Senior Exhibition Outline Template
Beginning on the next page is an outline template (in Microsoft Word format), which is filled in with a sample to
show you what a final outline looks like. Here is how to fill in your own outline:

Double click on a word / triple click on a sentence to highlight it. (Or swipe across it with a mouse’s left
key held down.)

Type your sentence. (The original words will automatically disappear; if they don’t, use the Delete key to
eliminate them.)

When you don’t need an outline subdivision (such as “C” or “3”), delete the line.

When you need to insert a new subheading, place the cursor at the end of the sentence immediately above
where you want to insert, press Enter, go the Style drop-down menu (typically located next to the Font
drop-down menu) at the top of the screen, and select the appropriate style:
For I, II, III, etc., choose Outline 1
For A, B, C, etc., choose Outline 2
For 1, 2, 3, etc., choose Outline 3
For a, b, c, etc., choose Outline 4
NOTE: You will need to manually enter the correct letter or number, and you may need to change letters
and numbers above and below your new entry. At times, you may need to use the Tab and Backspace keys
to align entries properly.

5


TROUBLESHOOTING TIP: If Microsoft Word performs undesired formatting, such as inserting
unwanted letters and numbers and changing the indentation, go to Format menu, click AutoFormat, click
Options, choose the “AutoFormat As You Type” button, and deselect (so that there is no checkmark) these
two choices: “Automatic Bulleted Lists” and “Automatic Numbered Lists.”
SAVE YOUR DOCUMENT ON YOUR H DRIVE. Choose “Save As” in the File menu and provide a
new name.
For Bibliography entries, click on Format at the top and choose Style from drop-down Scroll down to
“MLA Entry” and click.
Regulating Child Targeted Advertising
I. Thesis Statement
Corporation’s access to children should be restricted by limiting
the number of ads that can be placed on programs marketed to
children.
II. INTRODUCTION / BACKGROUND MATERIAL
A. History of advertising.
1. Printed word -> Television
2. Impact of advertisements being available to everyone
3. More production, more products, more ads
B. The average child watches about four hours of television a day and sees more than 20,000
commercials each year. By the time American children finish high school, they have spent nearly
twice as many hours in front of the television set as in the classroom.
A. The number of ads placed on child specific programs should be restricted because of
advertisements incredible effects on childhood obesity, detrimental impact on a child’s ability
to use their own form of creative play, and the negative effects on body and gender image to
young children and adolescents.
B.
However, I am in favor of permitting these advertisement and broadcast agencies to replace
the time previously used by ads to play educational children’s programming to help families raise
healthier children.
III. SUPPORTING ARGUMENTS
A. Advertising geared toward children has increased childhood obesity.
1. 83% of food commercials aired during the most popular shows for ages six to eleven are for
snacks, fast food, or sweets. (American Journal of Public Health)
a. Food also accounts for 48% of commercials on regular prime time TV.
2. Almost 16% of adolescents ages 12-19 and 15% of children ages 5-11 are currently obese.
a. These numbers have more than doubled for children and tripled for adolescents in the past
two decades.
b. These numbers correlate with the increase in technology and the amount a child watches
TV.
3. As in the case with tobacco and alcohol, political leaders, consumer advocates, and legal
professionals have attributed the growing rate of childhood obesity to unregulated
advertising.
a. A 2006 report released by the institute of Medicine found that for younger and older
children the evidence clearly supports the finding that television advertising influences their
food and beverage purchase requests.
4. Companies such as Coca Cola, McDonalds, General Mills, and Nestle are against restrictions
in ads.
a. 2008- Coca Cola spent 17 billion on child based ads
b. 2008- McDonalds spent 11.5 billion on child based ads specifically on the happy meal.
c. 2008- Nestle spent 6 billion on Christmas ads alone geared toward children.
B. Advertising geared toward children has decreased a child’s ability to use their creative play.
1. Babies are born with an innate capacity to play. When commercial interests dominate a
culture, however, nurturing creative play can become countercultural: it is a threat to corporate
profits
2. A survey of 400 major employers across the United States found that many of their new
young employ’s whose childhoods have been shaped by intensifying commercialization , lacked
critical thinking and basic problem-solving skills as well as creativity and innovation, all of which
are nurtured in creative play
3. Nineteen percent of U.S. babies under the age of one have a television in their bedroom.
a. Unlike other media such as reading or radio which require people to imagine sounds or
visualize images, screen media does all that work which hurts this creative development in a
child.
4. Brand licensed toys are an especially large business bringing in an estimated 6.2 billion in the
United States alone in 2007.
a. Toys that represent familiar media characters whose voices, actions, and personalities are
already set rob children of opportunities to exercise their own creativity—especially if kids are
familiar with the program on which the character is based.
5. Laws protecting children from corporate marketers vary widely, with many countries relying
primarily on industry self-regulation.
a. In the Canadian province of Quebec television advertising to children under the age of 13
is prohibited.
b. In Norway and Sweden television advertising to children under the age of 12 is
prohibited.
c. In France it is restricted for children under the age of eight.
