Web Quest: Sex Appeal in Advertising

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Sex Appeal in Advertising project for High School Seniors

Sex Appeal in Advertising project for High School Seniors

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  • 1. Sex Appeal in Advertising Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A WebQuest for 12th Grade (Business Communications) Designed by Shannon Lebsack [email_address] Based on a template from The WebQuest Page         
  • 2. Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] All of you work in the advertising department of a big company . This company's sales are slowly declining. The heads of the company have noticed a lot of sex appeal lately in advertisements and they are wondering if they should go this route in their new advertisements. Currently, your company uses minimal advertising with no sex appeal. The heads of the company are trying to decide how sex appeal could be used for their company, and if it would help or hurt their business. The company has picked the three of you to research this problem, and then present it to the entire company. Each of you will have a different role. The roles to choose from are Historian, Researcher, and Analyzer. Sex Appeal?
  • 3. The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] After you have chosen your teams of three, you must each pick a role to play. Historian: Your role is to research the history of sex appeal in advertising, how it was used, by who, and for what products. Researcher: Your role is to find current uses of sex appeal in advertising, how it was used, by who, and for what products. Analyzer: Your role is to compare the costs vs. benefits of using sex appeal in advertising how people respond to sexual advertisements, and if your company could use it. Although each of you has a specific role, this is a group project and everyone will be graded on all aspects of the project so you all must be knowledgeable about the complete topic of Sex Appeal in Advertising. The heads of your company are really interested in the topics that each roll has been assigned, so all are equally important. Once your research has been done, and you have decided whether your company will benefit from sexual advertisements or not, you will present it to them in a word processed 8-10 page report. If your report impresses them, they will want you to present it to the rest of the company in a 10-15 minute PowerPoint presentation. Title
  • 4. The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • First you will choose your teams of three students and assign roles.
    • Once you have done this, you will choose a Company to be working for. It may be an existing company or a fictional one made up by your team.
    • Your team will then begin brainstorming and researching Sex Appeal in Advertising. Each person should complete the required research for their role, as well as any other information that they think may be important.
    • I have given you nine websites to use on the credit page. Your team must find an additional three sources. These can be additional websites, books, databases, etc.
    • Your team must write an outline that will be looked over by the heads of the company to ensure you are on the right track
    • After your outline is approved, you will begin writing your 8-10 page report . It must have a table of contents for easy reading, main paragraphs with subheading/subtopics underneath these, and be double spaced
    • In the conclusion of your report you must state whether or not your company should use Sex Appeal in their new advertisements, why/why not, and what their new ad campaign should be
    • Your Team must document all of the sources you use (including any of the given sources used) in MLA format in a work cited at the end of the report
    • Prepare a 10-15 minute presentation using PowerPoint with your team to present to the rest of the Company to show them your findings
    • All aspects of this report should be completed as a TEAM.
  • 5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] To Evaluation Page 2 Research Paper Rubric CATEGORY 10 7 4 1 Score Organization Information is very organized with well-constructed paragraphs and subheadings. Information is organized with well-constructed paragraphs. Information is organized, but paragraphs are not well-constructed. The information appears to be disorganized. 8) Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic. Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Sources All sources (information and graphics) are accurately documented in the desired format. All sources (information and graphics) are accurately documented, but a few are not in the desired format. All sources (information and graphics) are accurately documented, but many are not in the desired format. Some sources are not accurately documented. _____/50
  • 6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Group Presentation Rubric CATEGORY 10 7 4 1 Score Attire Business attire, very professional look. Casual business attire. Casual business attire, but wore sneakers or seemed somewhat wrinkled. General attire not appropriate for audience (jeans, t-shirt, shorts). Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Time-Limit Presentation is 8-10 minutes long. Presentation is 6-7 minutes long. Presentation is 4-6 minutes long. Presentation is less than 5 minutes OR more than 10 minutes. Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic. Student is able to accurately answer most questions posed by classmates about the topic. Student is able to accurately answer a few questions posed by classmates about the topic. Student is unable to accurately answer questions posed by classmates about the topic. ____/50
  • 7. Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! Because of your Team’s excellent research and writing skills, the advertising campaign your Team came up with was accepted by the heads of the company and implemented into advertisements. They released these advertisements and they were a huge success causing sales to rise by 15%. Also, because of how well this proposal was written and presented your entire Team received promotions and will now be the head Team of the advertising department! What does your team think would have happened if you had/had not chosen to use Sex Appeal in your advertisements? What other types of advertisements could be used for this company to be successful? Answer these few questions and submit to your Boss for a few extra credit points!
