The Ad*Access Project presents images and database information advertisements printed in U.S. and Canadian newspapers and magazines between 1911 and 1955. This selection of ads is about trains.
Students will create an advertisement promoting their chosen form of advertising, including advantages and disadvantages of their form of advertising. These should then be presented to the class to teach the class about their form.
Integrated Marketing Communications (IMC) remain an integral component of marketing. Therefore, understanding how companies effectively communicate and interact with customers (including potential customers) creates the foundation you (student) need to have a firm understanding of how marketing communication manifest in practice which is key to the development of effective marketing skills. Such an understanding will help you succeed in your marketing career. Henceforth, this course is designed to help you start your journey towards your desired entry into marketing careers.
Students compare attending a performance at The Globe Theater with attending a modern theater production or movie. They then create a commercial for an Elizabethan audience promoting a modern product.
This class examines how and why twentieth-century Americans came to define the ŰĎgood lifeŰ through consumption, leisure, and material abundance. We will explore how such things as department stores, nationally advertised brand-name goods, mass-produced cars, and suburbs transformed the American economy, society, and politics. The course is organized both thematically and chronologically. Each period deals with a new development in the history of consumer culture. Throughout we explore both celebrations and critiques of mass consumption and abundance.
By looking at advertising and mass media critically, students begin to understand how the media oppresses certain groups, convinces people to purchase certain products, and influences culture.
This kit provides teachers and other educators with the materials to help young children begin to understand the purpose of TV commercials (and advertising in general) in terms of selling intent, and to recognize the types of tricks that advertisers may use to make products look better than they really are. Specific lessons focus on foods groups and misleading nutritional messages commonly found in children's TV commercials, especially the "complete breakfast shot" and highly sugared pseudo-fruit snacks and beverages. Lessons are designed to address developmentally appropriate health standards, and many different commercials are provided so that children can discuss and practice what they have learned.
This lesson uses the "1984" Macintosh Commercial to introduce students to dystopian characteristics. Students analyze techniques used in the commercial and identify the comments that it makes about contemporary society.
The information revolution of the 21st century is as significant and transformative as the industrial revolution of the 19th century. In this unit, students – and by proxy their families – will learn about the challenges of our current information landscape and how to navigate them. This unit is split into four modules. These modules can be done sequentially or stand on their own, depending on students’ needs and teachers’ timeframes. In this module (1 of 4), students analyze their own use of online social media platforms and learn how filter bubbles and confirmation bias shape the content of their media environment.
Students add up the effect of images and persuasive language to analyze the art and words in advertisements.
Students learn basic marketing concepts and use professional marketing techniques to compose an advertisement for a hybrid vehicle. In the process, they learn the principles of comparative analysis.
A grocery store marketing tour I developed for my 10-year-old nephew after noticing that he was interested in how money (particularly buying/selling) worked. The tour took about 1 hour and then about 15-30 minutes for him to pick and purchase the items he wanted with the $10 I gave him. The information in this guide is a compilation of industry stories from primary and secondary sources. I encourage you to do your own research to confirm the accuracy of these stories.I also encourage you to use this as a guide and be ready to adapt and use different examples, different products, etc. depending on what the student is engaging with and what is available at your local grocery store.
After researching nutrition and analyzing food advertisements, students work in cooperative groups to create their own advertisements for food products.
An online brain dominance inventory provides students with information on their brain dominance and information processing style. This relates to perception and learning styles.
Offers an overview of the social, cultural, political, and economic impact of mediated communication on modern culture. Combines critical discussions with hands-on "experiments" working with different media. Media covered include radio, television, film, the printed word, and digital technologies. Topics include the nature and function of media, core media institutions, and media in transition.
This social media literacy unit introduces students to foundational skills in analyzing images and social media posts. It also reenforces critical thinking questions that can be applied to various forms of media. This unit was taught to 9th grade students but is easily adaptible to a range of secondary classrooms. It was also taught in conjunction with another unit focused on social media platforms and content.
The objective of this lesson is to teach kids about food advertising. To compare and contrast the portrayal of real food versus processed food in the media.
Launch! Advertising and Promotion in Real Time is the first free, open source text for advertising and marketing classes. A new alternative to introductory texts that can cost into three figures and provide information that is extraneous or outdated, Launch! offers a basic text at no cost to students. Instead, we generate revenue through individually priced materials such as discretionary hard copies of the text (for those of you who still like to mark up your book the old-fashioned way), study guides, podcasts and streaming interviews (à la iTunes), user-generated content, advertising sales, and corporate sponsorship. There’s something else that’s really unique and cool about Launch! Welcome to the first advertising textbook written in partnership with a real-life advertising agency. It’s fine to talk about ad campaigns from the past, but we’d rather hear about one from the horse’s mouth—while it’s still happening. We’re going to teach you about the ad biz the way you’ll learn it if you choose to make it your career (and we hope you do). None of that shiny, happy, “talking heads” stuff; we’re going to take the gloves off and show you how a campaign works (and sometimes doesn’t) from the vantage point of the people who have to do it every day. Prepare to Launch!
In this minilesson, students practice identifying and purposefully using vocabulary in persuasive writing that is intended to have an emotional impact on the reader.
In this unit, students explore and discuss video clips, articles, advertisements, myths, and other relevant information about how media sources affect our food choices.In particular, students learn about the marketing of food to children and adolescents. The unit will culminate with students working in groups of 3 to create a media presentation that can serve as a decision-making guide to inform food choices/decisions.Standards:CCSS English Language Arts (Grades 7-8)Ohio Standards for Technology