Content Background
Student Preparation
Content Strands
Process Strands
Benchmarks and Performance Standards
Content Maps
Content Outline
Performance Tasks
Rubrics for Performance Tasks
Instructional Activities
Materials and Resources
Web Links
Georgia Quality Core Curriculum References
Georgia High School Graduation Test References
  Content Outline 
1. Advertising: language, diction, brainstorming  
          (English/ Art/ Career and Technology/ Social Studies)  

2. Propaganda: deductive and inductive reasoning 
          (English/Career and Technology/ Social Studies)  

3. Lab Activity: scientific method used to collect data 
          (Math/ Science)  

4. Career Exploration: research to identify career opportunities 
          (English/ Career and Technology/ Social Studies)  

5. Investigation: effective group techniques to learn aspects of school 
          (Science/ Career and Technology/ Social Studies)  

6. Illustration: analyze effective techniques to persuade audiences through original artwork 
          (English/ Art/ Career and Technology/ Social Studies/ Math/ Science )  

7. Presentation: oral and written evaluation of speaking and listening skills 
          (English/ Career and Technology)  

8. Budget: formulate and calculate finance and economic information 
          (Math/ Social Studies) 

  Performance Tasks
This is the packet of information that should be given to each student.  

     Handout - Information #1  

     Advertisement Rules 

     I. Print Advertising - newspapers, magazines, Internet, posters, flyers etc. 

1. An ad may not have more than 2 types of fonts, but sizes and styles may vary.  
2. Headlines must be all upper case letters.  
3. Color should be used sparingly, except in photographs.  
4. Advertisements should include phone number, address, and web sites.  
     II. TV/Radio: Cable, radio, TV, with or without music. 
1. The FCC has regulations that require a PG-13 rating between 5 AM & 10 PM  
2. Speak clearly.  
3. Be concise. Time is money.  
4. Use catch phrases that your audience will remember.  
5. Advertisements should provide phone number, address, and web sites.  

     Handout - Information #2  

     Project Rules 

     1. A group's story board must be complete before the final ad/copy will be checked. 

     2. One advertisement must be presented either orally or using audio, video, or computer equipment. 

     3. A copy of the web page, or address must be provided. 

     4. All topics, not from the suggestion list, must be approved. 

     5. Grammar must be correct when applicable. 

     6. The student must prepare an advertisement from each of the following groups: 

Group A. Web Page or Print advertisement  
Group B. T.V. or Radio 
     7. Students will provide their own paper. 

     8. Each student must complete 3 career related explorations. 

     Handout - Information #3  

     Story Board Definition 

     1. The board must be on a posterboard. 

     2. The board must be visually legible. Lettering should be a minimum of 1 inch. 

     3. The board must identify the features of the advertisement (using propaganda, advertisement guidelines). 

     Requirements for Types of Boards  

     1. WEB 

A. Layout/background  
B. Identify all the elements (graphics, fonts, illustrations, language, headlines)  
     2. Radio 
A. Music  
B. Identify the speaker (dialect, diction, gender, age, region).  
C. Length  
D. Cost Estimate  
E. Script  
     3. T.V. 
A. Frames of scenes with either a caption or a description 
B. Music    
C. Script  
D. Actors (age, size, gender, region)  
E. Cost Estimate   
F. Length  
     4. Print 
A. Layout/background    
B. Identify all the elements (graphics, fonts, illustrations, language, headlines)  

     Handout - Information #4  

     Career Exploration 

     For each profession identify; 

A. Skills needed to perform the task    
B. Education  
C. Income    
D. Potential for future job growth   
E. Benefits    
F. Size of Profession    
G. Job Description    
H. What schools in Georgia offer the training or education?  

     Handout - Information #5   

     Check List - for student check and teacher to sign. Teacher should keep track of students by having a list of name and a check list of what was accomplished so that all students are on task. 

