Social Education 76(4), pp 211–215 ©2012 National Council for the Social Studies Using to Promote Media Literacy H. James Garrett and Mardi Schmeichel

While acknowledging that The Daily Show may be perceived as reflecting a particular ideological orientation, Stewart has insisted that any politician or issue is fair game for comedic/critical treatment on his program; indeed, within The Daily Show online archive, there are numerous clips of monologues with pointed critiques of both left and right. In the activities in this article, we describe how The Daily Show can be used to both highlight the relevance of content knowledge and to model a media critique that transcends a specific political orientation, providing students with a set of practices they can bring to the viewing of any media presentation. We contextualize our work with The Daily Show within the content of Social Studies Themes Individuals, Groups, ocial studies teachers are tasked from which young people learn political and Institutions; Power, Authority, and with aiding their students’ . Since the host of Governance; and Civic Ideals and Practices, Sabilities to engage in public the show in 1999, Stewart’s coverage of as well as the NCSS position statement debate and make politically sound elections and political events, and his on media literacy, which argues that decisions. One way we have found to appearances on shows such as CNN’s “If we hope to make learning relevant help facilitate this is to draw connections Crossfire and The O’Reilly Factor, have and meaningful for students in the between content knowledge and current placed him well within the boundaries 21st century, social studies classrooms political through the use of mainstream political conversations. need to reflect this digital world so of clips from The Daily Show with He and his writers have also written two as to better enable young people to . Social studies teachers books, modeled after school textbooks, interact with ideas, information, and who regularly incorporate attention which are national bestsellers. Their other people for academic and civic to current political events in their work is equal parts , political purposes.”1 Promoting media literacy, classrooms are aware of students’ commentary, and silly humor. In this as the NCSS statement indicates, means propensity to introduce Jon Stewart article, we describe how examining the helping students develop a framework into those conversations. The Daily form and content of The Daily Show to understand that all media messages, Show with Jon Stewart has consistently can be used for academic and civic including those on a show, are been reported as a primary media outlet purposes with social studies learners. created for specific purposes and that

September 2012 211 these messages carry ideological and political implications. Students need Figure 1. Critical inquiry questions embedded in the NCSS to understand how different audiences Position Statement on Media Literacy might understand the same media text differently, and should develop the Media education built on critical inquiry encourages students to ask probing capacity to evaluate the credibility questions such as: as well as the partiality of any media message. Put differently, the goal of 1. What social, cultural, historical, and political contexts are shaping the media literacy in social studies is to message and the meaning I am making of it? “detransparentize” media in order to look beneath what might otherwise be 2. How and why was the message constructed? self-evident aspects of messages to see how and why they “work.”2 Critical 3. How could different people understand this information differently? media literacy skills are required for active, thoughtful citizens in the 4. Whose perspective, values and ideology are represented and whose are digital age who need to understand missing? local and global events and also need sophisticated tools to understand how 5. Who or what group benefits and/or is hurt by this message? those events are presented through various media. The activities described in this article are aimed for high school social critique. The important point is reporters, he deconstructs media mes- students but could be adapted for that all political rely on what sages, pulling back the curtain on the middle school students as well. people already know and then point out way that the news is contorted to serve the tensions, contradictions, obscurities certain purposes. In this way, Jon Stew- Comedy in the Classroom and absurdities within that knowledge. art’s work models a sophisticated set of The Daily Show with Jon Stewart is Understanding their critique requires strategies that students can use in their most assuredly a comedy program. It a sophisticated grasp of social and own efforts to interpret media messages airs, after all, on a comedy network. political processes and institutions. critically. These strategies include the What students may not recognize is that In the same way that using historical ability to contextualize comments into comedy often borrows from and draws political cartoons helps students ideological categories, juxtapose con- upon social studies content knowledge understand and recognize dissent and tradictory statements from the same and has served an important civic role for disagreement around events of the past, speaker, examine the substance of an ar- much of U.S. history. Although the use of The Daily Show can help students look gument, and determine whose interests comedy news shows is not prevalent in “under the hood” of the complex social are being served by the particular story most social studies classrooms, the work and political commentary of current or account on offer. Through an analysis of political cartoonists is. But writers in events. of the way the opening segment reports, both of these genres draw on the same comments upon, and pokes fun at news practices and sensibilities, commenting How The Daily Show Works presentations, students can identify a on symbols and already existing stories While it is an example of a media text template of an approach to “” in order to present an argument about a in and of itself, The Daily Show is also media critically that can be applied to social or political topic. We argue that an example of how to conduct a study other contexts. teachers who have recognized the value of a media text. Instead of presenting the Using the critical inquiry questions of using political cartoons as examples of news, The Daily Show covers and cri- outlined in the NCSS media literacy social critique can find similar qualities tiques it. What this means is that the pro- statement (Figure 1), we designed a in The Daily Show. Engaging students’ gram, and in particular the monologue classroom activity, based upon the interest in the funny and compelling that typically comprises the first 10 min- viewing of a monologue from The Daily of the show is an opportunity utes of the show, is less a presentation of Show, that asks students to analyze how for teachers to tap into another example news stories than a commentary on the Jon Stewart’s critique of media works. In of the way that comedy provides social manner in which particular stories are particular, we ask students to identify commentary. Comedians from Mark being told.3 Through Stewart’s three aspects of the monologue—the Twain to to of the presentation of the news, as seen content knowledge required to under- have used political material both for in the artful “mash-up” of news clips or stand the monologue, as well as its “easy” performance value and to offer valuable his mocking of both news makers and and “hard” laughs—so they can better

