Lesson Plan
Course Title: Advertising and Sales Promotion
Session Title: Advertising History Unit 2, Lesson 7
Performance Objective:
The student will demonstrate knowledge of the history of advertising as an industry and how it
relates to today’s marketplace.
Approximate Time:
When taught as written, this lesson should take three days to complete.
Specific Objectives:
• Know the nature and scope of advertising
• Demonstrate knowledge of the history of advertising
• Demonstrate how it relates to today’s marketplace
• Distinguish among advertising marketing terms
Terms
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Industrial Revolution – An Economic force that yielded the need for advertising.
Dailies – Newspapers.
Consumer Culture – A way of life centered on consumption.
Branding – Manufacturers had to develop brand names so that consumers could focus
their attention on a clearly identified item.
Pure Food and Drug Act – Required manufacturers to list the active ingredients on their
labels.
Subliminal Messages – Subconscious advertising to buy things one did not want or
need.
Creative Revolution – Art directors and copywriters having a bigger say in the
management of their agencies.
Infomercial – A long advertisement that looks like a talk show. Thirty minutes in length.
Interactive Media – All direct measurement of ad exposure and impact, quickly revealing
those that perform well and those that do not.
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)(A)-Demonstrate knowledge of the history of advertising as an industry
and how it relates to today’s marketplace.
130.324 (C)(7)(B)-Distinguish among advertising marketing terms.
Interdisciplinary Correlations:
English:
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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.
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: Advertising Sales Agents
O’Net job number: 41-3011.00
Job Description: Sell or solicit advertising space, time, or media in publications, signage, TV,
radio, or the Internet. Includes individuals who obtain leases for outdoor advertising sites or
persuade retailers to use sales promotion display items.
Tasks:
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Maintain assigned account bases while developing new accounts.
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Explain to customers how specific types of advertising will help promote their products or
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services in the most effective way possible.
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Provide clients with estimates of the costs of advertising products or services.
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Locate and contact potential clients to offer advertising services.
Knowledge:
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Sales and Marketing – Knowledge of principles and methods for showing, promoting,
and selling products or services. This includes marketing strategy and tactics, product
demonstration, sales techniques, and sales control systems.
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Customer and Personal Service – Knowledge of principles and processes for providing
customer and personal services. This includes customer needs assessment, meeting
quality standards for services, and evaluation of customer satisfaction.
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English Language – Knowledge of the structure and content of the English language
including the meaning and spelling of words, rules of composition, and grammar.
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-Business 2000 Townsley South-Western Chapter 2
Advertising and Integrated Brand Promotion-O’Guinn, Allen, Semenik- Chapter 3
Online:
adage.com
Dictionary.com
Wikipedia.com
Onetonline.org/
Instructional Aids:
Projector-Multi-Media Presentation
Textbooks
Websites
Materials Needed:
Projector-Multi-Media Presentation
Textbooks
Websites
Equipment Needed:
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Computers for teacher/students with multi-media presentation and Internet access.
Learner Preparation: Tell students that the objective for this lesson is to gain knowledge in the
history of advertising and how it relates to today’s marketplace.
Introduction
Introduction (LSI Quadrant I):
Ask: How many of you remember ads from when you were little? Which ones? Discuss with
class the answers.
Say: Ads can be very nostalgic, and companies WANT you to remember ads for as long as
possible, so they continue to make an impact on your everyday life. Products and services were
exchanged long before there were advertisements.
Show: An ad from the 1950s – Discuss the product and graphics with class.
Say: Today we will be going over the history of advertising, taking it one decade at a time.
Outline
Outline (LSI Quadrant II):
Instructors can use the presentation software/program, slides, handouts, and notes pages in
conjunction with the following outline.
MI
Outline
I. Terms
1. Industrial Revolution
2. Dailies
3. Consumer Culture
4. Branding
5. Pure Food and Drug Act
6. Subliminal Messages
7. Creative Revolution
8. Infomercial
9. Interactive Media
Notes to Instructor
After introduction,
Have students
write/type vocabulary
words and terms
down. Explain in class.
II. Before 1800
• Early Households were self-sufficient.
• Early Towns – Population grew and people
gathered into towns for protection.
• Early Commerce – People began to barter.
• In America, the first newspaper advertisement
is said to have appeared in 1704 in the Boston
Newsletter.
Early Households
were self-sufficient.
They were able to
maintain themselves
without any outside
assistance. They grew
crops and raised
livestock and made
their own clothing. In
the early era of
commerce, people
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II. Industrial Revolution
• Changed the world in many ways.
• Introduction of the sewing machine.
• Made mass production a possibility.
• Dailies were sold to the masses.
III. 1900s
• 1900-1918 – Advertising ushered in what has
come to be known as “consumer culture.” A
way of life centered on consumption.
• 1906 – Congress passed the Pure Food and
Drug Act.
