, the 116th Congress maintains over 2,000 active official, campaign and personal accounts on Facebook and Twitter (not counting institutional accounts that periodically change hands, such as committee chair or leadership accounts) with over a <strong>quarter-billion</strong> total followers between them" (<a href="https://www.pewresearch.org/internet/2020/07/16/congress-soars-to-new-heights-on-social-media/" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-ftex" data-unshortened-url="https://www.pewresearch.org/internet/2020/07/16/congress-soars-to-new-heights-on-social-media/" data-mce-href="https://www.pewresearch.org/internet/2020/07/16/congress-soars-to-new-heights-on-social-media/">2020, para. 8</a>). Congressional accounts generated 100,000 tweets and Facebook posts every month, on average, in 2020. Between 2016 and 2020, Democrats posted more often on Twitter while Republicans had greater levels of engagement with others as measured by reactions, shares, favorites, and retweets.</p><p id="m_-6425181395466159799gmail-p_PXDq" name="m_-6425181395466159799gmail-p_PXDq">Some members of Congress have become social media "stars" in that they have large numbers of followers and they exert considerable influence on political matters. They are in the news all the time. In 2019, for example, Senators Bernie Sanders (I-Vt.), Elizabeth Warren (D-Mass), Ted Cruz (R-Tex), Corey Booker (D-NJ), and Rep Alexandria Ocasio-Cortez (D-NY) were most active on Twitter (For more, see "<a href="https://www.washingtonpost.com/graphics/2019/lifestyle/magazine/amp-stories/twitter/" target="_blank" rel="noopener" data-saferedirecturl="https://www.google.com/url?q=https://www.washingtonpost.com/graphics/2019/lifestyle/magazine/amp-stories/twitter/&source=gmail&ust=1612551822740000&usg=AFQjCNH8Whcu4bJvceHONNeDz1M31KTCYA" data-shortened-url="https://edtechbooks.org/-iaiW" data-unshortened-url="https://www.washingtonpost.com/graphics/2019/lifestyle/magazine/amp-stories/twitter/" data-mce-href="https://www.washingtonpost.com/graphics/2019/lifestyle/magazine/amp-stories/twitter/">Their Public Whatever and Their Twitter World</a>," <em>The Washington Post Magazine</em>, August 27, 2019).</p><p id="p_jaFy" name="p_jaFy"></p><figure class="col-12 text-center"><a class="d-block text-center position-relative" href="https://www.youtube.com/watch?v=dNpVeNGXeJI&autoplay=1" data-mce-href="https://www.youtube.com/watch?v=dNpVeNGXeJI&autoplay=1"><img class="img-fluid" id="YT_dNpVeNGXeJI" data-youtube-thumbnail-style="hq" src="https://i3.ytimg.com/vi/dNpVeNGXeJI/hqdefault.jpg" data-mce-src="https://i3.ytimg.com/vi/dNpVeNGXeJI/hqdefault.jpg"></a><figcaption class="text-center"><a target="_blank" href="https://www.youtube.com/watch?v=dNpVeNGXeJI&autoplay=1" rel="noopener" data-mce-href="https://www.youtube.com/watch?v=dNpVeNGXeJI&autoplay=1">Watch on YouTube</a></figcaption></figure><p id="p_cHkS" name="p_cHkS"></p><p id="p_mxTi" name="p_mxTi">The following activities encourage a critical in-depth exploration of how members of congress use social media.</p><h2 id="m_-6425181395466159799gmail-p_pvmv" name="m_-6425181395466159799gmail-p_pvmv"><strong>Activity 1: Analyze the Social Media Activity of Members of Congress</strong></h2><p id="m_-6425181395466159799gmail-p_gEvj" name="m_-6425181395466159799gmail-p_gEvj">In this activity, you will investigate and document the social media presence of at least two members of Congress. You can choose individuals who are in the news, who represent your state or Congressional district, or who come from different regions of the country or from different political parties.