     Student____________________________________ Teacher _____________________ 

     _____1. Get to know your group. ________ 

     _____2. Decide on your product. ________ 

     _____3. Complete the questionnaire ________ 

     _____4. Complete story board ________ 

     _____5. Project Evaluation ________ 

     _____6. Budget Worksheet ________ 

     _____7. Career Exploration Questionnaire _______ 

     _____8. Paper _______ 

     _____9. Presentation of Ads _______ 

     _____10. Presentation of Careers _______ 

     Handout - Information #6  

     List of Careers Associated with an Advertising Campaign (Communication and Art) 

  • Radio and Television Broadcaster 
  • Producer 
  • Director
  • Singer 
  • Graphic Artist
  • Graphic Designer  
  • Lithographic Worker
  • Market Researcher 
  • Artist
  • Cinematographer 
  • Actor/Actress
  • Window Designer/Displayer 
  • Technical Illustrator 
  • Journalist 
  • Editor
  • Handicrafter 
  • Stagehand 
  • Musician 
  • Printing 
  • Production Writer 
  • Interpreter
  • Transistor 
  • Model 
  • Motion Picture Project
  • Dancer 
  • Photographer 
  • Technical Writer  

     Handout #7  

     Story-board/Advertising Questionnaire  

     1. Five W's 

a. What: (what is being promoted?)  
b. Who: (age group, class)    
c. When: (time of year, day)    
d. Where: (region, location, school or community)    
e. Why: (why the activity needs promoting)  
     2. How 
Describe the form being used, the two propaganda techniques and why you chose them? 
          1. ______________________________ 
A: Form/Propaganda  
B. Why?  
          2. ______________________________ 
A: Form/Propaganda  
B. Why?  

     Handout #8 

     Advertising Prices: It would prudent to locate any applicable information regarding promtional costs in your radio, television and newspaper, market area.  

     Budget Sheet: According to the needs of the classroom it is necessary to provide a sheet with no fewer than 2 columns. Your price list will determine the amount of money you will allot per group. Focus mathematical concepts with or without the use of a calculator. Teachers may also want to review estimation and quick math skills. If available, use account paper or make your own for the purpose of relevance. 

Consider the following criteria in forming a proper budget sheet: 

  • cost of time allotments (20, 30, 45 and 60 seconds) 
  • cost of frequency of advertisements 
  • cost of actors and actresses 
  • cost of graphic designer 
  • cost of computer time 
  • cost of paper products 
  • cost of 1/4, and full page ad 
  • cost of printer (Kinko's etc) 
  • cost of TV studio, cameraperson editors 
  • cost of web advertisement 
  Rubrics for Performance Tasks
Rubric- Information #1  

Written Project Evaluation  

This is a rubric as well as a guideline that the student should follow when writing their essay on the project. The teacher should also assign a point value to each section of this handout. One suggestion is a point system of 1 to 5 with 1 indicating least and 5 indicating most effective. In addition it would be beneficial to have a peer editing session with a third column for peers.
     1. The student clearly describes the development of the advertising campaign. 

     2. The student uses complete sentences. 

     3. The student uses correct grammar. 

     4. The student uses correct spelling. 

     5.. The student uses correct punctuation and capitalization. 

     6. The student cites one example of an obstacle encountered and describes it. 

     7. The student describes how decisions were made with reference to propaganda techniques chosen. 

     8. The student observes the affect of advertisement by citing one observation 

     9. The student identifies one favorite aspect of the project. 

     10. The student includes choice of one career that interests him or her. Answer: Why does this career interest you? 

Rubric - Information #2  

Advertisement Evaluation 

This is rubric as well as a guideline that the student should follow when designing both types of advertisements. The teacher should also assign a point value to each section of this handout One suggestion is a point system of 1 to 5 with 1 indicating least and 5 indicating most effective. In addition it would beneficial to have a peer editing session with a third column for peers.
     1. Would you participate/join the activity? 

     2. Is it creative? 

     3. Is it visually appealing? 

     4. Does it have a message? 

     5. Is it informative? 

     6. Are the artistic strategies such as color and design used effectively? 

     7. Is it well organized? 

     8. Can the visual information stand alone and be a useful source of information without explanation? 

Rubric - Information #3 

Oral Presentation 

This is rubric as well as a guideline that the student should follow when presenting both types of advertisements. The teacher should also assign a point value to each section of this handout. One suggestion is a point system of 1 to 5 with 1 indicating least and 5 indicating most effective. In addition it would beneficial to have a peer editing session with a third column for peers.
     1. Was the presentation in a logical sequence? 