• 1920s – Prosperous times. Advertising gave
people permission to enjoy life.
• 1930s – The Great Depression – The public
saw advertising as something bad.
• 1940s – Radio stations rose from a few to 814.
• 1950s – Advertisements circulated around
youth culture.
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began to barter. For
example, the bread
baker would exchange
his bread with the
candle maker. Soon
bartering became too
difficult and people
began to sell their
products for something
everyone valued.
Gold.
The Industrial
Revolution changed
American economy. A
middle class grew by
the economic growth
of regular wages from
factory jobs, started to
form. By 1850, the
“dailies”, was
estimated at one
million copies per day.
Newspapers sold ads
and collected payment
from advertisers. This
new opportunity was
eagerly embraced by
merchants.
1900s – Advertising
became a full-fledged
industry. Consumer
culture was in the
norm, and advertising
agencies were
founded, thus creating
brand names. The
1920s – People
enjoyed life. The style
of ads was much more
visual, showing a
lifestyle and people
enjoying products. The
1930s – The public
saw advertising as
something bad, as
people blamed big
business and greed for
creating the
depression. The 1940s
– Radios in homes
IV. 1960s
• Cultural Revolution in the 1960s.
• Ads were slow to respond to the changes
• Advertising portrayed women and minorities in
subservient roles.
• The “creative revolution” emphasized turning
products from science and research to art and
inspiration.
• A time when ads promoted rebellion.
V. 1970s
• 1970s marked the beginning of the feminist
movement.
• Advertisers started to present women in “new”
roles and included people of color.
• This period was also known as the era of selfhelp and selfishness.
• The 70s added regulation and protection of
children.
• Most families had a television, thus the “TV
dinner” was born.
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quadrupled to 51
million. Radio was very
popular, with news and
entertainment filling
households
everywhere. Families
would gather around
the radio to listen to
their favorite programs
nightly.
1950s – Ads circulated
around the youth
culture, ad companies
resulted in creating the
first “kid” and “teen”
markets.
Though ads had the
look of the 60s, ads
were slow to respond
to the social revolution
going on. Ads
portrayed women as
objects and minorities
in subservient roles.
The creative revolution
was about selfawareness. Ads
promoted rebellion like
the times, and
advertisers realized
they could successfully
attach to youth,
hipness, and
revolution.
The feminist
movement began and
advertising started to
include women and
minorities in powerful
roles. Families in
America would tune
into their favorite
shows and eat dinner
in front of the TV. More
families started to
purchase packaged
food instead of
cooking at home.
VI. 1980s
• The average American had twice as much
income as his parent’s had at the end of
WWII.
• Consumers had a lot of income to spend.
• Many ads were social-class and values
conscious.
• Technology in television changed everything
with MTV’s music television.
• Used celebrity endorsement’s to promote.
• The age of the infomercial.
VII. 1990s
• Advertising was fast, and it was everywhere.
• Ads targeted a media-savvy audience.
• Concerns about the World Wide Web killing
regular advertising.
• Interactive media allowed direct measurement
of ad exposure and impact.
• More ads started to appear on websites.
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Consumers had lots of
money and spent it!
Greed was good, stuff
was good, and
advertising was very
good. Advertising was
social and value
conscious but had a
conservative spin on it.
The 1980s were about
designer labels and
designer advertising to
upper social classes.
MTV changed the way
Americans watch
television, introducing
a station on 24 hours a
day showing music
videos. This was also
the age of the
infomercial, a long
advertisement that
looks like a talk show
or a demonstration.
Products from car wax
and body building
equipment to
cosmetics were all
done in infomercial
form. Have students
name a few
infomercials they have
seen.
The average
consumer was mediasavvy and knew
advertising. Large
companies expressed
concerns in the
advertising industry
about the World Wide
Web killing traditional
advertising. To some
degree they were right.
What did change is the
amount of people
running the advertising
agencies? They now
have less staff. When
companies started to
advertise on websites,
VIII. The New Millennium
• Ads are visual, young, and stylish.
• Big changes in technology and web
advertising with three aspects:
-Interactive
-Wireless
-Broadband
• Consumers turned Digital Video Recorders
(DVRs) to automatically record programs.
Verbal
Linguistic
Logical
Mathematical
Visual
Spatial
Musical
Rhythmic
Bodily
Kinesthetic
Intrapersonal
they were concerned
about building brand
relationships and if
consumers were
“clicking” past them.
Consumers today are
self-aware and selfsufficient. There have
been huge
technological changes
during the early year of
the 21st century, to the
point of being
somewhat frightening.
The Internet has taken
ads to a global market,
and business can be
done from anywhere in
the world. Consumers
began to have a
negative attitude with
all of the advertising,
and turned to Digital
Video Recorders
(DVR). With this
technology,
consumers can
choose to skip the
commercials. Ask
students how many of
them have DVRs?