Social Education 212 Figure 2. The Daily Show Graphic Organizer political climate and media landscape of the United States. We then distribute Current Events & Video Analysis: The Daily Show the graphic organizer (Figure 2) and Guiding Questions: How does this segment of the Daily Show “work”? What does one have to know in order to “get it”? Fill in introduce its purpose as a template or the compartments of the graphic organizer to prepare for discussion. a guide for students to organize their thoughts during viewing of the clip. Because we are asking students to attend List of subtopics in the segment Types of News to multiple layers of meaning in the clip, footage/sources/networks it is often necessary for the students to watch the clip at least twice. After students have filled out the organizer, analyzing we use it as a resource for a discussion The Daily Show for the next part of our activity: a consideration of the content knowledge, easy laughs, and hard laughs in the clip.

Social Studies Content Object of ridicule/Type of joke Content Knowledge The first thing we do in asking students to engage with The Daily Show is to identify what information, knowledge understand how The Daily Show works Appropriateness and understandings one must have in by being simultaneously entertaining, Clips from The Daily Show need to be order to “get” what Jon Stewart is offer- politically incisive, and civically rel- reviewed for appropriateness. While ing. In making a show about other news evant. In addition to describing this ac- profanity is always censored out, sexual shows, The Daily Show relies upon a tivity, we also discuss some issues teach- innuendo and other possibly offensive tremendous amount of “content knowl- ers need to consider in their use of The humor is not. Depending on the policies edge” from history, political science, Daily Show and propose ways for stu- of the school, the presence of such economics and geography. For example, dents to apply what they have learned to innuendo or crudity in some clips may in a segment we used with students in their own critique of media. not be appropriate. However, there are our classroom, coverage of the War many monologue clips from the show was labeled “The Mess-O-Potamia,” Using The Daily Show in the in which these concerns would not be an allusion to the precarious military/ Classroom a factor. We encourage teachers to take social/political situation present in the The typical format of The Daily Show the time to choose a clip appropriate for run up to, and carrying out of, the in- consists of a nine- to ten-minute opening the context. vasion of Iraq in 2003. Understanding monologue, followed after the first the very title of this segment requires set of commercials with either further Structuring Student Engagement more than a little current and historical commentary on current events or Prior to using The Daily Show in our knowledge. The show is, in essence, a interviews, or sometimes a combination classes, we poll students about whether “social studies” text in that it addresses of both. Because the opening or not, and how often, they watch the and relies upon content knowledge to monologue is typically the section of show and then ask the regular viewers carry out its satirical look at the world the program in which the most current to describe why they like the show and of . and compelling social and political what they think the show’s purpose Being able to understand the satire events are discussed—and because the is. We have found consistently that the presented in the program requires a length of these clips are well-suited for vast majority of our students have seen firm grasp on the geographical, political, both student attention spans and for re- the show but that many of them are historical and economic concepts playing—the instructions below outline surprised to learn that it’s relevant to deployed by Stewart and his staff. For activities appropriate for analyzing one social studies. We discuss what we have example, in a 2011 clip called “Parks and of the opening monologues. Teachers addressed above regarding ideology Demonstration” about the Occupy Wall can search for clips from the show, by and appropriateness by explaining that Street Movement, Stewart used clips topic or date, at www.dailyshow.com. our specific purpose is to investigate and vocabulary to sharpen the focus on The activities we describe can be used the layers of this particular program both the movement itself and the media for the analysis of clips on any topic. because of its continued political and coverage of it.4 In this nine-minute clip, cultural relevance as it relates to the there are allusions to bank regulation