</p><p id="m_-6425181395466159799gmail-p_yTfH" name="m_-6425181395466159799gmail-p_yTfH"></p><ul id="m_-6425181395466159799gmail-ul_GIeu" name="m_-6425181395466159799gmail-ul_GIeu"><li id="m_-6425181395466159799gmail-li_igku" name="m_-6425181395466159799gmail-li_igku">Analyze the number and type of followers the congressperson has on each of the following platforms: Facebook, Twitter, YouTube, Instagram, and TikTok. </li><li id="li_rkZk" name="li_rkZk">Collect text from at least 100 Twitter or Facebook posts and then paste it into the <a href="https://databasic.io/en/wordcounter/#paste" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-mzsF" data-unshortened-url="https://databasic.io/en/wordcounter/#paste" data-mce-href="https://databasic.io/en/wordcounter/#paste">Databasic.io Word Counter</a> to examine common words and phrases. </li><li id="li_jNhX" name="li_jNhX">Then, closely examine the content of the posts across the different social media platforms:<ul id="m_-6425181395466159799gmail-ul_GIeu" name="m_-6425181395466159799gmail-ul_GIeu"><li id="li_BKWe" name="li_BKWe">What issues or policies are most frequently discussed online?</li><li id="li_cjtL" name="li_cjtL">What types of visuals are used? </li><li id="li_fShV" name="li_fShV">What language is used? Is the language use different on each platform?</li><li id="li_LSrt" name="li_LSrt">Which types of posts get the most responses (shares, likes, retweets, comments)?</li><li id="li_NvUZ" name="li_NvUZ">How does the congressperson attempt to persuade social media followers (e.g., use of specific visuals or language or calls to action)?</li><li id="li_uzIr" name="li_uzIr">How accurate are the posts (collect a randomly selected set of posts and then verify their accuracy)?</li><li id="li_dzyB" name="li_dzyB">Do the posts increase or decrease the credibility of the congressperson?</li></ul></li><li id="m_-6425181395466159799gmail-li_buJS" name="m_-6425181395466159799gmail-li_buJS"><strong>Write a respectful response</strong> to a post that you agree or disagree with.<ul id="m_-6425181395466159799gmail-ul_GIeu" name="m_-6425181395466159799gmail-ul_GIeu"><li id="m_-6425181395466159799gmail-li_BmMr" name="m_-6425181395466159799gmail-li_BmMr">Did you receive any response to your post?</li></ul></li><li id="li_EtXH" name="li_EtXH"><strong>Design a social media campaign</strong> that includes a series of posts with text and visuals (e.g., memes, videos, gifs, graphics) to showcase, and educate others about, your findings. <ul id="m_-6425181395466159799gmail-ul_GIeu" name="m_-6425181395466159799gmail-ul_GIeu"><li>*Here is a <a href="https://docs.google.com/presentation/d/176TNNZxZk3BlqXz7JpcrF4UlNqtgNFTeRN3hDZr9RV0/edit?usp=sharing" target="_blank" data-shortened-url="https://edtechbooks.org/-TLE" data-unshortened-url="https://docs.google.com/presentation/d/1SUGk9qGu1GNfeXrdxcxayf4e1nDPV2529PrryngIEP0/edit?usp=sharing" rel="noopener" data-mce-href="https://docs.google.com/presentation/d/176TNNZxZk3BlqXz7JpcrF4UlNqtgNFTeRN3hDZr9RV0/edit?usp=sharing">Twitter campaign example</a> by Sara Shea. <br></li></ul></li></ul><div class="callout bad" data-callout-custom-class="bad"><h3 id="h3_aTYQ" name="h3_aTYQ">Designing for Learning: Student-Created Activity Example</h3><p id="p_eXkt" name="p_eXkt"><a href="https://docs.google.com/document/d/1fXncZYFfnhpxab5aMlaub8yspOZuXhLyJyuFbqarrX8/edit?usp=sharing" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-nqKF" data-unshortened-url="https://docs.google.com/document/d/1fXncZYFfnhpxab5aMlaub8yspOZuXhLyJyuFbqarrX8/edit?usp=sharing" data-mce-href="https://docs.google.com/document/d/1fXncZYFfnhpxab5aMlaub8yspOZuXhLyJyuFbqarrX8/edit?usp=sharing">Social Media Response</a></p><p id="p_EMuL" name="p_EMuL"><a