How Advertising Breaks Down Stereotypes

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Objectives

Activities will help students

  • Appreciate the capacity advertisements have to counter stereotypes;
  • Use the writing process to respond to advertisements that counter stereotypes;
  • Draw conclusions about the ethical responsibilities of advertisers.

Essential Questions

  • What is a stereotype?
  • What are some ways to fight stereotypes?
  • Why is it important to fight stereotypes and appreciate those who work to fight stereotypes?

Activities

  1. Recall the concept of stereotypes from Lesson 3 and Lesson 4. Explain that while many advertisements perpetuate stereotypes, an advertisement can also stand up against stereotypes. Ask students to share advertisements they have seen that rebut stereotypes. If they cannot remember examples, invite them to imagine what such an advertisement might look like.
  2. Explain to students that they will be designing advertisements that break down stereotypes. They can choose to create a magazine advertisement, a billboard design or a skit that represents a TV commercial. They may use this graphic organizer to plan. Students should work collaboratively and think realistically about what one advertisement can accomplish. Break students into groups. As they work, circulate to make sure groups are on track.
  3. At the end of the class period, bring students back together to share their advertisements. Once they have presented, have them discuss challenges they discovered in this process. Congratulate them on completing a task that many professional advertisers seem to shy away from. You may want to create a gallery of students’ advertisements in your classroom or hallway.

Reflection

It is, unfortunately, quite difficult to find advertisements that break down stereotypes. Challenge your students to find advertisements that go this extra mile. Encourage them to notice how an advertisement may simultaneously resist one stereotype and perpetuate another. Ask them to bring examples to class to fuel continued discussion.

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