Power to Your Words

#HeartBeatsHate
“We call B.S.” Emma Gonzalez, @Emma4Change #NeverAgain

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OVERVIEW:

In this lesson, students will explore how hashtag activism is changing the activist and advocate narrative, and how they can use technology to speak out about causes that are important to them. They will apply critical thinking, media analysis and creative writing to leverage the collective power of their voice.


BACKGROUND:

Your voice is a powerful tool when it comes to change. History proves this time and again. Have any of you heard of people Martin Luther King Jr., Rosa Parks and Nelson Mandela? (Have a brief discussion). While they all stood for different things, each of these individuals used their voices and their stories to change laws. Fiction authors George Orwell and Margaret Atwood also used their voices to craft tales of caution - stories which were rooted in fiction, and yet often seem to be all too real. Recently, social media has impacted activism, and in particular youth activism.


While it has critics, Internet activism is a powerful tool to gather followers and create positive social change. Generally speaking, Internet activism is used to

  • Build awareness or foster advocacy
  • Equip mobilization or facilitate organization
  • Generate a reaction or result in action

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But, how does Internet activism work? Let’s look at some examples:

1. Collect examples of recent hashtag campaigns

      Examples:

  • #MeToo
  • #Enough
  • #NeerAgain
  • #BlackLivesMatter
  • #ICantBreathe
  • #IceBucketChallenge
  • #HeForShe
  • #IllRideWithYou
  • #BringBackOurGirls
  • #JeSuisCharlie
  • #IStandWithAhmed
  • #DressLikeAWoman
  • #Ham4All
  • #TakeaKnee
  • #Covefefe
  • #WomensMarch

2. Ask students/youth to identify any other hashtag campaigns they’re aware of and/or following

3. For each hashtag campaign ask students/youth to identify:

  • The cause/issue/reason
  • The intended audience
  • The desired effect of the campaign
  • The impact of the campaign
  • Any individuals of notoriety

4. Ask students/youth to consider: (this could be one lesson on its own)

  • How is social media being used as a platform for activism?
  • How is social media changing activism (good/bad)?
  • Why are campaigns like this important?
  • Why/how do people connect to campaigns like this?
  • What are the benefits/drawbacks of campaigns like this?

5. Ask students/youth to help you define: (this could be one lesson on its own)

  • Activism: policy, practice or doctrine that emphasizes using action in support of or opposition to one side of an issue
  • Internet Activism: use of Internet-based platforms (emails, social media) to share information faster and therefore increase coordination, action and fundraising efforts
  • Hashtag Activism: in Internet activism, using hashtags (#) in support of or opposition to one side of an issue; helps to keep the story/issue in the news; helps amplify message
  • Slacktivism: a term used to denounce Internet activism as it highlights the lack of genuine involvement in the cause/issue
  • Clicktivism: refers to using social media and the Internet to amplify social cause

6. As a group, we’re going to put Hashtag Activism to work by starting our own campaign


BRAINSTORM:

1. Materials:

  • Marker/chalk
  • Poster paper/chalkboard
  • Pens
  • Sticky notes

2. Set parameters: in next 10 minutes we’re going to list as many social and/or political issues that are important to us. We will not judge one another’s ideas (positively or negatively)

  1. Give the question: What social or political issues are you passionate about?
  2. Record: create a list as the topics are given
  3. Downselection:
  • Provide each student/youth with 3 sticky notes and tell them to write one of the listed causes on each paper
  • Collect sticky notes and place into groupings
  • If not a majority, repeat process with the smaller group
  • Top one or two issue will be the focus of the project


PROJECT:

1. Divide group into roles: research, creative, content, facilitator, influencer, etc. (if doing more than one issue, divide into issues and then into role)

  • Research = looking into the cause, issue or topic
  • Creative = using graphic design or other software/skills to create the collateral materials
  • Content = create the written content for their movement
  • Influencer = individuals who will use their social capacity to grow the movement

2. Group needs to:

  • Set the objective
  • Build awareness or foster advocacy
  • Equip mobilization or facilitate organization
  • Generate a reaction or result in action
  • Research what other group(s) are doing work in this area - consider their hashtags and influencers
  • Examples of youth activists to look at (Twitter handles): @Xiuhtezcatl, @iammarleydias, @malala, @blairimani, @craigkielburger, @emma4change, @davidhogg111
  • Name their group
  • Develop hashtag(s) for their cause
  • Build social media platforms (Twitter, Instagram, Facebook, etc.)
  • Consider how to tag and/or secure influencers
  • Build and execute their campaign
  • Review campaign traction/analytics
  • Debrief


*Consult your school’s/group's policies: you may need to secure permission from administration and/or parents for students to use social media for this project


Victoria Ford

Victoria thinks the world could do with a lot more heart. Her goal? To encourage others to stand up, speak out and push back against hatred.

Intermediate

In this lesson, students will explore how hashtag activism is changing the activist and advocate narrative, and how they can use technology to speak out about causes that are important to them.