Lesson Plan
Course Title: Advertising and Sales Promotion
Session Title: Environment and Legislation Unit 2, Lesson 6
Performance Objective:
The student knows the nature and scope of advertising, the major environmental influences on
advertising demand, and be able to explain the legislation that impacts advertising.
Approximate Time:
When taught as written, this lesson should take three days to complete.
Specific Objectives:
• The students know the nature and scope of advertising marketing.
• The student can list major environmental influences on advertising.
• The student will research advertising information.
• The student can explain legislation that impacts advertising.
Terms
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Food and Drug Administration (FDA) – Regulates the labeling and safety of food, drugs,
and cosmetics sold in the United States.
Consumer Product Safety Commission (CPSC) – Responsible for overseeing the safety
of products such as toys, electronics, and household furniture.
Equal Employment Opportunity Commission (EEOC) – Responsible for the fair and
equitable treatment of employees with regard to hiring, firing, and promotions.
Occupational Safety and Health Administration (OSHA) – Provides guidelines for
workplace safety and enforces those regulations.
Securities and Exchange Commission (SEC) – Regulates the sale of securities (stocks
and bonds).
Environmental Protection Agency (EPA) – Protects human health and our environment.
Federal Trade Commission (FTC) – Has the responsibility of enforcing the principles of a
free enterprise system and protecting consumers from unfair or deceptive business
practices.
Ad Council – A nonprofit organization that helps produce public service announcements.
Aseptic Packaging – Incorporates a technology that keeps food fresh without
refrigeration for extended periods of time.
Environmental Packaging – Packages that respond to consumer demand for
environmentally sensitive designs.
Cause Packaging – Packaging to promote social and political causes.
Recall – To take a product off the market after it has been on the market and sold to
customers.
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Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
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130.324 (C)(7)-The student knows the nature and scope of advertising marketing.
130.324 (C)(7)(C)-List major environmental influences on advertising marketing demand;
130.324 (C)(7)(D)-Research advertising information;
130.324 (.C)(7)(E)-Explain legislation that impacts advertising
Interdisciplinary Correlations:
English:
110.33(b)(1)(A) – Reading/Vocabulary Development
…determine the meaning of grade-level technical academic English words in multiple content
areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other
linguistic roots and affixes.
110.33(b)(1)(B) – Reading/Vocabulary Development
…..analyze textual context (within a sentence and in larger sections of text) to draw conclusions
about the nuance in word meanings.
110.33(b)(1)(C) – Reading/Vocabulary Development
…infer word meaning through the identification and analysis of analogies and other word
relationships.
110.33(b)(9)(C) – Reading/Comprehension of Informational Text/Expository Text
…make and defend subtle inferences and complex conclusions about the ideas in text and their
organizational patterns.
110.33(b)(11)(B) – Reading/Comprehension of Informational Text/Procedural Text
…translate (from text to graphic or from graphic to text) complex, factual, quantitative, or
technical information presented in maps, charts, illustrations, graphs, timelines, tables, and
diagrams.
110.33(b)(12)(A) – Reading/Media Literacy
…evaluate how messages presented in media reflect social and cultural views in ways different
from traditional texts.
110.33(b)(12)(B) – Reading/Media Literacy
…evaluate the interactions of different techniques (e.g., layout, pictures, typeface in
print media, images, text, sound in electronic journalism) used in multi-layered media.
110.33(b)(12)(C) – Reading/Media Literacy
…evaluate the objectivity of coverage of the same event in various types of media.
Copyright © Texas Education Agency, 2012. All Rights Reserved.
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110.33(b)(12)(D) – Reading/Media Literacy
…evaluate changes in formality and tone across various media for different audiences and
purposes.
Occupational Correlation (O*Net-www.oneonline.org/):
Job Title: Environmental Economists
Job Number: 19-3011.01
Job Description: Conduct economic analysis related to environmental protection and use of
the natural environment, such as water, air, land, and renewable energy resources. Evaluate
and quantify benefits, costs, incentives, and impacts of alternative options using economic
principles and statistical techniques.
Tasks:
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Develop economic models, forecasts, or scenarios to predict future economic and
environmental outcomes.
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Develop environmental research project plans, including information on budgets, goals,
deliverables, timelines, and resource requirements.
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Develop programs or policy recommendations to promote sustainability and sustainable
development.
Technology Used:
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Analytical or scientific software – Econometric Software LIMDEP; General algebraic
modeling system GAMS; Global Insight AREMOS; Quantitative Micro Software EViews
Data base user interface and query software – Microsoft Access; MySQL software
Development environment software – C; Formula translation/translator FORTRAN;
Microsoft Visual Basic
Teacher Preparation:
The teacher will review the terms in the outline, multi-media presentation, and any handouts to
become familiar with the lesson.
