Virginia SOL 10.C.4

10.C.4 is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• 10.C.4.A

  Analyze the viewpoint of print and digital publications (e.g., advertisements, editorials, blogs, and websites).

• 10.C.4.B

  Analyze, compare, and contrast visual and verbal media messages for content (e.g., word choice and choice of information), intent (e.g., persuasive techniques, ...

• 10.C.4.C

  Examine and analyze how media messages are constructed based on varying opinions, values, and viewpoints.

• 10.C.4.D

  Evaluate the motives (e.g., social, commercial, and political) behind media messages used to determine author’s purpose, factual content, opinion, and/or possib...

• 10.C.4.E

  Describe possible cause-and- effect relationships between mass media coverage and public opinion trends.

01

What Students Need to Do

Students identify the viewpoint, purpose, audience, and motive behind print and digital messages. They compare words, images, selected facts, and persuasive techniques. They evaluate bias, effectiveness, and claims about media influence on public opinion.

02

What Mastery Looks Like

Students compare how words, images, and selected facts shape two messages. They explain the purpose, audience, motive, and possible bias with specific evidence. They also judge effectiveness and avoid unsupported claims about public opinion.

03

Common Misconceptions

Students may treat opinion as false and factual content as unbiased. They may name a persuasive technique without explaining its effect. They may assume media coverage caused an opinion shift when the evidence shows only a correlation.

04

How to Assess It

Give students an advertisement and an editorial on the same issue. Ask them to identify each viewpoint, one persuasive technique, the likely motive, and one piece of evidence.

1. 01

   Give pairs printed ads, highlighters, and sticky notes to label claims, images, omitted facts, target audience, and possible bias.

2. 02

   Ask students to write which of two posts is more persuasive, then defend their choice with one visual and one verbal detail.

3. 03

   Run a card sort where students match sample arguments to ad hominem, red herring, strawman, fact, opinion, or bias.

4. 04

   Compare a local news headline with public comments or poll results, then discuss whether the coverage caused, reflected, or merely accompanied opinion changes.

• 11.C.4

  The 11th Grade version of this standard.

• 12.C.4

  The 12th Grade version of this standard.

• 4.C.4

  The 4th Grade version of this standard.

• 6.C.4

  The 6th Grade version of this standard.