Cover
Introduction
Key Civics and Government Concepts
Defining Critical Media Literacy
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: Trusted Messengers, the Media, and the Pandemic
6.10: Online Campaigning for Political Office
6.11: Advertising the Lottery Online and In Print
6.12: Local Governments, Social Media and Digital Democracy
6.13: 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

7.11: Memes and TikToks as Political Cartoons

Political cartoons and comics, as well as memes and TikToks, are visuals with a purpose. Writers and artists use these genres to entertain, persuade, inform, and express fiction and nonfiction ideas creatively and imaginatively.

Like political cartoons and comics, memes and TikToks have the potential to provide engaging and memorable messages that can influence the political thinking and actions of voters regarding local, state, and national issues.

At the same time, like other forms of social media, memes and TikTok videos must be approached from a critical media literacy perspective. This platform can misinform rather than inform its users -- 60% of whom are between the ages of 16 and 24. Analyzing 540 search results on TikTok, researchers found that that one in five videos suggested to viewers contained false and misleading claims on topics such as vaccines, climate change, the 2000 election, the January 6 insurrection, abortion, and the war in Ukraine (Beware of the 'New Google:' TikTok's Search Engine Pumps Misinformation to Its Young Users, Brewster et al., 2022).

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

In this activity, you will evaluate the design and impact of political memes, TikTok videos, editorial cartoons, and political comics and then create your own to influence others about a public issue.

Activity: Analyze Political Cartoons, Memes, and TikToks

Designing for Learning: Student-Created Activity Example

Memes and TikToks as Political Cartoons by Maria Trifiro

Additional Resources

Connecting to the Building Democracy for All eBook

Building Democracy for All: Evaluating Editorials, Editorial Cartoons, and Op-Ed Commentaries

Connecting to the Standards

  • Massachusetts Civics & Government Standards
    • Analyze the point of view and evaluate the claims of an editorial, editorial cartoon, or op-ed commentary on a public issue at the local, state or national level. (Massachusetts Curriculum Framework for History and Social Studies) [8.T7.6]
  • 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
      • 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)
  • English Language Arts > History/Social Studies Common Core Standards
    • CCSS.ELA-LITERACY.RH.6-8.5
    • CCSS.ELA-LITERACY.RH.6-8.6
    • CCSS.ELA-LITERACY.RH.6-8.7
    • CCSS.ELA-LITERACY.RH.6-8.8
    • CCSS.ELA-LITERACY.RH.9-10.5
    • CCSS.ELA-LITERACY.RH.9-10.6
    • CCSS.ELA-LITERACY.RH.9-10.8
    • CCSS.ELA-LITERACY.RH.11-12.5
    • CCSS.ELA-LITERACY.RH.11-12.6
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