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Target Grade
Level:
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9 |
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Target Concept:
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Introduction
of Careers in Fine Arts and Communications |
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Target Content
Strands:
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Communications
Numbers
and Operations
Patterns
& Relationships
Force,
Matter, and Energy
Culture
Performance
Production
Historical
and Cultural Significance |
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Suggested
Time Line:
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1
Week (15 hours) |
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Developed
by:
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Stockbridge
High School |
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Year Developed:
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1997 |
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Introduction and Overview |
The student will generate
an advertising campaign to promote a school related activity. As a part
of this process, the student will gather information about a number of
different career pathways in communication and fine arts.
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| This unit requires students
to promote an aspect of their school through an advertising campaign. In
order to guide the students, teachers should be familiar with the language
of advertising, types of propaganda, methods of persuasion, and the scientific
method. The purpose of this unit is career exploration. Students will need
resources to use while researching career opportunities.
Propaganda:
Definition and Examples
This section can be provided
in a handout to the students or given as a lecture if note-taking skills
need to be enforced.
Propaganda - involves ideas used to influence a group of people.
Somebody is trying to get us
to do something-- to buy something, to believe something, or to act in
a given way.
Propaganda experts sometimes use cleverly designed half-truths to mislead
people. Some of
these propaganda methods are hard to spot. Others can easily be seen through
by those who
know how to recognize them
Six Types of Propaganda:
1. Endorsements
Political candidates and
advertisers often seek endorsements from famous people.
Advertising writers know that people admire sports heroes. Therefore they
pay famous athletes to endorse, or approve their product (Discuss adverse
effects also e.g., Hertz and O.J. Simpson as well as Pepsi and Madonna:
her ad campaign was pulled when her "Like a Prayer" video had burning crosses
as well as a bi-racial kiss.)
2. The Bandwagon
People who write propaganda
know that if you say something often enough and loud enough, many people
will believe it. This method appeals to people's desire to do what their
friends and neighbors are doing. (e.g. the Pet Rock, Beanie Babies, Cabbage
Patch Kids, Tickle me Elmo)
3. Name Calling
This is the use of an unpleasant
label or description to harm a person, group or product. Name calling can
be used to harm political candidates.
4. Glittering
Generalities
This method uses words that
sound good but have little real meaning. (Miracle drug, decrease
spending in the government, American)
5. Plain Folks Appeal
This campaign is designed
to claim that their spokesperson, candidate or product understands the
problems or needs of the average American citizen. Many political
candidates use this technique to acquire votes.
6. Slanting Ideas
This method uses words in
a certain way in order to favor a product, idea or candidate. Slanting
another product or person can mean identifying weaknesses, faults, mistakes,
rumors or questionable choices.
GCIS: A program offered to Georgia
that is a combination of software and print resources that evaluates and
provides career focus interests for students. The program also offers information
about each career. In addition, it also provides higher education information
regarding the education necessary for specific careers. For this project
one may modify any aspect of a career resource to fit the model. Use handout
#4 for some specific information you may want the students to locate. |
| Students should be equipped
with the following prior knowledge and skills for this unit:
1. Media Center Orientation
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Students should be familiar
with the available research materials, Internet access and creating a Web
page.
2. GCIS
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Students should be trained in
using the GCIS software program and reference materials.
3. English
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Students should be able to recognize
the differences among slang, colloquial, and formal oral expression, and
should have participated in formal and informal classroom discussions using
standard English.
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Students should be aware of
the steps in the writing process which includes multi-paragraph compositions.
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Students should be able to write
a persuasive discourse using appropriate diction and standard English.
4. Math
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Students should be able to add,
subtract, multiply, and divide with real numbers. They should also be able
to collect and organize data into tables, charts, and diagrams.
5. Science
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Students should be able to collect
and interpret data, to summarize data verbally, to communicate and
defend a scientific argument based on research.
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