In the United States, people have long had a tendency to see the immediate, personal benefits of new technologies as contributing to human progress well before understanding their long-term social consequences. Facebook offers an instructive (and destructive) example. Facebook has failed to build infrastructural safeguards or accept the ethical responsibilities of a company whose algorithms and platform determine which types of messages spread around the world. While more powerful, reckless, and deceptive than most tech companies, Facebook is emblematic of a common pattern whereby "big tech" (referring here for instance to Google, Amazon, and the Gig economy) introduces disruptive technologies, the social harms of these technologies become evident over time, and only then do public and legislative debates ensue. In this paper, the author argues that social studies educators should inquire into techno-ethical conundrums that are of concern to both students and society, and that everyone should work together to take action for a more just and democratic social media ecosystem.