  • 8. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The WebQuest Page The WebQuest Slideshare Group How Apple Will Sell 10 Million IPods Rubistar The small pictures are from Clip Art Websites for your use You must document the ones you use in MLA format http://www.bgsu.edu/departments/tcom/faculty/ha/sp2003/gp1/Article2.html http://www.brandinstitute.com/companynews.asp http://www.nku.edu/~issues/sexinadvertising/magazines.html http://xpigs.wordpress.com/2007/10/10/sex-in-advertising-does-it-sell/ http://findarticles.com/p/articles/mi_qa3778/is_200201/ai_n9032366 http://www.sexinadvertising.com/Work/index.php http://findarticles.com/p/articles/mi_qa3778/is_200201/ai_n9032366 http://www.versacreations.net/advertising/89/sex-in-advertising/ http://www.nku.edu/~issues/sexinadvertising/tvcommercials.htm
  • 9. Sex Appeal in Advertising (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 12th Grade (Business Communications) Designed by Shannon Lebsack [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
  • 10. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This WebQuest lesson was created for the Teacher Education Program at Colorado State University. I am a Business (Accounting) Education major, and think this assignment would be a great way for kids to work in groups on a topic that is prevalent in today’s world. Although it is a touchy topic, I believe that kids would be genuinely interested in it and be able to witness it first hand in today’s advertisements, television commercials, and TV shows. This lesson is about how prevalent sex appeal in advertising really is. I want the students to look in the past and realize that it has been around for centuries. This lesson brings in a real world aspect with the business aspect of a advertising plan. Also, it teaches the students about the writing process. In the business world, research and group projects are a huge aspect and are essential to being successful. Evaluation Teacher Script Conclusion Introduction (Student)
  • 11. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Because of the nature of this project, I believe it is best suited for the 12 th grade level in a Business Communication class. It involves business ventures as well as writing and group work. This lesson could also be used in a lower level college class if some minor changes were made to make the assignment a little more difficult. Although most 12 th graders will understand what sex appeal in advertising is, I plan on doing a lesson on the difference between sex in advertising and sex appeal in advertising. Some students may not understand that sex appeal in advertising can be very subtle and not noticeable and also that it has been around for centuries. I believe a prior lesson is very important to get the appropriate factor out to the class. Evaluation Teacher Script Conclusion
  • 12. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page STANDARD 5: Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. In order to meet this standard, students will select relevant material for reading, writing, and speaking purposes; understand the structure, organization, and use of various media, reference, and technological sources as they select information for their reading and writing; paraphrase, summarize, organize, and synthesize information; give credit for others' ideas, images, or information; and use information to produce a quality product. GRADES 9-12 As students in grades 9-12 extend their knowledge, what they know and are able to do includes using organizational features of printed text such as citations, end notes, and bibliographic references to locate relevant information; evaluating information in light of what they know and their specific needs; using organizational features of electronic text such as bulletin boards, database keyword searches, and e-mail addresses to locate information when technology is available; using strategies to gain information from journals, research studies, and technical documents; and using available technology to access information, conduct research, and produce a carefully documented product. For students extending their English/Language Arts education beyond the standards, what they know and are able to do may include understanding and applying knowledge of the structure, organization, and use of various media, reference, and technological information sources in their reading and writing as they meet academic, personal, and professional challenges; locating information appropriate for their reading and writing purposes such as career and academic interest, leisure time, and self-improvement; using information from various resources, both primary and secondary, as a vehicle for expressing their own thoughts, impressions, and ideas; giving precise, formal credit for others' ideas, images, or information; and planning and presenting multimedia presentations. Evaluation Teacher Script Conclusion
  • 13. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • First you will choose your teams of three students and assign roles.
    • Once you have done this, you will choose a Company to be working for. It may be an existing company or a fictional one made up by your team
    • Your team will then begin brainstorming and researching Sex Appeal in Advertising. Each person should complete the required research for their role, as well as any other information that they think ,ay be important.
    • I have given you nine websites to use on the credit page. Your team must find an additional three sources. These can be additional websites, books, databases, etc.
    • Your team must write an outline that will be looked over by the heads of the company to ensure you are on the right track
    • After your outline is approved, you will begin writing your 8-10 page report . It must have a table of contents for easy reading, main paragraphs with subheading/subtopics underneath these, and be double spaced
    • In the conclusion of your report you must state whether or not your company should use Sex Appeal in their new advertisements, why/why not, and what their new ad campaign should be
    • Your Team must document all of the sources you use (including any of the given sources used) in MLA format in a work cited at the end of the report
    • Prepare a 10-15 minute presentation using PowerPoint with your team to present to the rest of the Company to show them your findings
    • All aspects of this report should be completed as a TEAM.