How many skip the
commercials?
Interpersonal
Application
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Naturalist
Existentialist
Guided Practice (LSI Quadrant III):
Product Evolution Poster
Students will create a multimedia presentation and present it to the class. The following are the
criteria for completing the project:
• Choose a product that exists in today’s marketplace that has been around since the 1950s or
1960s.
• Select at least five images of the product’s image showing the evolution of the product.
• Research the changes the product has gone through over the years including but not limited
to: advertising, ingredients, and packaging.
• Explain the reason for the improvements (or lack of) over time.
Independent Practice (LSI Quadrant III):
Advertising History Project
Students will work in groups of three to five. They may choose from one of the decades below
for their project.
1950s Era
1960s Era
1970s Era
1980s Era
1990s Era
2000s Era
Groups must provide a 10 slide, multi-media presentation
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Specific advertising methods
•
Popular companies and products
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Several advertisements
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Current events of decade
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Fashion trends ads
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Important facts
•
Explanation of how this decade impacted other decades
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Remember to have an introductory and conclusion slide
All Group members will participate in presentation. Please review presentation rubric as you will
be given an individual grade for your project.
Summary
Review (LSI Quadrants I-Why are we doing this lesson? and IV-Extending the lesson):
What happened during the Industrial Revolution?
What was an important Advertising factor of:
The 1940s?
The 1950s?
The 1960s?
The 1970s?
The 1980s?
The 1990s?
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The 2000s?
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, IV):
Students will be evaluated on their “Advertising History Project” using the attached rubric.
Extension
Extension/Enrichment (LSI Quadrant IV):
Create a poster advertisement that looks like an advertisement that you would find in the 1970s.
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Advertising and Sales Promotion
Unit 2, Lesson 7, Product Evolution Poster
Guided Practice (LSI Quadrant III)
Product Evolution Poster
Students will create a poster to display in the classroom. The following are the criteria for
completing the project:
•
•
•
•
Choose a product that exists in today’s marketplace that has been around since the
1950s or 1960s.
Select at least five images of the product’s image showing the evolution of the product.
Research the changes the product has gone through over the years including but not
limited to: advertising, ingredients, and packaging.
Explain the reason for the improvements (or lack of) over time.
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Advertising and Sales Promotion
Unit 2, Lesson 7, Advertising History Project
Independent Practice (LSI Quadrant III)
Advertising History Project
Students will work in groups of three to five. They may choose from one of the decades below
for their project.
1950s Era
1960s Era
1970s Era
1980s Era
1990s Era
2000s Era
Groups must provide a 10 slide, multi-media presentation
•
Specific advertising methods
•
Popular companies and products
•
Several advertisements
•
Current events of decade
•
Fashion trends ads
•
Important facts
•
Explanation of how this decade impacted other decades
•
Remember to have an introductory and conclusion slide
All Group members will participate in presentation. Please review presentation rubric as you will
be given an individual grade for your project.
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Advertising and Sales Promotion
Unit 2, Lesson 7, Advertising History Project
Independent Practice (LSI Quadrant III)
Rubric
Student Name:
________________
________________
________________
CATEGORY
Comprehension
Preparedness
Enthusiasm
Speaks Clearly
Posture and
Eye Contact
20
15
10
5 or less
Student is able to
accurately
answer almost all
questions posed
by classmates
about the topic.
Student is
completely
prepared and has
obviously
rehearsed.
Facial
expressions and
body language
generate a strong
interest and
enthusiasm about
the topic in
others.
Speaks clearly
and distinctly all
(100-95%) the
time, and
mispronounces
no words.
Stands up
straight, looks
relaxed and
confident.
Establishes eye
contact with
everyone in the
room during the
presentation.
Student is able to
accurately answer
most questions
posed by
classmates about
the topic.
Student seems
pretty prepared but
might have needed
a couple more
rehearsals.
Facial expressions
and body language
sometimes
generate a strong
interest and
enthusiasm about
the topic in others.
Student is able to
accurately answer
a few questions
posed by
classmates about
the topic.
The student is
somewhat
prepared, but it is
clear that rehearsal
was lacking.
Facial expressions
and body language
are used to try to
generate
enthusiasm but
seem somewhat
faked.
Student is unable
to accurately
answer questions
posed by
classmates about
the topic.
Student does not
seem at all
prepared to
present.
Speaks clearly and
distinctly all (10095%) the time, but
mispronounces
one word.
Speaks clearly and
distinctly most (9485%) of the time.
Mispronounces no
more than one
word.
Sometimes stands
up straight and
establishes eye
contact.
Often mumbles or
can not be
understood OR
mispronounces
more than one
word.
Slouches and/or
does not look at
people during the
presentation
Stands up straight
and establishes
eye contact with
everyone in the
room during the
presentation.
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Very little use of
facial expressions
or body language.
Did not generate
much interest in
topic being
presented.