Accommodations For Learning Differences:
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files found
on the Special Populations page of this website.
References
Advertising and Integrated Brand Promotion-O’Guinn, Allen, Semenik- Chapter 5
Advertising-Business 2000 Townsley South-Western
Marketing Essentials, Glencoe-McGraw-Hill- Chapter 6
Online:
adage.com
Dictionary.com
Copyright © Texas Education Agency, 2012. All Rights Reserved.
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Wikipedia.com
Onetonline.org/
Instructional Aids:
Projector-Multi-Media Presentation
Textbooks
Websites
Materials Needed:
Projector-Multi-Media Presentation
Textbooks
Websites
Equipment Needed:
Computers for teacher/students with multi-media presentation and Internet access.
Learner Preparation:
Tell the students that the objective for this lesson will be to recognize the major environmental
influences in advertising, as well as be able to explain legislation that impacts advertising.
Introduction
Introduction (LSI Quadrant I):
Ask: Students to think about how the government can affect business. Can the government
really make an impact?
Say: The government actions make a HUGE impact of business and its operations. The
government plays the roles of a provider of services, a regulator, an enforcer of free enterprise,
and a monitor of the economy. These all involve laws and regulations. This includes advertising.
There are three primary groups that regulate advertising in the truest sense: Consumers,
companies, and government agencies.
Ask: Do you think companies go above and beyond government regulations to help protect the
consumer? Why? Why not?
Outline
Outline (LSI Quadrant II):
Instructors can use the presentation program/software, slides, handouts, and notes pages in
conjunction with the following outline.
MI
Outline
I. Terms
1. Food and Drug Administration
2. Consumer Product Safety Commission
3. Equal Employment Opportunity Commission
4. Occupational Safety and Health Administration
5. Securities and Exchange Commission
Notes to Instructor
Use multi-media
presentation as visual
aid.
After introduction, use
presentation software
as visual aid. Have
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6. Environmental Protection Agency
7. Federal Trade Commission
II. Areas of Advertising Regulation
• Various government bodies regulate
advertising
• Advertisements can have influence on
generations and consumer groups
1. Advertising to Children
• Children under 14 influenced as
much as 47% of American
household spending in 2005,
amounting to more than $700
billion
2. Competitive Issues
student write
down/type vocabulary
terms and meanings
while you explain
them.
Ask students to think
about what type of ads
would need to be
regulated and why.
Advertising to Children
– Children are
bombarded with ads.
The FTC has been
active in trying to
regulate advertising
directed at children
and consumer groups.
Example: The
consumer group
“Action for Children’s
Television” was
actively involved in
getting Congress to
approve the Children’s
Television Act (1990).
This limited the
amount of commercial
airtime during
children’s programs to
10.5 minutes on
weekends and 12
minutes on weekdays.
Competitive Issues –
There are huge dollar
amounts spent on
advertising, so
practices relating to
maintaining fair
competition are
regulated. Comparison
advertisements are
those in which a
company compares
itself to another. Have
the students think of
some comparison
advertisements and
discuss them.
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III. Deception and Unfairness in Advertising
1. Three Elements of Advertising Deception
A. There must be a representation,
omission, or practice that is likely to
mislead the consumer.
B. This representation or practice must be
judged from the perspective of a
consumer acting reasonably in the
circumstance.
C. The representation must be a
“material” one.
IV. The Bureau of Consumer Protection
1. Advertising Division
2. Enforcement Division
3. Financial Practices Division
4. Marketing Practices Division
5. International Division of Consumer
Protection
There is deception in
advertising. It is as
difficult to determine
what is deceptive from
a regulatory standpoint
as it is from an ethical
standpoint. There are
three elements that
declare an ad as
deceptive. The basic
question is whether
the act or the practice
is likely to affect the
consumer’s conduct or
decision with regard to
the product. For
example, if the
consumer follows
specific directions on
the product label and
illness occurs, that is
deceptive advertising.
The Bureau of
Consumer Protection
is the division of the
FTC that deals with
the enforcement of
consumer protection.
The Bureau is divided
into six different
divisions.
6. Division of Planning and Information
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V. Packaging Types
1. Aseptic Packaging – Incorporates a technology
that keeps food fresh without refrigeration for
extended periods of time.
2. Environmental Packaging – Packages that
respond to consumer demand for environmentally
sensitive designs.
3. Cause Packaging – Packaging to promote social
and political causes.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
Packaging is a big part
of advertising. People
are drawn to bright
colors, certain words,
and graphics. Product
packaging gives
companies unique
opportunities to
incorporate the latest
technologies as well
as environmental and
social concerns.
Aseptic Packaging,
Environmental
Packaging, and Cause
Packaging are
examples of packaging
that is new to the
marketplace.
