Business Behind the Business
Deceptive Marketing — Elementary
Deception, fraud, double-dealing, trickery, mislead…Have you heard these words? All of them imply your willingness to accept as what is true or valid for what is false or invalid. Advertising techniques can be gimmicks to hook the audience into believing something that may not be true or into paying money and not receiving the goods or services represented by the ads. It’s important for consumers to heed the old adage, “let the buyer beware!” We need to be aware of deceptive practices that try to fleece us. We need to make students aware of these practices and to become critical thinkers so that they can analyze marketing techniques.
Students will find advertisements in the newspaper and analyze them for both their appeal and for their truthfulness.
Students will interview an adult about a deceptive advertisement that they have “fallen for” or one that they have seen.
Newspapers, magazines, person to interview
Discuss advertising techniques with students. Ask what things in the add draws their attention. (bold text, pictures, give-aways, the word “free,” etc.
Give the students copies of newspapers or magazines and have them find advertisements for them.
Discuss which ads are “too good to be true” and why.
Have each student interview an adult about deceptive advertising practices of which they are aware.
Have the students write a paper either about their interview (stating the information they found out from the person that they interviewed) or about how they can help others be more aware of deceptive marketing practices.
The following rubric will be used for evaluation.
|Setting Up the Interview
||The student introduced himself, explained why he wanted to interview the person, and asked permission to set up a time for an interview.
||The student introduced himself and asked permission to set up a time for the interview, but needed a reminder to explain why he wanted to do the interview.
||The student asked permission to set up a time for the interview, but needed reminders to introduce himself and to tell why he wanted to interview the person.
||The student needed assistance in all aspects of setting up the interview.
||Before the interview, the student prepared several in-depth AND factual questions to ask.
||Before the interview, the student prepared a couple of in-depth questions and several factual questions to ask.
||Before the interview, the student prepared several factual questions to ask.
||The student did not prepare any questions before the interview.
|Writing up the Interview
||The student edited and organized the writing in a way that made the information clear and interesting.
||The student edited and organized the writing in a way that made the information clear.
||The student edited and organized the writing but the information was not as clear or as interesting as it could have been.
||The student did NOT edit or organize the writing.