CoverIntroduction and Table of Media Literacy Activities for Key Civics ConceptsDefining Critical Media Literacy1. Foundations of the United States Political SystemDemocracy in Social Media Policies and Community StandardsThe Internet as a Public Utility21st Century Women STEM InnovatorsMedia Coverage of the RoyalsRepresentations of Native Americans in Film, Local History Publications, and School Mascots2. The Development of United States GovernmentDeclarations of Independence on Social MediaMarketing and Regulating Self-Driving CarsRepresentations of and Racism Toward Black Americans in the MediaPolitical Debates Through Songs from Hamilton: An American MusicalBill of Rights on Twitter3. Institutions of United States GovernmentHollywood Movies About the Branches of GovernmentWriting an Impeachment Press ReleaseMembers of Congress' Use of Social MediaPolitical Impacts of Public Opinion PollsWebsite Design for New Political Parties4. The Rights and Responsibilities of CitizensImmigration in the NewsPortrayals of Immigrants in Television and FilmCOVID-19 Information EvaluationWomen Political Leaders in the MediaOnline Messaging by Advocacy Organizations and Special Interest GroupsDigital Games for Civic EngagementSocial Media and the ElectionsMedia Spin in the Coverage of Political DebatesCelebrities' Influence on PoliticsPolitical Activism Through Social MediaMedia Recruitment of Public Sector WorkersImages of Teachers and TeachingRepresenting Trans IdentitiesMedia Framing of the Events of January 6, 2021Music as Protest ArtPACs, Super PACs, and Unions in the Media5. The Constitution, Amendments and Supreme Court DecisionsProhibition in the MediaThe Equal Rights Amendment on Twitter and Other Social MediaCivil War News Stories and Recruitment AdvertisementsRepresentations of Gender and Race on CurrencyThe Equality Act on TwitterReading Supreme Court Dissents AloudTelevision Cameras in Courtrooms6. The Structure of State and Local GovernmentNative American Mascots and LogosA Constitution for the InternetMilitary Recruitment and the MediaYour Privacy on Social MediaPandemic Policy Information in the MediaGendered Language in Media Coverage of Women in PoliticsEnvironmental Campaigns Using Social MediaTrusted Messengers, the Media, and the PandemicOnline Campaigning for Political OfficeAdvertising the Lottery Online and In PrintLocal Governments, Social Media and Digital Democracy7. Freedom of the Press and News/Media LiteracyPress Freedom in the United States and the WorldObjectivity and the News from All SidesInvestigative Journalism and Social ChangeNews Photographs & Newspaper DesignHow Reporters' Report EventsRecommendation Algorithms on Social Media PlatformsFake News Investigation and EvaluationCritical Visual Analysis of Online and Print MediaMemes and TikToks as Political Cartoons

Marketing and Regulating Self-Driving Cars

Despite impressive advances, the technology does not exist yet to create fully self-driving cars that are capable of responding to all possible driving and weather conditions. 

Graphic of a car driving with radar signals indicating it's driving on its own
Self-Driving Car image by Julien Tromeur from Pixabay

Meanwhile, in television and online advertisements, automobile manufacturers are stressing the ease and convenience of letting the car do the driving for you. Using smart technology to implement what are called “standard driver assistance features,” Volvo ads show cars parallel parking, using adaptive cruise control to match speed to posted speed limits, giving blind spot warnings, engaging in emergency braking, and taking over steering functions in some situations. 

Many of these self-driving features have been shown to improve traffic safety and save lives in accidents. Left unsaid in the ads, however, is that many drivers can and do disable these features, negating any positive impacts (see Uber disabled Volvo's safety system before self-driving accident), and that split-second, sometimes life-or-death decisions, usually made by humans are being handed over to artificial intelligence (AI) algorithms.

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

The following activity is drawn from debates over the role and powers of the federal government versus state government that have existed since the Articles of Confederation and the writing of the U.S. Constitution. Here you can investigate how auto manufacturers are marketing self-driving cars and what local, state, and national governments should be doing to create safer driving for everyone.

Activity: Evaluate Who Should Regulate Self-Driving Cars

  1. Research the recommendations and rules regarding self-driving cars (if any) from the National Highway Traffic Safety Administration, the National Traffic Safety Board, and your local town/city and state governments.
  2. Watch ads for new cars on television and/or online and focus on how self-driving and autonomous operation features are promoted in words and visuals. Use the questions on the Teacher and Student Guide to Analyzing Advertisements document to guide your analysis of the media. 
  3. Then, consider the following question:
    • Do you think the state government (like under the Articles of Confederation), the federal government (under the Constitution’s federal system), or private companies (as in a competitive marketplace) should take responsibility for regulating self-driving technology?
  4. Design a TV or social media advertisement, using the techniques you uncovered in step 2, that persuades viewers to understand your point of view regarding who should regulate self-driving technology.  

Additional resources:

Connecting to the Standards

  • Massachusetts Civics & Government Standards
    •  Analyze the weaknesses of the national government under the Articles of Confederation and describe the crucial events (e.g. Shays' Rebellion) leading to the Constitutional Convention (Massachusetts Curriculum Framework for History and Social Studies) [8.T2.2]
  • ISTE Standards
    • Digital Citizen
      • 2c: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
    • 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
    • Ethics and Laws (CAS.b)
    • Interpersonal and Societal Impact (CAS.c)
    • 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.6-8.4
    • CCSS.ELA-LITERACY.RH.6-8.6
    • CCSS.ELA-LITERACY.RH.6-8.8
    • CCSS.ELA-LITERACY.RH.9-10.4
    • CCSS.ELA-LITERACY.RH.9-10.6
    • CCSS.ELA-LITERACY.RH.9-10.8
    • CCSS.ELA-LITERACY.RH.9-10.9
    • CCSS.ELA-LITERACY.RH.11-12.4
    • CCSS.ELA-LITERACY.RH.11-12.6
    • CCSS.ELA-LITERACY.RH.11-12.7
    • CCSS.ELA-LITERACY.RH.11-12.8
  • English/Language Arts Common Core Standards