September 2012 213 policies, multinational corporations, processes by which the show amuses huge laughs, and it is at points like this fascism, totalitarianism, the Tea Party, viewers, but to engage students in the that in our use of The Daily Show, we The Boston Tea Party, the 1999 WTO consideration of how various audiences again ask students to consider why riots in Seattle, Harry Potter, and Marie may interpret and be impacted by these this is funny. On one level, the laugh Antoinette. One would have to be well easy laughs differently. In doing so, we is an amused response to a carefully versed in specific social studies content ask students to consider whether these constructed exposition of news media’s and to be “in” on the easy laughs should perhaps be a little tendency to dramatize a news story. But funny. Engaging students in analysis more difficult to laugh at. on another level, the laugh is attributable of the content knowledge embedded to Stewart’s tightly woven critique of the within the show’s monologue provides Hard Laughs way the news media “spins” any given an important opportunity for students to Stewart’s demonstration of the ways in story to fit their preferred narratives. understand how social studies content which politicians or news pundits will These laughs are “hard,” we think, due knowledge increases their ability to change positions and contradict them- to the degree to which a sophisticated set fully understand a media product they selves is another comedic aspect of the of media literacy strategies is required watch and enjoy. program that can be mined for use in of the viewer in order to “get” the joke. the classroom. This set of practices is Despite the fact that many students Easy Laughs perhaps what is most compelling to the watch the program regularly, our In delivering their observations, some show’s viewers. In large part, this type of conversations with students lead us comedians and satirists will use demonstration is what makes the program to suspect that they are drawn to the sarcasm, sexual innuendo, profanity seem like a source of news itself, rather show for the easy laughs as opposed and scatological humor, and draw on than a comedic take upon it. Many argue to the more sophisticated, hard laughs. racial, ethnic, and gendered stereotypes that The Daily Show is indeed a news As such, students may not be taking all in order to “poke fun” at the object show, for it holds politicians and pundits full advantage of the media critique of inquiry, a strategy we have labeled responsible for their public statements. offered. The purpose of having students an “easy laugh.” Pointing to the “object Stewart has said that he does “what the record the types of news in the graphic of ridicule/type of joke” observations news networks do not do.”5 The process organizer and drawing their attention the students have recorded in the of exposing weak arguments, hypocriti- to the hard laughs is two-fold. First, we organizer, this is the second area of cal comments, or falsehoods—what we seek to make the hard laughs easier to inquiry we ask students to consider would hope would be the earnest task understand. Asking students to analyze and discuss. We find these kinds of of media and journalism—is made funny the hard laughs is a strategy for helping jokes a compelling location for inquiry on The Daily Show. We call these hard them develop a more sophisticated into what makes something funny. For laughs. appreciation of what is happening on example, a recurring device deployed An example of these hard laughs was the show. The reason for the comedy is by Jon Stewart is a voice impersonation found in one recent segment, titled perhaps not immediately apparent if the of a stereotyped Italian American, à “Madison Men,” in which Stewart viewer’s understanding of the joke stops la or The Sopranos. When shows clips from the media coverage of at the recognition of sarcasm. Naming Stewart uses this voice, he does so to the 2012 gubernatorial recall election the laugh “hard” requires a nuanced ridicule a particular line of thinking in Wisconsin to demonstrate that both understanding of satire, and perhaps or argument presented in a clip from a “left” and “right” present oversimplified more than a bit of knowledge, in order news program. The in-studio audience and overly dramatic accounts of news to understand it. laughs at this performance, and students events. He presents a montage of clips Secondly, analyzing the hard laughs are likely to follow suit. The question of popular news commentators on the provides the template for critical media we pose for students is: why is this right claiming the election signals the literacy. Asking questions about the funny? Drawing students’ attention final corrective to union overreach hard laughs opens conversations about to what we have termed “easy laughs” and a set of clips showing pundits why particular news networks differ in provides the opportunity for students to on the left decrying the death of their telling of the same news stories, for consider and analyze what is available democracy. Stewart contends that “as what purposes, and to whose advantage. for ridicule and what is not. So, for has now become customary, the news Students may have already been example, why is it funny that Stewart networks functioned less last night like introduced to the idea that multiple invokes a particular ethnicity to make a repositories of news and analysis and accounts of a story circulate within the satirical point? From what stereotypes more as extensions of the winning and , but on The Daily Show, this is he drawing? These are questions that losing campaigns.”6 The juxtapositions multiplicity is laid out for examination. not only allow students to uncover the of clips from the left and right produce We ask students to consider this not to