href="https://drive.google.com/drive/folders/1PezJuG7wGB9V-cLllGCTyy-pmy3D1t5W?usp=sharing" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-vaP" data-unshortened-url="https://drive.google.com/drive/folders/1PezJuG7wGB9V-cLllGCTyy-pmy3D1t5W?usp=sharing" data-mce-href="https://drive.google.com/drive/folders/1PezJuG7wGB9V-cLllGCTyy-pmy3D1t5W?usp=sharing">Instagram Campaign</a></p><p id="p_wQWI" name="p_wQWI"><a href="https://drive.google.com/drive/folders/1FLNGLAmx3lCbI3cBnPzrYYZ81ZVP_-r_?usp=sharing" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-DWUg" data-unshortened-url="https://drive.google.com/drive/folders/1FLNGLAmx3lCbI3cBnPzrYYZ81ZVP_-r_?usp=sharing" data-mce-href="https://drive.google.com/drive/folders/1FLNGLAmx3lCbI3cBnPzrYYZ81ZVP_-r_?usp=sharing">Twitter Campaign</a></p><p id="p_kkFk" name="p_kkFk"><a href="https://docs.google.com/document/d/1OO09gOQX0ojAYdk6NGnOmhfXvOFv8CUN/edit?usp=sharing&ouid=108748286032290313423&rtpof=true&sd=true" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-Zfma" data-unshortened-url="https://docs.google.com/document/d/1OO09gOQX0ojAYdk6NGnOmhfXvOFv8CUN/edit?usp=sharing&ouid=108748286032290313423&rtpof=true&sd=true" data-mce-href="https://docs.google.com/document/d/1OO09gOQX0ojAYdk6NGnOmhfXvOFv8CUN/edit?usp=sharing&ouid=108748286032290313423&rtpof=true&sd=true">Analyze the Social Media Activity of Members of Congress</a> by Jessica Lewis and Jake Grant</p></div><h2 id="m_-6425181395466159799gmail-p_pvmv" name="m_-6425181395466159799gmail-p_pvmv"><strong>Activity 2: Explore Political Campaigning through Social Media</strong></h2><div>Political campaigning has evolved over the years. William Henry Harrison was the first candidate to actively campaign for the office of President in 1840 using the slogan "Tippecanoe and Tyler too" (referring to his leadership in a famous 1811 battle between U.S. soldiers and Native American warriors in Indiana; John Tyler was his vice-Presidential candidate who became President when Harrison died suddenly after taking office). But mainly during the19th century, candidates did not campaign out in public, instead they worked behind the scenes to secure support and votes.</div><div> </div><div>Mass media changed has changed political communication between politicians and people. "Eisenhower Answers America" (1952) is considered the first political ad broadcast on television. The first televised political debates happened in 1960 between John F. Kennedy and Richard Nixon. Today we follow politicians’ every move through social media (e.g., watching AOC assembling her <a href="https://www.youtube.com/watch?v=4WaaHKO2BAg" target="_blank" rel="noopener" data-saferedirecturl="https://www.google.com/url?q=https://www.youtube.com/watch?v%3D4WaaHKO2BAg&source=gmail&ust=1620317271731000&usg=AFQjCNGD5y8iSKjl1G3gcDDuwOa5SjjA0w" data-shortened-url="https://edtechbooks.org/-xAXU" data-unshortened-url="https://www.youtube.com/watch?v=4WaaHKO2BAg" data-mce-href="https://www.youtube.com/watch?v=4WaaHKO2BAg">house furniture</a> or Elizabeth Warren <a href="https://www.youtube.com/watch?v=sWehvtOL_VI" target="_blank" rel="noopener" data-saferedirecturl="https://www.google.com/url?q=https://www.youtube.com/watch?v%3DtjDEPtS68CM%26feature%3Demb_logo&source=gmail&ust=1620317271731000&usg=AFQjCNGXWA_ZMYwd_8Ltq28y0DKbfB9yjw" data-shortened-url="https://edtechbooks.org/-FbFS" data-unshortened-url="https://www.youtube.com/watch?v=sWehvtOL_VI" data-mce-href="https://www.youtube.com/watch?v=sWehvtOL_VI">opening a New Year’s beer</a> on Instagram).