    • This lesson is organized to be student run after the initial lesson. It involves one full teaching period to explain and get the original assignment out. I am assuming around six additional classes will be necessary. These classes will not be consecutive because students will be expected to spend time outside the classroom to research. The in-class sessions will take a lot of observation from the teacher because students tend to get off topic. Also, if students are not familiar with research papers and PowerPoint projects, they will need guidance with that.
    • Students may pick their own groups originally, but if conflicts arise then the teacher will have the discretion to change any of the groups. This project will not require much from the teacher. To pull this lesson off, they will need to have a basic knowledge of the websites given and the history of sex appeal in advertising, as well as basic knowledge of Word and PowerPoint. Otherwise as long as they can control the classroom, everything should go as planned.
    Evaluation Teacher Script Conclusion
  • 14. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The websites that will be used are listed in the Student Resource Page . To implement this lesson technology is very important. Students need access to computers and Word and PowerPoint programs. But, these programs should be available on the schools computer. If they are not available, hand written is acceptable and presentation can just be done orally without PowerPoint. One teacher should be enough to implement this lesson. During the working classes, additional teachers would be very beneficial to walk around and help the groups on their projects. These additional teachers would also need to have knowledge of Word and PowerPoint. Evaluation Teacher Script Conclusion
  • 15. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Evaluation (Teacher) Page 2 This is the rubric I am going to use to grade the research paper. It allows me to grade on the basics and still to adjust point values. Research Paper Rubric CATEGORY 10 7 4 1 Score Organization Information is very organized with well-constructed paragraphs and subheadings. Information is organized with well-constructed paragraphs. Information is organized, but paragraphs are not well-constructed. The information appears to be disorganized. 8) Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic. Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling, or punctuation errors. Many grammatical, spelling, or punctuation errors. Sources All sources (information and graphics) are accurately documented in the desired format. All sources (information and graphics) are accurately documented, but a few are not in the desired format. All sources (information and graphics) are accurately documented, but many are not in the desired format. Some sources are not accurately documented. _____/50
  • 16. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This is the rubric I am going to use to grade the group presentation. Since I have already graded the content this allows me to grade the presentation. Group Presentation Rubric CATEGORY 10 7 4 1 Score Attire Business attire, very professional look. Casual business attire. Casual business attire, but wore sneakers or seemed somewhat wrinkled. General attire not appropriate for audience (jeans, t-shirt, shorts). Preparedness Student is completely prepared and has obviously rehearsed. Student seems pretty prepared but might have needed a couple more rehearsals. The student is somewhat prepared, but it is clear that rehearsal was lacking. Student does not seem at all prepared to present. Time-Limit Presentation is 8-10 minutes long. Presentation is 6-7 minutes long. Presentation is 4-6 minutes long. Presentation is less than 5 minutes OR more than 10 minutes. Collaboration with Peers Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic. Student is able to accurately answer most questions posed by classmates about the topic. Student is able to accurately answer a few questions posed by classmates about the topic. Student is unable to accurately answer questions posed by classmates about the topic. ____/50
  • 17. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. Because of this, a teacher script is not completely necessary. The teacher is just presenting the project and does not need to follow any specific script. If the teacher follows the introduction and process then everything should go as planned. The students should be able to follow the procedure on their own. The teacher will be constantly present for questions and to keep students on task. Because this project is on a touchy subject, the teacher should mention the difference between “appropriate” searches “inappropriate” searches. Process (Student) Evaluation Teacher Script Conclusion
  • 18. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Like I have said before the topic is a little touchy for any students under 12 th grade. But I believe this would be an amazing learning experience. It is a chance for students to work on a topic that could interest them and do it in a very professional manner. They will get great experience with the research paper as well as with PowerPoint. I believe students need this type of practice before entering college or the workforce. Writing skills can never be taught enough. It is necessary for any and every job. There are many ways teachers could adapt this project to fit their subjects, and that is why it is a good project. Evaluation Teacher Script Conclusion
  • 19. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page The WebQuest Page The WebQuest Slideshare Group How Apple Will Sell 10 Million IPods Rubistar The small pictures are from Clip Art Websites for your use You must document the ones you use in MLA format http://www.bgsu.edu/departments/tcom/faculty/ha/sp2003/gp1/Article2.html http://www.brandinstitute.com/companynews.asp http://www.nku.edu/~issues/sexinadvertising/magazines.html http://xpigs.wordpress.com/2007/10/10/sex-in-advertising-does-it-sell/ http://findarticles.com/p/articles/mi_qa3778/is_200201/ai_n9032366 http://www.sexinadvertising.com/Work/index.php http://findarticles.com/p/articles/mi_qa3778/is_200201/ai_n9032366 http://www.versacreations.net/advertising/89/sex-in-advertising/ http://www.nku.edu/~issues/sexinadvertising/tvcommercials.htm Evaluation Teacher Script Conclusion