Social Education 214 Huxleyan Warning,” in The Daily Show and promote any particular account, but the similarities or gaps between the Philosophy: Moments of Zen in the Art of , to encourage them to recognize that primary document and the media’s Jason Holt, ed. (Malden, Mass.: Blackwell Publishing, facts never speak for themselves in the presentation of it. 2007), 5–15. context of network and cable news. 4. The Daily Show with , “Parks and Demonstration” (, N.Y.: The Daily Show News stories are always spoken through Conclusion with John Stewart, 2011), www.thedailyshow.com/ affiliations with particular stances. It is of the utmost importance that the watch/wed-october-5-2011/parks-and-demonstration. media students are using to become 5. Fresh Air, “Daily Show Host Jon Stewart” (Washington, D.C.: National Public Radio, 2004), www..org/ Conducting your own Media informed participants in our political templates/story/story.php?storyId=4054791. Critique processes are being viewed critically. 6. The Daily Show with John Stewart, “Madison Men – Scott Walker Prevails in Wisconsin Recall” (New To extend students’ understanding of Textbooks and authoritative films York, N.Y.: The Daily Show with John Stewart, 2012), critical media literacy, we encourage can be terrific resources. But just as www.thedailyshow.com/watch/wed-june-6-2012/ teachers to have students conduct their other social studies educators have madison-men-scott-walker-prevails-in-wisconsin-recall. 7. For example, see Wayne Journell, “Using YouTube own analysis of popular news media. suggested the strategic use of YouTube to Teach Presidential Election Propaganda: Twelve This is an important step in encouraging and Wikipedia,7 we offer the use of Representative Videos,” Social Education 73, no. 7 (November/December, 2009): 325–329; and Mark students to grasp the degree to which The Daily Show as a way to bring the Kissling, “A Call for Wikipedia in the Classroom,” media of all ideological positions shape students’ lives into the classroom. All Social Education 75, no. 2 (March, 2011): 60–64. public perceptions about a social or of us know better than to pretend that political event. This extension activity our classrooms are the only places that invites students to think critically our students receive their political H. James Garrett and Mardi Schmeichel are assistant professors in the Department of Elemen- about how Americans get their news. training. Therefore, using program tary and Social Studies Education at the University Teachers can begin by identifying a clips strategically with our students of Georgia in Athens, Georgia. Jim can be reached at provocative, news-generating current helps them understand the very thing [email protected]. Mardi can be reached at mardi@ event for which there is a primary that they are already consuming. By uga.edu. source available either in video or as a drawing attention to the content text, like a short speech or an interview. knowledge needed to understand the Students should first view or read the show, and combining this with an primary source and in small teams, analysis of the easy and hard laughs, we discuss its meaning and relevance. have found the careful examination of The teams should then track down The Daily Show to be a valuable use of between three to five examples of the classroom time. Are You Moving? media attention paid to the primary It is unlikely that news media will Have A New document. In order to not overwhelm be any less ideologically positioned students with the number of sources in the near future. It is crucial for our E-Mail Address? available online, and to mimic The democracy, therefore, that students Go to the members-only link at Daily Show’s focus on televised media, learn to become critically literate socialstudies.org/membership to renew student searches could be limited to consumers of news media. Our hope your membership, change your address, clips from the major news is that by harnessing the popularity of or update your member profile. That way, there’ll be no gap in the delivery of your outlets and talk shows. this show and bringing it into social NCSS publications. Building upon students’ under- studies classrooms, teachers can play standing of the structure of The Daily a role in helping students adopt the And include your e-mail address to receive updates and alerts that arrive only by Show, students will work together to kinds of media literacy strategies that e-mail several times a year. analyze their sources, identify and they can bring to their viewing of any categorize the ideological commentary media source, now and in the future. You can also reach the Membership they find in the media coverage, locate Department at [email protected]. contradictory statements from the Notes same speaker, examine the substance 1. National Council for the Social Studies, “Media Literacy” (Washington, D.C: NCSS, 2009), www. of the arguments, and determine the socialstudies.org/positions/medialiteracy1. interests being served. Regardless of 2. Avner Segall, “De-transparentizing Media Texts in the Social Studies Classroom: Media Education as their own stance on the current event Historical/Social Inquiry,” in Trends and Issues in under investigation, students should Canadian Social Studies, Alan Sears and Ian Wright, be encouraged to recognize the eds., (Vancouver, BC: Pacific Educational Press, 1999), 28-49. that different commentators have given 3. Gerald J. Erion, “Amusing Ourselves to Death with on the issue, and reflect critically on Television News: Jon Stewart, , and the

September 2012 215 STUDENT 2 013 DOCUMENTARY COMPETITION

Grades: 6–12

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DEAR MR. Deadline: PRESIDENT January 18, 2013 Visit us online for complete rules and details. studentcam.org

This Year’s Challenge: A Message to the President What’s the most important issue the president should consider in 2013? Create a short (5–8 min.) documentary including C-SPAN footage.

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