The Effects of Media and Tobacco Advertisement on Teens: How Persuasion is Used to Influence

Milton Middle School


Team || Problem || Objectives || Standards || Assignments and Assessments || Roles || Timeline


Team Members

Lisa Hart   hartl@mail.milton.k12.wi.us
Jackie Kas   kasj@mail.milton.k12.wi.us
Jane Johns   johnsj@mail.milton.k12.wi.us

top


Problem


Philip Morris has offered to provide a new, state-of-the­art computer lab, which also includes laptop computers that could be checked out by students to take home. They will provide this lab IF they are allowed to put up a billboard promoting their products on a particular piece of district-owned property that is within 1,000 feet of the Milton Middle School.  Philip Morris finds this to be a prime location because of the amount of traffic on Highway 59.  On what basis should this offer be accepted or rejected?

Context:   Milton is a predominantly rural community of approximately 5,000 people located in southern Wisconsin.  Its population is primarily white, middle class.  The school district is comprised of four elementary, one intermediate, one middle and one high school. Highway 59, a major highway, cuts through Milton on which there is heavy commercial and residential traffic.  Milton is a community in which most residents work outside of the community providing a small town environment in which to raise families.
 

top

Objectives

1.  To increase student awareness of  the effects of media
2.  To introduce research skills, including using the Internet and evaluating those sources, taking notes, and citing sources correctly
3.  To introduce different technology skills, including the use of PowerPoint, Hyperstudio,  Internet
4.  To teach students to develop ways to deliver information persuasively

top


Standards

InfoTech:   Content:
A.8.2, A.8.3, A.8.4, A.8.5, A.8.6, B.8.1, B.8.2, B.8.3, B.8.4, B.8.5, B.8.6, B.8.7,  B.8.8, C.8.2, C.8.3, C.8.4, D.8.1, D.8.2, D.8.3 ELA  A.8.1, A.8.4, B.8.1, B.8.2, C.8.1, C.8.2, C.8.3, D.8.1, D.8.2, E.8.1, E.8.2, E.8.3, E.8.4, E.8.5, F.8.1

 

top

Assignments and Assessments

1.  Advertising Analysis
2.  Commercial Analysis
3.  Editorial Analysis
4.  Look It Up (Internet search)
5.  Note cards Assignment
6.  Bibliography
7.  Hyperstudio stack
8.  PowerPoint stack
9.  Final Product: presentation
10.  End of Project Assessment

top


Roles and Points of View (Anticipated roles)

These are possible roles the students may choose from.  They may also have points of view that are different from what is suggested here.
 
 
Role Point of View or Perspective
Role 1   tobacco farmer (For) A tobacco farmerís income and livelihood is dependent on the sale of tobacco products. 
Role 2  community  member (For) This community member is concerned about the amount of tax dollars spent on schools.  He/She is in favor of finding alternatives to funding.
(Against) This community member is interested in and concerned about the negative health effects of smoking.
Role 3 student  (For) This student wants the money in order to buy things for his school.  
(Against)  This student thinks the advertisement will encourage young people to start smoking and feels.
(Against)  This student has had a close relative die of lung cancer.
Role 4  parent (For)This parent is in favor of the equipment to be supplied to the school without using tax dollars.
(Against)  This parent is concerned with the effects of advertisement and smoking on youth.
Role 5 school official (administration) (For)This school official is in favor of using the money earned through the agreement. 
(Against) This school official is also concerned about the negative influence such an ad will have on the students of his /her district. 
Role 6  health professional  (Against)  This person is only concerned with the negative health effects of smoking. 
(For)
Role 7 store owner who sells tobacco products  (For) The livelihood of the storeowner is somewhat dependent on the sale of tobacco products.  Any advertisement for a product that he/she sells is seen as an advantage. 

top


Timeline of Teaching Unit

The following pages include a timeline which consists of basic lesson plans, worksheets used for certain lessons and expectations for student work products and evaluation rubrics.

Day 1: What is advertising?
Day 2: Compare / Contrast Activity
Day 3: Propaganda Techniques
Day 4: Persuasive Techniques
Day 5: Review of the Research Process
Day 6: Internet Search
Day 7: Evaluating Internet Resources
Day 8: Note Card Procedure / Review
Day 9: Bibliography
Day 10: Introduction of the Problem
Day 11: HyperStudio
Day 12-15: Research Days
Day 16: PowerPoint
Days 17-19: Project Work Days
Day 20: Creating Invitations
Day 21: In-Room Debates
Day 22: Catch Up Day
Day 23:  Combined Class Presentation Practice
Day 24: Presentation Day
Day 25: Debriefing Day
 

top



PK-16 Technology Initiative
UW-Whitewater
Last updated July 29, 2000