</div><div> </div><ul id="m_-6425181395466159799gmail-ul_GIeu" name="m_-6425181395466159799gmail-ul_GIeu"><li id="li_jEAB" name="li_jEAB">Reflect upon the following questions:<ul id="m_-6425181395466159799gmail-ul_GIeu" name="m_-6425181395466159799gmail-ul_GIeu"><li id="li_PALq" name="li_PALq">How has political campaigning evolved over the years - from the time before TV to an age where we follow politicians’ every move through social media?</li><li id="li_kIvo" name="li_kIvo">What distinguishes members of Congress from other social media ‘influencers’? </li><li id="li_SNZY" name="li_SNZY">What is the role of social media in influencing public opinion? For example, how do you think social media posts from members of Congress influence voters' opinions about candidates and important political issues?</li><li id="li_FgTu" name="li_FgTu">How does social media impact US elections?</li></ul></li><li id="li_CNtX" name="li_CNtX">Then,<strong> design an infographic</strong><strong> or <a href="https://blogs.umass.edu/onlinetools/learner-centered-tools/sutori/" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-afkt" data-unshortened-url="https://blogs.umass.edu/onlinetools/learner-centered-tools/sutori/" data-mce-href="https://blogs.umass.edu/onlinetools/learner-centered-tools/sutori/">interactive timeline</a></strong> that presents political campaigning in the past, the present, and future (what you predict it will look like in the future). </li></ul><div class="callout bad" data-callout-custom-class="bad"><h3 id="h3_STnC" name="h3_STnC">Designing for Learning: Student-Created Activity Example</h3><p id="p_VvVv" name="p_VvVv"><a href="https://create.piktochart.com/output/57899404-history-of-political-campaigning" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-tkma" data-unshortened-url="https://create.piktochart.com/output/57899404-history-of-political-campaigning" data-mce-href="https://create.piktochart.com/output/57899404-history-of-political-campaigning">History of Political Campaigning</a> by Kira Levenson, Lizette Sta. Maria, & Thomas Gruttadauria</p><p id="p_fWVp" name="p_fWVp"><a href="https://docs.google.com/document/d/1kvFvEDtwJqkXYk4wU2-ZlOYbzQfEQcfkWA-_u_ckUXk/edit?usp=sharing" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-oYcY" data-unshortened-url="https://docs.google.com/document/d/1kvFvEDtwJqkXYk4wU2-ZlOYbzQfEQcfkWA-_u_ckUXk/edit?usp=sharing" data-mce-href="https://docs.google.com/document/d/1kvFvEDtwJqkXYk4wU2-ZlOYbzQfEQcfkWA-_u_ckUXk/edit?usp=sharing">Explore Political Campaigning through Social Media</a> by Abby Ariagno</p></div><ul id="m_-6425181395466159799gmail-ul_GIeu" name="m_-6425181395466159799gmail-ul_GIeu"></ul><h2 id="m_-6425181395466159799gmail-p_KpND" name="m_-6425181395466159799gmail-p_KpND"><strong>Additional Resources</strong></h2><ul id="ul_yqDc" name="ul_yqDc"><li id="li_BdHr" name="li_BdHr"><a href="https://www.pewresearch.org/internet/2020/07/16/1-the-congressional-social-media-landscape/" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-tbn" data-unshortened-url="https://www.pewresearch.org/internet/2020/07/16/1-the-congressional-social-media-landscape/" data-mce-href="https://www.pewresearch.org/internet/2020/07/16/1-the-congressional-social-media-landscape/">The congressional social media landscape</a></li><li id="li_ncoq" name="li_ncoq"><a href="https://www.businessinsider.com/congress-members-social-media-records-analysis-2021-1" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-prU" data-unshortened-url="https://www.businessinsider.com/congress-members-social-media-records-analysis-2021-1" data-mce-href="https://www.businessinsider.com/congress-members-social-media-records-analysis-2021-1">Members of the 116th Congress rail against social-media companies but posted to Twitter and Facebook a record 2.2 million times</a></li><li id="li_AMGr" name="li_AMGr">Wood, S. C. (1990, Spring). <a href="https://www.jstor.org/stable/27550614?seq=1" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-ojD" data-unshortened-url="https://www.jstor.org/stable/27550614?seq=1" data-mce-href="https://www.jstor.org/stable/27550614?seq=1">Television's First Political Spot Ad Campaign: Eisenhower Answers America</a>. <em>Presidential Studies, 20</em> (2) : 265-283.