For this unit, students will create two final projects:

In this essay, students will write a persuasive essay that answers the question, "Does advertising influence or reflect teen culture?" They will be expected to use concrete evidence based upon the activities of this unit. They will follow these steps in writing the essay:

• Using an appropriate brainstorming method, ask students to respond freely and thoughtfully to the unit question: Does advertising influence or reflect teen culture? (They may also answer these questions: Should advertising be controlled and censored? Or should companies be able to advertise to children and teens? ) Encourage them to review their quickwrites and readings from this unit.
• Discuss the elements of a strong persuasive essay, connecting them to the techniques used in advertisements. Refer to Elements of Literature
• Read Emily Teruya"s article from the Skyline High School Oracle, April 2001 entitled "Controversial Advertising."
• Student groups should critique Teruya"s piece, using the guidelines for a persuasive essay.
• Discuss
• Read Jacob Sullum"s "Victims of Everything," The New York Times, May 23, 1997
• Students critique and discuss
• Students complete and outline for their essay
• Peer review of outline (in their groups)
• Rough draft
• Peer review
• Final draft

For this project, students may work individually or in groups (no more than three) to create ads that counteract the messages of mainstream advertising. Print ads will work best, but they may also create a television ad or music video if they like. These ads should be displayed in a public place such as the school library, posted around campus or even run in the campus newspaper.

• Read Tibor Kalman"s piece "Losing Their Cool" in Adbusters, autumn 1998.
• Examine Anti-Smoking Ads and discuss the persuasive techniques being used.
• Discuss: Are these ads effective? Why?
• View other ad parodies such as those run by Rainforest Action Network and those found in Adbusters.
• Students brainstorm a list of hurtful messages promoted in ads that we"ve studied during this unit. They should choose one that they feel is most important.
• What will be the most effective way to communicate their counter-message? What images, slogans, ideas, etc. They can refer to worksheets #7-9 for ideas.
• Draft an ad. (A paste-up)
• Peer review
• Final draft of counter-advertisement.
• Post and share. Students may evaluate the ads by voting for the "most persuasive," "best image", "best slogan", etc.