Subject/Grade: Gr.
9 Social Studies Lesson/Date: April 15, 2021Time: 1:06-1:49
Stage 1: Desired Results
Lesson
Overview: Continuing on with our consumerism unit, students will be confronted with the concept of
analyzing media messages. We have talked about what consumerism is, who consumers are,
how consumerism impacts quality of life and standards of living, and students have thought
critically about who they are as consumers.
GOs:
9.2 Students will demonstrate an understanding and appreciation of how economic decision-
making in Canada and the United States impacts quality of life, citizenship, and identity.
SOs:
9.2.5 Students will assess, critically, the relationship between consumerism and quality of life in
Canada and the United States by exploring and reflecting upon the following questions and
issues:
- How does marketing impact consumerism?
Learning
Objectives Students will demonstrate an understanding of advertising techniques through viewing and
critiquing Superbowl adds.
Stage 2: Assessment Evidence
Formative
Assessment Students will be formatively assessed on their understanding of previous concepts and critical
thinking about the advertisements they are exposed to.
Stage 3: Learning Experience
Prior to Resources:
Lesson: Create Google Slides YouTube
Find Superbowl Videos Google Slides
Time: Content/Description Differentiation
/
Assessments:
Introduction:
Review of Previous Concepts/New Learning:
Do a short review of the concepts we have covered so far: consumerism,
consumers, quality of life, standard of living, consumer identity
Transition: Open Google Slides and begin talking about it. Be weary of time to
give students enough time to complete the activity with Superbowl ads.
Body:
Learning Activity 1:
Go over textbook information about analyzing media messages on a Google
Slides
Subject/Grade: Gr. 9 Social Studies Lesson/Date: April 15, 2021Time: 1:06-1:49
Go over
Common Attention-Getting Hooks: (make this list available on Google
Classroom)
Bandwagon Effect: is a very common technique that tries to influence us by
stating that if everyone else is buying this product, you should, too, otherwise
you will not “fit in”. This is often seen in beer commercials, which promotes a
"big lie" that everyone drinks.
Emotional Appeal: is the process of generating emotions in order to transfer
them to a product. For example, a Coke ad shows happy, beautiful people but
tells us nothing about the product. The point is to make you feel good and to
transfer that feeling to the brand/product. This is the number one and most
important process of media manipulation.
Glittering Generalities - Vague Promises: like "might," "maybe," and "could"
are red herrings that divert our attention. "Super Glue may heal cuts better than
band-aids," sounds absurd, but you will often hear claims as preposterous as
this and it would still be true (because it can't be disproved). They promise
everything and deliver little or nothing.
Plain Folk Appeal / Ordinary People: are people that might be like you or me.
This is used in ads that stress everyday people, like Wal-Mart or Tim Horton’s.
Testimonials / Famous People: are statements by people explaining why
certain products are great. Famous or plain folk, or actors can do them. This is
more powerful when someone we really like or respect endorses a product (such
as Beyonce). Using famous people makes products seem more appealing
and attractive through association.
Scientific Appeal: Uses statistics or scientific data to persuade consumers to
buy a product or service.
Fear messages: are directed at our insecurities, such as "no one will like you if
you have dandruff," or "bald people are losers." This is a very common
technique and extra attention is required to resist these messages.
Humour: makes us feel good and is more memorable. Notice how the majority
of Super Bowl commercials are funny.
Hype: don't believe it. Be sceptical of exaggerated claims, such as "America's
favourite burger." Statements like these are meaningless and vague, but sound
good. More subtle examples include "eating Corn Flakes will make you
as strong as an Olympian." or “Red Bull gives you wings”.
Cute: Children and animals always steal the show. Family and “girl next door”
also fit this category.
Sex Appeal: sells, without exception. Most ads will use attractive people
or imply a degree of sexuality with the product.
Macho: is generally used to appeal to males, but not exclusively.
It demonstrates masculinity and male stereotypes; these are common in car,
sports, and alcohol ads.
Femininity: is another gender stereotype used in a variety of ads, from teen
make-up commercials to alcohol ads.
It's Easy: Simple solutions are often used to convince us that a product will
solve our problems, such as "doorknob disinfectant wipes keep us
healthy.” Larger ideological messages, such as "cars enable us to conquer
nature."
Repetition: is done to reiterate a sales pitch over and over again, like the phone
ads that repeatedly display and annunciate the phone number to access their
Subject/Grade: Gr. 9 Social Studies Lesson/Date: April 15, 2021Time: 1:06-1:49
service (for example the Pizza 73 ads).
Exotic: This is the appeal of the “other"; it could be a beach location, tribal
person, something strange or unknown. This is often meant to hook you through
presenting something that is out of the ordinary or beyond an everyday
experience.
Flattery: is used to make you feel good about you as a consumer and that you
are making the right choice when you chose a product. "Smart people like you
always buy premium aquariums when purchasing quality fish…"
Music and Style: is used for specific cultural groups. Teen-targeted ads might
include new styles of music and a particular style of dress to appeal to
the youth. Ads for older people might use 80’s or classic rock songs.
Transition:
Learning Activity 2:
https://www.youtube.com/watch?
v=8tLXmpyEreY&ab_channel=DaliborTruhlar
Have students watch and then ask students to remember what the ten products
were in each commercial. Make a list IN ORDER of what they remember on the
board.
Why did we remember these products over others?
Using the “Common Attention-Getting Hooks” sheet on Google Classroom, did
you notice any of these?
Transition: When there are 5 minutes left, speak to the next day’s assignment.
Consolidation:
Review of Key Concepts/Point to Next Class:
Tomorrow students will be working on an in-class assignment. If they don’t
finish in class they’ll have the weekend to finish it. Using YouTube, they will be
researching advertisements and completing an attached assignment.
Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:
2. Specific strengths of the lesson plan and delivery:
3. Specific weaknesses in the lesson plan and delivery:
4. What must be addressed to improve this plan?
5. How I have grown from this teaching experience:
