Virginia SOL 9.C.4

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

• 9.C.4.A

  Determine the purpose of the media message and its effect on the audience.

• 9.C.4.B

  Analyze the persuasive techniques used in diverse media formats (e.g., name calling, innuendo, glittering generalities, card stacking, bandwagon, testimonials, ...

• 9.C.4.C

  Evaluate the credibility, word choice, viewpoints, and bias in media presentations.

• 9.C.4.D

  Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations.

• 9.C.4.E

  Evaluate sources including advertisements, editorials, political cartoons, and feature stories for relationships between intent and factual content.

• 9.C.4.F

  Identify the possible cause and effect relationships between mass media coverage and public opinion trends in media messages.

01

What Students Need to Do

Students identify who a media message targets, what it wants that audience to think or do, and how it applies persuasion. They judge credibility, bias, word choice, evidence, and missing viewpoints, then explain possible effects on beliefs or behavior.

02

What Mastery Looks Like

A student can annotate an advertisement or editorial, naming its audience, claim, evidence, omitted information, and persuasive techniques. The student checks source credibility and explains how specific choices may shape public opinion.

03

Common Misconceptions

Students often treat popularity, celebrity endorsement, or emotional language as proof. They may label any opinion as bias, miss excluded viewpoints, or assume factual details make the whole message trustworthy.

04

How to Assess It

Display one print advertisement and ask: Who is targeted, what is the main claim, which technique is used, and what information is missing? Require one quoted or visual detail for each answer.

1. 01

   Give pairs a printed ad, two highlighters, and sticky notes to mark factual claims, emotional appeals, source clues, and missing viewpoints.

2. 02

   Project two headlines about the same event and ask, “Which words steer readers, and what viewpoint does each headline leave out?”

3. 03

   Run a technique match game: teams pair sample slogans with bandwagon, testimonial, name-calling, card stacking, or emotional appeal, then defend each match.

4. 04

   Have students compare a product’s social media post with an independent review, then list where intent changes the facts emphasized.

• 8.C.4

  The 8th Grade version of this standard.

• 11.C.4

  The 11th Grade version of this standard.

• 12.C.4

  The 12th Grade version of this standard.

• 5.C.4

  The 5th Grade version of this standard.