LeClerc+6-C-1

Lesson Plan Title: Integrating primary source videos using Library of Congress Fifty Years of Coca-Cola Advertising http://memory.loc.gov/ammem/ccmphtml/ Concept / Topic To Teach: Television advertisements and marketing Standards Addressed: 6.3.12 Business B – Evaluate the reasoning behind a choice. 6.4.12 E Analyze how consumers and producers participate in the global production and consumption of goods or services. 6.2.12 K Analyze the impact of media on decision-making of consumers, producers and policy-makers.

General Goal(s): How do commercials impact consumer purchasing. Specific Objectives: Students will analyze and compare television commercials for one product throughout 1971, 1979, 1993 and 1999 to note differences in marketing. Students will also consider what was occurring in the world to influence the consumer and the tone of the commercial. Required Materials: NARA evaluation sheet Video websites Anticipatory Set (Lead-In): Students will discuss the impact that commercials and advertisements have on consumers and how companies might decide how to market products. Step-By-Step Procedures: · Class discussion on consumer psychology · Business decision making policies available · Students will meet with the librarian to review articles and print materials on consumer buying and influences. This allows students to refresh research skills outside of English or Social Studies and reinforces use of the Business Databases available to them. · Students will create a powerpoint on consumer buying to turn in for grading to the Business teacher. · Students will then view the Coca-Cola advertisements as listed above and will then research the time period and consumer impact the commercials had – what was going on historically that may have impacted the decision to make the commercial and in what ways was the commercial effective? Closure : Class discussion on the commercial and its impact citing the above-referenced points. Assessment Based On Objectives: Class will write an essay AFTER having a discussion on the topic of commercials and their impact on the consumer, special emphasis should be on the impact the commercial may have on the product consumption. Possible Connections To Other Subjects: Video production – students may opt to create their own commercial for video production. Currently, they are required to produce commercials on an elective course to promote the course. They could use what they have learned in their research to create a more effective commercial. This lesson also connects to the Language Arts anchors. The pros/cons of the selection are: Pros: Students enjoy watching the commercials and they are “catchy” Students have an opportunity to discuss the commercials with their parents Students can see some of the out-takes on the LOC website to discover some of the problems encountered making the Hilltop commercial and where it was filmed. Cons: Students may become distracted and go off task and have fun! J  The quality of the videos is poor and can be distracting. Critical Thinking Skills would be taught through the analysis and evaluation of the commercials and how a company decides which commercials to run and how the consumer impacts that decision.

Shirley, I really like this idea! I have always found marketing to be fascinating. The psychology and research behind it is amazing. I love how you have the students comparing how the advertising has changed over the decades. It would be fun to have the students then create a commercial for a product either by being assigned a decade or just do the current decade. Video tape them. Great job!!!(Susan F)

Thank you Susan!

Shirley, What an engaging lesson! I thought maybe you could add in there about the obesity rate and our ability to become persuaded over advertising, much to the pleasure of the companies, of course. After looking at your lesson, I was watching for Coca-Cola commercials and don't see many. I wonder why their marketing strategies have been cut? Is it because we have become so dependent on their product that we are addicted. At least I am....give me my diet coke or else! Brooke Walsh