Download Materials Needed: Review: Focus

 Essential Standard
Clarifying Objective
6.ATOD.1 Analyze the factors that influence the use of alcohol, tobacco, and other drugs. 6.ATOD.1.1 Analyze the marketing and advertising of alcohol and tobacco companies in terms of the strategies they use to influence youth experimentation with their products. Materials Needed:
Appendix 1 – copies of Name That Ad
Appendix 2 – copies of Name That Ad – Teacher’s Key
Appendix 3 – copies of Business Dilemma
Appendix 4 – copies of Advertising Appeals Used to Sell Alcohol and Tobacco
PowerPoint – Cigarette and Tobacco Advertising
PowerPoint – Analyzing Alcohol Commercials
Appendix 5 – copies of Analyze This
Computers with Internet access
Tobacco and Alcohol Ads (Examples: Skyy Vodka, Marlboro, Camel, Virginia Slims,
Budweiser, Absolut, Arbor Mist, Captain Morgan’s, Bacardi)
Review:
Distribute to each student the handout Name That Ad (Appendix 1). Students are to
write the brand name in the blank beside the symbol or slogan advertising the product.
Tell students they have a few minutes to work independently. Students might also want
time to discuss potential answers with classmates.
Highlight the answers when students have finished using the Teacher’s Key (Appendix
2). Possible processing questions include:
“Why do you remember or recognize these ads?”
“Where do you find advertisements?”
Advertising is found not only on TV, radio, and magazines but also on billboards,
clothing, bumper stickers, and promotional items such as pens, key chains, and
magnets. Advertising is powerful and influences our choices because we remember
what we see and hear in the media.
Focus:
Provide each student with a Business Dilemma handout (Appendix 3). Read the
following scenario aloud, or instruct a student to read:
Imagine that you are the owner of a very successful business. To keep it
profitable you have to keep the same number of customers from year to year.
6.ATOD.1.1, page 1 NC Association for the Advancement of Health Education North Carolina School Health Training Center They don’t have to be the exact same people, but you need about the same
number of people buying the same amount of your product. If you lose customers,
you will lose money. Today you learned that your company is going to lose
hundreds of thousands of customers this year and every year that you stay in
business!
Students are to work individually or in groups to answer the questions on the handout.
Review their answers to the following questions:
o What do you have to do to keep your business running?
o How would you entice new customers? (Advertising, free samples, coupons,
win prizes, buy one get one free, sales)
o Whom will you try to get to buy your product? (Youth, because they may be
uninformed or have after school jobs – want to spend their money)
o What will you show in your ads? (Youth, beauty, thinness, power, popularity,
freedom, adventure, sex appeal, rebellion, activity, romance)
o What companies lose many customers each year and use the tactics you
described above for getting more customers? (Alcohol and tobacco
companies)
Offer the following statistics regarding alcohol and tobacco:
o Tobacco use accounts for 430,000 deaths each year.
o Each day more than 3,000 people under 18 become regular smokers; 32.8%
of students nationwide report current tobacco use.
o 100,000 deaths each year are related to alcohol.
o 31.5% of students nationwide have had 5 or more drinks of alcohol on 1 or
more occasion in a month.
o Many customers of alcohol and tobacco companies are dying so they need to
advertise to youth to stay in business. The tobacco industry’s spending to
advertise increased 52% from 1998 to 2008.
Statement of Objectives:
Today we are going to discuss advertising appeals and how they are used specifically
to sell tobacco and alcohol. By the end of this period, you should be able to recognize
the appeals used to hook teens on alcohol and tobacco.
6.ATOD.1.1, page 2 NC Association for the Advancement of Health Education North Carolina School Health Training Center Teacher Input:
Alcohol Advertisements: Distribute the handout Advertising Appeals Used to Sell
Alcohol and Tobacco (Appendix 4) to each student. Introduce each advertising appeal
by having different students read each appeal and the examples listed.
Once all of the advertising appeals have been explained to the class, the teacher will
display the attached PowerPoint, titled Alcohol Commercials. This PowerPoint simply
displays one commercial for each of the four alcoholic beverages. Each commercial
displays a different angle of approach within its advertising. After each commercial, ask
the class to identify which advertising appeals were used. Briefly discuss the advertising
appeals between each commercial.