</li></ul><p id="p_YQXZ" name="p_YQXZ"></p><div class="callout info" data-callout-custom-class="info"><h3 id="h3_QSLn" name="h3_QSLn">Connecting to the Building Democracy for All eBook</h3><p id="p_RDVQ" name="p_RDVQ"><a href="https://edtechbooks.org/democracy/roles#p_BzdKH" target="_blank" rel="noopener" data-shortened-url="https://edtechbooks.org/-tnm" data-unshortened-url="https://edtechbooks.org/democracy/roles#p_BzdKH" data-mce-href="https://edtechbooks.org/democracy/roles#p_BzdKH">Building Democracy for All: Congress, the House of Representatives, and the Senate</a></p></div><div class="callout objectives" data-callout-custom-class="objectives"><h3 id="h3_pcki" name="h3_pcki">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_gVTu" name="ul_gVTu"><li id="li_iwav" aria-level="2" name="li_iwav"><em>Describe the respective roles of each the branches of the government </em>(Massachusetts Curriculum Framework for History and Social Science) ]8.T3.3]</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" data-duplicate="true" name="ul_xckh"><li id="li_hzUQ" aria-level="2" name="li_hzUQ">Knowledge Constructor<ul id="ul_xckh" name="ul_xckh"><li id="li_RKEQ" aria-level="2" name="li_RKEQ">3a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.</li><li id="li_KrFA" aria-level="2" name="li_KrFA">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">Computational Thinker<ul id="ul_xckh" data-duplicate="true" name="ul_xckh"><li id="li_rsng" aria-level="2" name="li_rsng">5b. Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.</li></ul></li><li id="li_mNnn" aria-level="2" name="li_mNnn">Creative Communicator<ul id="ul_xckh" name="ul_xckh"><li id="li_TITk" aria-level="2" name="li_TITk">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_EGVh" aria-level="2" name="li_EGVh">Interpersonal and Societal Impact (CAS.c)</li><li id="li_mmbQ" aria-level="2" name="li_mmbQ">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/" rel="noopener">English Language Arts > History/Social Studies Common Core Standards</a><ul id="ul_kGpE" name="ul_kGpE"><li id="li_pvKo" name="li_pvKo">CCSS.ELA-LITERACY.RH.6-8.2</li><li id="li_frid" aria-level="2" name="li_frid">CCSS.ELA-LITERACY.RH.6-8.6</li><li id="li_frid" aria-level="2" name="li_frid">CCSS.ELA-LITERACY.RH.6-8.7</li><li id="li_TYxe" aria-level="2" name="li_TYxe">CCSS.ELA-LITERACY.RH.6-8.8</li><li id="li_Znpt" name="li_Znpt">CCSS.ELA-LITERACY.RH.9-10.2</li><li id="li_beSS" name="li_beSS">CCSS.ELA-LITERACY.RH.9-10.5</li><li id="li_MaYP" name="li_MaYP">CCSS.ELA-LITERACY.RH.9-10.8</li><li id="li_bdGe" name="li_bdGe">CCSS.ELA-LITERACY.RH.11-12.2</li><li id="li_Fszc" name="li_Fszc">CCSS.ELA-LITERACY.RH.11-12.5</li><li id="li_qBKp" name="li_qBKp">CCSS.ELA-LITERACY.RH.11-12.7</li><li id="li_NaIQ" name="li_NaIQ">CCSS.ELA-LITERACY.RH.11-12.8</li><li id="li_hWLZ" aria-level="2" name="li_hWLZ">CCSS.ELA-LITERACY.RH.11-12.9</li></ul></li><li id="li_PPDV" name="li_PPDV"><a href="https://www.thecorestandards.org/ELA-Literacy/" target="_blank" data-shortened-url="https://edtechbooks.org/-TMra" data-unshortened-url="http://www.corestandards.org/ELA-Literacy/" data-mce-href="https://www.thecorestandards.org/ELA-Literacy/" rel="noopener">English/Language Arts Common Core Standards</a></li></ul></div>
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