Grade+8

The following lesson ideas are from the Media Awareness Network Lesson Library. These lessons and all associated documents (handouts, overheads, backgrounders) are available in an easy-print, pdf kit version. Just click on the link!

=__Focus 1: Video Games__ = =﻿= [|Video Games] This lesson introduces students to the issue of violence in video games and helps them understand the effects that these games have on their own feelings and attitudes towards violence. Students begin with a discussion on the appeal of video games and complete a self-survey on their video game habits. This is followed by class discussion about stimulus addiction and rating systems for video games. Student activities include a case study about video game violence; deconstruction of video game ads and a short opinion piece on whether or not video games promote violence among young people.

[|Killer Games] In this lesson, students explore the issues surrounding violent video games. The lesson begins with a review of the Entertainment Software Rating Board’s rating codes for video and computer games, and a class discussion about the appropriateness of these ratings for children and teens. Using the article “Killer Games” as a starting point, students discuss the elements that contribute to video game violence; at what age young people should be in order to play violent games; and the possible effects of violent video games on young people. As a summative activity, students write a persuasive essay (or have a class debate) refuting or affirming the idea that violent video games promote violence among youth.

=__Focus 2: Alcohol Advertising to Youth__ = =﻿= [|Kids, Alcohol and Advertising] In this lesson, students look at the different groups in our society that deliver messages to the public about drinking and consider the influence of each of these groups on the attitudes and perceptions of young people. Beginning by brainstorming words or ideas associated with the word “beer,” the class develops a mind map of people and organizations that deliver messages to us about alcohol and drinking and the different messages that each provides.

Every day, we are surrounded by thousands of messages that inform, entertain and educate us. Some of these messages try to sell us things, some want to influence how we think and behave, while others try to keep us safe. All want to persuade us one way or another. Before deciding whether or not to listen to or believe a particular message, we need to ask some questions. Answers might include:
 * Think about everything we've discussed today. What are some questions that you should ask about messages?
 * Who is behind this message? //(A company? An advertiser? A health practitioner? My parents? A friend?)//
 * What is the message? //("Buy my product"? "Don't participate in high-risk activities"? "Learn about this so you can be better informed"? "Do this because it's fun"?)//
 * How is the person or organization trying to convince me to listen to their message? //(Making it sound like fun? Stressing that this is really important? Making it appear to be a cool thing?)//
 * <span style="font-family: 'Comic Sans MS',cursive;">Is the person or organization qualified to tell me what to do? //(For example, is my friend experienced enough to help me make decisions that might affect my health? Should advertisers have a say in what foods we need? Is this Web site a credible source for my homework assignment?)//
 * <span style="font-family: 'Comic Sans MS',cursive;">And, most importantly, __why__ is this person or organization sending me a message? What is their motivation? //(To sell me things? To get me to influence other people? Because they care about my safety and well-being?)//

<span style="font-family: 'Comic Sans MS',cursive;">[|The Target Is You! Alcohol Advertising Quiz]

<span style="font-family: 'Comic Sans MS',cursive;">This interactive quiz, for Grades 6 to 8, is designed to increase students’ knowledge and understanding of alcohol marketing aimed at youth. Young people are exposed to alcohol marketing messages on a daily basis in everything from TV commercials to branded clothing, ads in magazines, Web sites and sponsorship at sporting and music events. The quiz helps students understand how these marketing messages can influence their attitudes towards drinking.

<span style="font-family: 'Comic Sans MS',cursive;">[|Young Drinkers]

<span style="font-family: 'Comic Sans MS',cursive;">In this lesson, students learn why the alcohol industry needs replacement (new) drinkers and how it exploits the needs and desires of young people in order to foster brand loyalty. The lesson begins with a quiz about tobacco and alcohol, followed by class discussion on the alcohol industry and the rules surrounding alcohol advertising in Canada. The work sheet //Facts about Young Drinkers// provides students with up-to-date statistics on alcohol consumption by young people, and it can stimulate a class discussion about why kids drink. In the activity //Whaddaya Say!// students compare what alcohol companies say about their advertising campaigns with the opinions of researchers, child development experts and educators. As a homework assignment, students develop their own frameworks for alcohol advertising.

<span style="font-family: 'Comic Sans MS',cursive;">[|Understanding Brands]

<span style="font-family: 'Comic Sans MS',cursive;">Understanding Brands is the third in this series and is intended as a stepping stone to Lesson 4, //Interpreting Media Messages//. In this lesson, students learn about the importance of branding for developing customer loyalty and recognition of products. Through class discussion, students explore different types of brands and the ubiquitous nature of branding in North American culture. Using the work sheet //Brands All Around Us//, students further explore brand culture and their own responses to the products advertised in this manner. By helping students understand that brand culture is indiscriminate and that brand recognition is not always for products that are age-appropriate, students will be better able to understand the significance of branding in the marketing and consumption of alcoholic beverages.

<span style="font-family: 'Comic Sans MS',cursive;">[|Interpreting Media Messages]

<span style="font-family: 'Comic Sans MS',cursive;">In this lesson, students investigate the importance of branding and messaging, especially as they relate to parity products such as beer and alcohol. Students explore the "3Ps" of brand messaging – personality, position and promise – by seeing how they apply to top selling brands of beer in the United States. Students study how consumers interpret and decide whether or not to act on media messages by applying the Media Message Interpretation Process Model to an advertisement for rum. And for homework, they conduct a "3P" analysis of three ads for alcohol.

<span style="font-family: 'Comic Sans MS',cursive;">Extension Activities:
<span style="font-family: 'Comic Sans MS',cursive;">[|Alcohol Myths] <span style="font-family: 'Comic Sans MS',cursive;">Students explore positive messages about drinking that are promoted and reinforced in ads for alcohol. A key component of this exploration includes understanding the consequences of drinking – the negative side of alcohol use that is seldom alluded to in alcohol ads. Prior to the lesson, students read an article on alcohol advertising and answer a series of questions about the gap between the truth about alcohol use and the messages advertisers want consumers to believe. In class, they discuss seven common myths about drinking and the advertising strategies used by the industry to perpetuate these myths. In groups, students research topics about alcohol use and the alcohol industry and create their own parody ads that deliver "the truth" about drinking.

<span style="font-family: 'Comic Sans MS',cursive;">[|Demographic Beer] <span style="font-family: 'Comic Sans MS',cursive;">In order to sell the many brands of beer, advertisers have portioned out beer drinkers into demographic groups, or groups defined in terms of their age, sex, education, and income. After a careful look at many commercials, it is easy to see which beer is intended for each group. Have students watch several beer commercials and match the brands to the stereotypes used by advertisers to represent demographic groups. = = =<span style="font-family: 'Comic Sans MS',cursive;">__Focus 3: [|Comic Book Characters]__ =

<span style="font-family: 'Comic Sans MS',cursive;">In this lesson, students look at how male and female characters are depicted in comic books. Using a Comic Book Analysis sheet, students will record the attributes of male and female comic book characters. As a class, students will record common attributes on a master sheet and discuss what messages about men and women are reinforced. In groups, students will be asked to design and create a non-stereotypical comic book character.

=<span style="font-family: 'Comic Sans MS',cursive;">Focus 4: [|Taming the Wild Wiki] =

<span style="font-family: 'Comic Sans MS',cursive;">Students are introduced to //Wikipedia//, the user-edited online encyclopedia, and given an overview of its strengths and weaknesses as a research source. They are taught how to evaluate the reliability of a //Wikipedia// article and then attempt to improve an existing article.