NOTE: To show commercials, the PowerPoint must be in “display” mode.
When all of the commercials have been presented to the class, engage the class in a
discussion, concluding why specific advertising techniques were used.
Discussion Questions:
1. Which commercial appealed mostly to the younger population? (Bud and Coors
Light)
2. Why would Bud Light and Coors Light be advertised to a younger population?
3. From the advertising appeals list, what are some appeals that are mainly used
towards younger generations? Why would these appeals be effective?
4. Coors Light is the official sponsor of the NFL. Why might Coors light be the
sponsor and not regular Coors?
Be sure to emphasize that every product has a target audience. Even though Budweiser
and Budweiser Light are very similar, they are illustrated as being very different through
their advertisements.
Tobacco Advertisements:
Use the PowerPoint titled Cigarette and Tobacco Advertising to illustrate the many
strategies that tobacco companies have used in their advertisements. Encourage
students to use their Advertising Appeals Used to Sell Alcohol and Tobacco handout to
answer questions and discuss the advertisements throughout the PowerPoint.
See notes attached below each slide to provide teacher input and better understand the
angle of approach to each PowerPoint slide.
Guided Practice:
Arrange students into groups of three or four. Distribute tobacco and alcohol ads or
6.ATOD.1.1, page 3 NC Association for the Advancement of Health Education North Carolina School Health Training Center magazines that contain advertisements in them and have groups analyze the ads by
answering questions on the handout, Analyze This (Appendix 5). Instruct various groups
to share what they discovered with the class. Divide the class into two debate teams.
Select four to five speaking members on each team. The assignment is to prepare and
produce a classroom debate using the question: Does tobacco and alcohol advertising
encourage teens to use harmful substances?
All members of the team are responsible for researching, gathering and organizing the
information for the debate. Students should have computers with Internet access. The
Internet has numerous websites with views on both sides of the issue.
As the groups work, help them with topics and/or questions to pose and answer in the
debate. Set guidelines for the debate: time limits for presentations and rebuttals, and
the conclusions. Videotape the debate and show it on the school’s news show.
Independent Practice:
Assign or allow students to select one of the following:
• Compose an advocacy letter to a local store, magazine editor, or company
pointing out why they should not display an alcohol or tobacco advertisement
or why he/she is not going to be fooled by the advertising appeal.
• Compile a list of shows, movies, advertisements, billboards, celebrities, and
songs that promote alcohol and tobacco use.
• Present a taping of three commercials or TV show clips that promote alcohol
and tobacco use to teens and discuss which advertising appeals are used.
• Compile four magazine ads that sell tobacco and alcohol and write a
paragraph for each advertisement explaining which appeal(s) are used.
Analyzing Television and Alcohol Advertisements
• Students will be asked to spend at least 30 minutes watching a television
program. A television show or a sporting event would be ideal. Students will be
required to write down the television program, the time of day, and the audience
they feel the program is geared towards. While watching the television program,
students will pay close attention to both alcohol advertisements and any potential
signs of product placement. Students will identify these advertisements and write
a brief explanation for why they feel this particular advertisement occurred.
Encourage students to view their Advertising Appeals handout. Also encourage
students to predict what programs may have the most alcohol commercials prior
to beginning the activity. Once this assignment is collected, engage the class in a
discussion, asking if students discovered any interesting correlations between
television programs and alcohol advertisements.
Closure:
Today we discussed how powerful advertising is and that alcohol and tobacco
companies target teens to stay in business. We identified the appeals that advertising
companies use in ads and how you can reject their hidden messages.
6.ATOD.1.1, page 4 Name That Ad
1) Taste the rainbow
2) Unleash the beast.
3) Think outside the bun.
4) So easy a caveman can do it.
5) ______ Strong.
6) ________ My Eggo.
7) I’m coo-coo for
.
8) It’s mmm, mmm good.
9) Drivers Wanted.
10) Is it in you?
11) Get in the Game.
12) You’ve got questions, we’ve got answers.
13) I’m worth it.
14) America runs on _______.
15) The quicker picker upper.
16) The Free Encyclopedia
17) Every kiss begins with ______.
18) Don’t get mad, get _______.
19) Priceless.
20) Snap, Crackle, Pop.
21) The best part of waking up is _______ in your cup.