C. The negative effects on body and gender image to young children and adolescents..
1. Children are getting the trappings of maturity at younger ages, but there is no evidence that
their emotional development, or their judgment, is keeping pace.
2. We see little girls in highly sexualized clothing these days, but they don’t really understand
the ramifications of wearing such clothing or their own sexuality.
3. We are depriving children — especially girls — of middle childhood, which used to be a
time when creativity and self-exploration flourished, and when girls and boys could be friends
without being self-conscious about it.
a. Instead, because they are inundated with sexualized brands like the Bratz, and movies and
TV programs like Disney’s “High School Musical” and “Hannah Montana,” girls are moving
from being preschoolers to having the preoccupations of adolescence.
b. They are worried about their weight and their appearance, and are immersed in thinking
about boys as dates rather than as friends.
4. Girls immersed in commercial culture are sold the message even in preschool that there are
prescribed ways that they are supposed to look and behave.
a. There were 40,000 Disney Princess brand items on the market last year.
b. If you strip away all of the talking teapots and singing animals from the most popular of
Disney’s stable of princess movies, the primary message is that a girl’s goal should be to
become an ultra thin, glamorous, white girl who marries a wealthy prince, lives in a castle and
has servants.
5. Toys seem to be color coded — they’re either blue or pink.
a. The toys packaged in blue are for boys and seem to be dominated by toys promoting
some kind of violence.
b. The girls’ toys are packaged in pink and are dominated by sexualized brands like Bratz,
Barbie or the Disney Princesses, or makeup and hairstyling.
D. Advertisement and broadcast agencies are to replace the time previously used by ads to play
educational children’s programming to help families raise healthier children.
1. Presently, this type of programming is defined by the FCC as "programming that
furthers the positive development of children 16 years of age and under in any respect,
including the child's intellectual/cognitive or social/emotional needs.”
2. Current studies confirm that 60 percent of the children surveyed indicated that
television encourages negative values such as disrespect for parents and Eighty-two
percent surveyed concluded that television should teach right from wrong.
3. Studies show that television can effectively teach children specific skills, assisting in
preparing children for formal schooling, as well as complement skills taught in the
classroom.
IV. NEW KNOWLEDGE
A. Piece of Legislation- Child Safe Advertising Act
1. Place stricter regulations on advertising agencies that do not follow the laws put in
motion by the FCC in the 1990 Children’s Television Act.
i. If stations do not follows the rules stipulated for they must adhere to a three strike
tear system of fines that increase and end with an inability to renewal a license
for two years.
ii. Increase amount of Educational Children’s Programming to 4 hours a week.
iii. Ban program length advertising on children’s programs.
2. Passed in the 74th Model Congress held at AIC.
V. CONCLUSION
I. Summary
A. Corporate Marketers access to children should be restricted by limiting the amount of ads
that can be placed on child specific programs.
B. These advertisement and broadcast agencies are to replace the time previously used by ads
to play educational children’s programming to help families raise healthier children.
II. Clincher
A. Now someone might say that it is a parents responsibility to control how susceptible a child
is to advertising however it is naïve to believe that one family in isolation can combat a billion
dollar industry working day and night to undermine parental authority and to bypass parents
and target children directly with messages that are typically not good for them.
B. We need to teach these companies in America that they can no longer make a mockery of
our democracy and need to follow the law. Freedom is not always free and without regulation
there would be chaos.
BIBLIOGRAPHY
Linn, Susan, Ph.D., professor of psychiatry at Harvard Medical School, Co Founder of the Campaign for a
Commercial Free Childhood. E-mail interview. (Primary Source!)
Committee on Communications. “Children, Adolescents, and Advertising.” American Academy of Pediatrics,
16 September 2013. Web.30.November.2013.
http://pediatrics.aappublications.org/content/11816/2563.full>.
Levin, Diane, and Christina Asquith. “As Marketing to Children Intensifies, What can Society Do?” Solutions
Magazine, April 2013.Web.30.November.2013. http://thesoultionsjournal.com/node/6641
Levin, Diane E. "Dealing with the Impact of Today’s Sexualized Childhood on Young Children." Good
Guidance n.d.: n. pag. Print.
Linn, Susan. "Food Marketing to Children In the Context of a Marketing
Maelstrom."Http://commercialfreechildhood.org. CCFC, n.d. Web.
<http://commercialfreechildhood.org/sites/default/files/linn_foodmarketingtochildren.pdf>.
Linn, Susan. "How About the "Sopranos" Sell...Soda?" Boston Sunday Globe n.d.: n. pag. Print.
Linn, Susan. "Selling to Kids, Everyone's a Consumer These Days." Parent and Preschooler Newsletter n.d.:
n. pag. Print.
“Multinational Monitor.” Interview with Susan Linn. N.p.n.d.Web.30.November 2013.
http://www.multinationalmonitor.org/mm2008/072008/interview-linn.html
O'Barr, William M. "A Brief History of Advertising in America | Advertising & Society Review Supplement
Unit 2." A Brief History of Advertising in America | Advertising & Society Review Supplement Unit 2.
Advertising Educational Foundation, n.d. Web. 14 Jan. 2014.
<http://muse.jhu.edu/journals/asr/v006/6.3unit02.html>.
VISUAL AIDS
1. Banner with thesis statement
2. Photos of ads that show generalization of children’s sexuality. (PowerPoint slideshow!)
3. Poster showing three main points
4. Clips of child targeted ads.