     2. Was it clearly described? 

     3. Was the presentation fluent and articulate? 

     4. Was the presentation successful in communicating/describing the topic? 

  Instructional Activities
This project has approximately 15 planned hours. This plan can be modified to take place between 1 to 3 teachers. Ideally, a math, a science and an English instructor are needed. All three teachers can provide a cornucopia of ideas as well as information that will enable students to achieve maximum results. 

Day One: Hours 1 - 3

1. Brand versus Generic-Activity The teacher will determine the items necessary for this activity. The idea is to demonstrate how the consumer is persuaded and manipulated by advertising.

Sample list of comparisons

  • Sony tapes and player vs a cheap brand (bring song or tape radio, compare both versions and survey)
  • Over the counter prescription drugs (Tylenol vs store brand) - Explain that a generic drug must have the same ingredients and make-up. Tylenol is the brand name for acetaminophen both are the exact same thing, just different packaging. Teacher may expand on this notion, including the argument that the health care field needs to address the financial burden placed on insurance companies by doctors who refuse to prescribe generics because of some financial affiliation or relationship to drug companies. The teacher may also use a science experiment to prove the authenticity of the generic brand.
  • Cars - Using popular magazines compare similar model cars and price. Example the Toyota Land Cruiser is almost identical to the Lexus SUV except the Lexus is about $10 to $15 K more. You may also use the information regarding manufacturing. At one time, the Eagle Talon was manufactured in the same plant as the Mitsubishi Eclipse. Car and Driver as well as Consumer Reports both have excellent comprehensive articles. Use the most recent information to encourage the most support from the class. 
  • Shampoo/Conditioner - Compare the Suave to Nexxus. Many hair experts claim that the shampoo is not as important as the conditioner. They recommend using a Neutrogena type shampoo once a month for a week and combined with a cheap mild shampoo but not skimping on a conditioner. It is also a good idea to rotate conditioners. You may have the students compare labeling. You can compare pretty bottles to cheap cost efficient bottling. 
  • Tennis shoes - Nike vs. Reebok - the $10 million dollar question. Discuss Nike's spokespersons (Michael Jordan, Tiger Woods, Gail Devers, Flo- Jo) Are these the driving force of the product or is the product selling itself?  Show the ads and discuss the impact of the campaign-- e.g.. Just Do It!!  Life's short play hard!!
  • Food: Use the students' favorites if possible. This taste test should be the last part of the exercise because it is the most involved. The room should be set up with a variety of booths run by students.  Possible comparisons could be: Frosted Flakes, Coke products, Potato Chips, Chips Ahoy all versus the local store brand. 
Possible questions/variations for a survey: -
(To avoid confusion and to make it easier for the instructor, survey only one or two items per product.)
1. Taste 2. Texture 3. Quality 4. Visual appeal 5. Smell 6. Packaging
The students should be given a survey list with clear parameters for them to judge. Keep the survey simple - (yes or no, rate one to five, buy or not buy, etc.) 
Once the survey has concluded discuss the results. Let the students know what they liked/disliked. Discuss the importance of packaging as well as product quality. Identify the importance of the six qualities the class used to rate the products. 
2. Brainstorming - Students should answer these questions: 
  • What do you want to be? 
  • What do you want in life? 
  • What is the ideal reputation for a high school student? 
  • What does every teenager need to be happy?

3. Propaganda Techniques - See Content Background

5. Unit introduction - Goals of project, results, assessment, show examples. It would be a great idea if the instructors provided examples of each type of campaign type.

6. Pass out and introduce packets: Go over all aspects of the packet. Be clear and concise about what is required. Discuss the importance of checklists and the order of project (think: order of operations).

Timeline - You may want to provide this to the students so they are aware of the specific time requirements.

Student Responsibility
1, 2, 3 
generic vs. brand, brainstorm, examples, propaganda, unit introduction
Handout #7 Due 
5, 6
Work on story-board - (Use Handout #3)
Story-board due/ budget worksheet due (Use Handout #8)
Work on final ads/ career exploration/ written evaluation (Handout #4 and Rubric #1
Check project evaluation - observe that work is being started on written portion
10, 11
Work on final ads/ career exploration/ written evaluation
Career exploration due (Handout #4)
Final touches
14, 15
Presentations (Rubric #2 and #3)


 This integrated unit was prepared by teachers of the:
Henry County Public Schools
396 Tomlinson Street
McDonough, Georgia 30253
Phone:  770/957-6601
 Updated 7/28/98