22) Eat mor chikin’.
6.ATOD.1.1, Appendix 1 Name That Ad – Teacher’s Key
1) Taste the rainbow.
(Skittles)
2) Unleash the beast.
(Monster Energy Drink)
3) Think outside the bun.
(Taco Bell)
4) So easy a caveman can do it.
(Geico)
5) ______ Strong.
(Army)
6) ________ My Eggo.
(Leggo waffles)
7) I’m coo-coo for
.
(Cocoa Puffs)
8) It’s mmm, mmm good.
(Campbell Soups)
9) Drivers Wanted.
(Volkswagen)
10) Is it in you?
(Gatorade)
11) Get in the Game.
(Playstation 3)
12) You’ve got questions, we’ve got answers.
(Radio Shack)
13) I’m worth it.
(Preference by L’Oreal)
14) America runs on _______.
(Dunkin’ Donuts)
15) The quicker picker upper.
(Bounty)
16) The Free Encyclopedia
(Wikipedia)
17) Every kiss begins with ______.
(Kay Jewelry)
18) Don’t get mad, get _______.
(Glad)
19) Priceless.
(MasterCard)
20) Snap, Crackle, Pop.
(Rice Krispies)
21) The best part of waking up is _______ in your cup.
22) Eat mor chikin’.
(Folgers)
(Chick-fil-A)
6.ATOD.1.1, Appendix 2 Business Dilemma
You are the owner of a very successful business. To keep it profitable,
you have to keep the same number of customers from year to year. They
don’t have to be the exact same people, but you need about the same
number of people buying the same amount of your product. If you lose
customers, you will lose money. Today you learned that your company is
going to lose hundreds of thousands of customers this year and every year
that you stay in business!
What do you have to do to keep your business running?
How would you entice new customers?
Whom will you try to get to buy your product?
What will you show in your ads?
What companies currently have this problem and why do you think so?
Business Dilemma From:
Choosing Not to Use: Alcohol, Tobacco, and Other Drugs. Education Development Center.
6.ATOD.1.1, Appendix 3 Advertising Appeals
Used to Sell Alcohol and Tobacco
•
Bandwagon Appeal – Creates the impression that everyone is using a particular product
and because everyone else is using it, you should, too.
•
Sex Appeal – Implies that one will become more sexually desirable and attractive by using
the product. Often shows very attractive male and female models.
•
Gender Appeal – Claims that a product will make one more masculine or feminine.
•
Problem Solving Appeal – Suggests that using the product will make problems go away.
•
Youthfulness Appeal – Hints that it will stop aging or restore energy.
•
Sophistication Appeal – Intends to show that if you buy a certain product you will be more
grown-up, independent, and mature.
•
Popularity Appeal – Recommends that you buy a certain product to be well liked, accepted,
and part of the “in” crowd.
•
Fun/Relaxation Appeal – Shows that a product will make you have more fun or feel more
relaxed.
•
Health Appeal – Implies that people shown using the product are healthy and active.
•
Slogans and Symbols – Use of a simple and easy to remember symbol or slogan. Slogans
are set to music and have catchy tunes and words. Examples: Symbol = Nike Swoosh,
Slogan = Just Do It.
•
Animation – An inanimate object comes to life and is given a personality. Example:
Budweiser bottles playing football.
•
Comedy Appeal – Uses humorous slogans, jingles, and symbols.
•
Group Identification Appeal – Implies that members of a specific group use the product.
Advertisements are targeted to groups based on age, race, religion, education, occupation,
sex, money, and area they live in.
•
Normalization Appeal – Presents the product as a typical and acceptable part of social
gatherings or as used by most people.
Advertising Appeals: Shipley and Plonsky. Consumer Health: Protecting Your Health and
Money.
6.ATOD.1.1, Appendix 4 Analyze This
Advertisement #1
Advertisement #2
Name of product
Which advertising appeals are used?
Hint: More than one can be used.
How do the appeals make a person feel
about the product?
Example: If I drink beer, I will be more of
a man.
Does this ad target adolescents?
If yes, How?
How could you reverse the message
this ad is trying to send you?
Botvin, Gilbert J., Ph. D. Life Skills Training: Teacher Manual 1, Princeton Health Press.
6.ATOD.1.1, Appendix 5