RESOURCES

This is a list of organizations, websites, articles and other resources that may be helpful to teachers in developing the lesson, or for students as they are researching.

POV: Dark Money

http://www.pbs.org/pov/darkmoney/

The film’s official POVsite includes a trailer, additional information about the film and other resources, including instructions for borrowing the DVD from the POV Lending Library.

Dark Money

https://www.darkmoneyfilm.com/

The film’s official website provides information on the film, including press coverage and information about the film’s subjects.

POV: Media Literacy Questions for Analyzing POV Films

http://www.pbs.org/pov/educators/media-literacy.php

This list of questions provides a useful starting point for leading rich discussions that challenge students to think critically about documentaries.

National Institute on Money in Politics

followthemoney.org – Offers a variety of tools (searchable by state and district) that track spending by lobbyists, independent contributors, and more. Also features additional civics lesson plans, available at https://www.followthemoney.org/resources/civics-lessons.

Center for Responsive Politics

opensecrets.org – This independent nonprofit provides data and analysis related to tracking money in U.S. politics and its influence on elections and public policy.

ProPublica

https://www.propublica.org/ –This independent, nonprofit newsroom regularly publishes original reporting around dark money, including their FEC Itemizer, which can be used to browse electronic campaign finance filings. Data for the FEC Itemizer is courtesy of Issue One, a nonpartisan, nonprofit advocacy organization focused on political reform and government ethics.

U.S. Common Sense

uscommonsense.org/research/citizens-united/ - Overview of the Citizens United decision by a Stanford University project designed to help Americans understand their government. For details of the case’s arguments, see law.cornell.edu/supct/cert/08-205.

STANDARDS

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects (http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf)

RH.11–12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

W.9—10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

W.11–12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.

SL.11—12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 11–12 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.11—12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SL.11—12.3 Evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis and tone used.

Content Knowledge: (http://www2.mcrel.org/compendium/) a compilation of content standards and benchmarks for K-12 curriculum by McREL (Mid-continent Research for Education and Learning).

Language Arts, Standard 1: Uses the general skills and strategies of the writing process.

Language Arts, Standard 2: Uses the stylistic and rhetorical aspects of writing.

Language Arts, Standard 8: Uses listening and speaking strategies for different purposes.

Language Arts, Standard 9: Uses viewing skills and strategies to understand and interpret visual media.