• To assess students’ grasp of the concepts, call on pairs and individual students during discussion. [IS.16 - All Students] Circulate to lend assistance while students complete study guide questions.
• Offer reteaching and provide additional resources as needed for more practice. [IS.17 - All Students]
• Provide feedback on students’ analysis of magazine advertising techniques and allow them to revise work for their unit assessment portfolio.

Focus Question: How is propaganda used in the media?

As a class or in teams, challenge students to name the product or company associated with each slogan: [IS.9 - All Students]  [IS.10 - ELL Students]

• “I’m lovin’ it.” (McDonald’s)
• “Have it your way.” (Burger King)
• “The quicker picker upper.” (Bounty paper towels)
• “Reach out and touch someone.” (AT&T)
• “The way business gets done.” (Nextel)
• “Drivers wanted.” (Volkswagen)
• “When you care enough to send the very best.” (Hallmark)
• “Think outside the bun.” (Taco Bell)
• “Fly the friendly skies.” (United Airlines)
• “Be all you can be.” (U.S. Army)
• “1000 songs in your pocket.” (iPod)
• “Hold different.” (iPhone 4)
• “Nothing runs like a Deere.” (John Deere)
• “Just do it.” (Nike)

Part 1

Say, “Slogans or taglines are just one way advertisers try to make their products memorable. Advertisements across print, television, the Internet, and radio use similar persuasive techniques to sell consumers on ideas and products. You will be learning to recognize various techniques to understand the subliminal influences you hear and see.” [IS.11 - All Students] [IS.12 - ELL Students]

Distribute the Propaganda in Advertising handout (L-L-8-2_Propaganda in Advertising.doc). Have students work with a partner to view advertisements and identify the persuasive techniques used by the advertisers. You can use Ad*Access: John W. Hartman Center for Sales, Advertising, and Marketing History. Duke University Library. Note: Search for key words, such as soap, cereal, vacuum, toys, and automobiles.

Have each pair of students choose two ads and complete the worksheet. Discuss students’ answers as a group.

Part 2

Provide magazines, brochures, and newspapers that may be cut apart. Have students use the print materials to find examples of ads that demonstrate propaganda techniques. Instruct students to do the following: “Locate and analyze magazine advertisements to demonstrate all 10 propaganda techniques. [IS.13 - All Students] Compile the advertisements and write an analysis for each one. [IS.14 - Struggling Learners] The advertising technique identified should be defined in the paragraph. This assignment will be used as part of your unit assessment portfolio.”

Provide class time for research and analysis. Discuss differences between the older ads and the modern ads. Direct students to add their work to their portfolio.

Extension:

• Have students who are ready to go beyond the standard collect political campaign direct mailings and analyze the techniques used to garner support for a candidate. [IS.15 - All Students]
• Give students who need additional opportunities for learning specific advertisements with the technique options provided in multiple-choice format. Have students write rationale statements explaining why each choice is either valid or invalid. An additional source for advertisements is listed under Related Resources.