Interpersonal
Naturalist
Existentialist
Application
Guided Practice (LSI Quadrant III):
After explaining each term, give students a list of products and services and match what
government agency it goes with. See Government Regulation Matching Document and Rubric.
Independent Practice (LSI Quadrant III):
Students will individually research government regulators and then complete the following tasks:
A. Choose one Government Agency
B. Research a product or service that was investigated.
C. Write a one to two page report on the product, the problem, the solution, and the
outcome. Make sure to discuss any publicity or advertising that was done during this time.
Summary
Review (LSI Quadrants I and IV):
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What do the Government Agencies do?
What are the three basic areas of advertising regulation?
What is a Comparison Advertisement?
What are the six divisions of the Bureau of Consumer Protection?
Copyright © Texas Education Agency, 2012. All Rights Reserved.
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Evaluation
Informal Assessment (LSI Quadrant III):
Instructor will be observant with students during project. Instructor will move about the
classroom setting, providing feedback and making sure that students are clear with directions
and staying on task.
Formal Assessment (LSI Quadrant III and IV):
Students will be evaluated on their “Global Agency Project” by using the Assigned Rubric.
Copyright © Texas Education Agency, 2012. All Rights Reserved.
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Advertising and Sales Promotion
Unit 2, Lesson 6, Government Regulation Match
Guided Practice (LSI Quadrant III)
Government Regulation Match
(Write which agency would handle each problem)
1. Rats in a restaurant –
2. Contaminated meat –
3. Children’s toy hazard –
4. Oil spill –
5. Construction site injury –
6. Inappropriate language on live TV –
7. Asbestos in a building –
8. Insider stock trading –
9. Pharmaceutical drug dangers –
10. A business cheating its customers –
11. Racial discrimination within the workplace –
12. A baby crib that could cause injury –
Copyright © Texas Education Agency, 2012. All Rights Reserved.
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Advertising and Sales Promotion
Unit 2, Lesson 6, Government Regulation Match
Guided Practice (LSI Quadrant III)
Rubric
Government Regulation Match
(Write which agency would handle each problem)
Answers
1. Rats in a restaurant – OSHA
2. Contaminated meat – FDA
3. Children’s toy hazard – CPSC
4. Oil spill – EPA
5. Construction site injury – OSHA
6. Inappropriate language on live TV – FTC
7. Asbestos in a building – EPA
8. Insider stock trading – SEC
9. Pharmaceutical drug dangers – FDA
10. A business cheating its customers – FTC
11. Racial discrimination within the workplace – EEOC
12. A baby crib that could cause injury – CPSC
Copyright © Texas Education Agency, 2012. All Rights Reserved.
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Advertising and Sales Promotion
Unit 2, Lesson 6, Government Agency Project
Independent Practice (LSI Quadrant III)
Government Agency Project
Students will individually research government regulators and then complete the following tasks:
A. Choose one Government Agency
B. Research a product or service that was investigated.
C. Write a one to two page report on the product, the problem, the solution, and the
outcome. Make sure to discuss any publicity or advertising that was done during this time.
Papers will be graded with rubric.
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Advertising and Sales Promotion
Unit 2, Lesson 6, Government Agency Project
Independent Practice (LSI Quadrant III)
Rubric
Student Name:
_______________
_______________
_______________
CATEGORY
Organization
Quality of
Information
Amount of
Information
Sources
Diagrams and
Illustrations
20
15
10
5 or less
Information is very
organized with
well-constructed
paragraphs and
subheadings.
Information clearly
relates to the main
topic. It includes
several supporting
details and/or
examples.
All topics are
addressed and all
questions
answered with at
least two
sentences about
each.
All sources
(information and
graphics) are
accurately
documented in the
desired format.
Information is
organized with
well-constructed
paragraphs.
Information is
organized but
paragraphs are not
well-constructed.
The information
appears to be
disorganized.
Information clearly
relates to the main
topic. It provides
one to two
supporting details
and/or examples.
All topics are
addressed and
most questions
answered with at
least two
sentences about
each.
All sources
(information and
graphics) are
accurately
documented but a
few are not in the
desired format.
Diagrams and
illustrations are
accurate and add
to the reader's
understanding of
the topic.
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.
All topics are
addressed, and
most questions
answered with one
sentence about
each.
One or more topics
were not
addressed.
All sources
(information and
graphics) are
accurately
documented but
many are not in the
desired format.
Diagrams and
illustrations are
neat and accurate
and sometimes
add to the reader's
understanding of
the topic.
Some sources are
not accurately
documented.
Diagrams and
illustrations are
neat, accurate, and
add to the reader's
understanding of
the topic.
Diagrams and
illustrations are not
accurate OR do not
add to the reader's
understanding of
the topic.
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