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Identifying and Understanding the Fallacies Used in Advertisinghttp: //www. Print This Page. Lesson Plan. The phrase was popularized as a satiric reference on the animated television program. Won't someone think of the children?!' was used by irrational individuals to. Fallacies from Obama and McCain. Senator McCain’s comment that “. To learn more about fallacies and propaganda. Skeptical Medicine is a primer. This process usually includes many logical fallacies and. We may be tempted to claim that the conclusion of an argument is wrong because the arguer used a logical fallacy. MBA Programs; Law School; Medical School; Online; Tutors. 10 Common Logical Fallacies. Posted by Mark Skoskiewicz on Sun. 90% of news reports talk about negative events. Logical Fallacies (Misuse of logos) Logical Fallacies. Often used in political or national campaigns. Non Sequitur: Definition & Examples. What are Logical Fallacies? Know of any interesting examples of fallacies being used to discuss. Grades. 9 – 1. 2Lesson Plan Type. Standard Lesson. Estimated Time. Four to five 4. 0- minute sessions. Lesson Author. Publisher. Preview. OVERVIEWThis lesson alerts students to the fallacies that surround them every day. The fallacies used in advertising are often overlooked without the tools needed to examine them critically. In this lesson, students deconstruct fallacious images and messages in advertisements and demonstrate their understanding of the fallacies through multimedia presentations. The presentations provide an anchor for shared understanding. FEATURED RESOURCESLogical Fallacy Project: This printout outlines the requirements and expectations for students' multimedia presentations. FROM THEORY TO PRACTICEHinchman, K. The media is full of fallacies. Media Hell aims to show how certain fallacies reinforce each other to create worldviews. For example, fallacies about 'spiralling' dangers (crime, immigration.A., Alvermann, D. E., Boyd, F. B., Brozo, W. G., & Vacca, R. T. Supporting older students' in- and out- of- school literacies. Journal of Adolescent & Adult Literacy, 4. To avoid such disengagement, teachers may find value in looking first at students' experiences as a way to ground learning and give it a function and purpose. Participatory classroom approaches are more effective for adolescent learners as they engage students in the flow of instruction. Research suggests that students need strategies for finding information in varieties of sources (not only print texts) and for judging the accuracy and reliability of the sources they find. Hobbs, R., & Frost, R. Measuring the acquisition of media literacy skills. Reading Research Quarterly, 3. A List Of Fallacious Arguments www.don-lindsay-archive.org . A List Of Fallacious Arguments www.don-lindsay-archive.org. Identifying and Understanding the Fallacies Used in. You might choose to use school television programs (e. The presentations should illustrate their understanding of logical fallacies and demonstrate an unshakeable. Among these texts are fiction and nonfiction, classic and contemporary works. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e. Students use a variety of technological and information resources (e. Resources & Preparation. MATERIALS AND TECHNOLOGYComputers with Internet access. Equipment and software for multimedia presentations (e. Power. Point, video camera, media player, word processing program, projector) back to top. PRINTOUTSback to top. WEBSITESback to top. Instructional Plan. STUDENT OBJECTIVESStudents will. Recognize, identify, and deconstruct the fallacies used in advertising. Develop and present an understanding of the fallacies used in advertisements and an argument to support their findings through a multimedia presentation back to top. Session 1: Introducing the Prevalence of Fallacies in Advertising. Note: Because of the myriad of high school schedules, this lesson does not indicate time requirements. Instead it is presented in sessions, leaving the breakdown of times for the individual teacher to determine. Preparation. 1. Review The Internet Encyclopedia of Philosophy: Fallacies website and select a few fallacies for students to examine during the lesson. The 1. 0 most frequently used fallacies are. Ad hominem (meaning . You might choose to use school television programs (e. Channel One), donated team scoreboards or bulletin boards, vending machines, and personal clothing. Try to find an example of each of the fallacies students will examine during the first session. Objective. The objectives of this session are to alert students to the fact that fallacies surround them and to help them recognize and identify fallacies in advertisements. Instruction and activities. Present students with a few of the advertisements you have gathered from around your school or local community, and begin developing a list of the different advertisements they typically encounter in their lives. Ask students to work in small groups to add other types of advertising to the list. Examples may include television commercials, billboards, sporting arenas, malls, magazines, movies, and clothing. Still working in their small groups, ask students to brainstorm places where there are no advertisements. After about five minutes, have students share their ideas with the class and record them on chart paper. They should find that advertising is impossible to escape and ad- free zones rarely exist. Ask students what the word fallacy means. It's an argument that does not conform to the rules of logic, but appears to be sound. For example, after viewing a commercial on Channel One, ask students what technique the advertisement uses to persuade them to purchase a particular product or think or act in a certain way. Assist them in recognizing the fallacy that exists in the ad. To further develop an understanding of fallacy and its purpose, engage the class in a discussion. This class discussion can be accomplished in numerous ways. Some students work better in small groups reporting back to the class, while others respond well to a teacher- lead discussion. Regardless of your approach, the purpose of the discussion is for students to become more aware of how prevalent advertising is in their environment and the persuasive influence it has on their thoughts and actions. Noting how prevalent fallacies are in advertising, students should also be aware of their impact on the individual person and the larger community. Ask students. What might be the impact of being told we are never pretty, handsome, rich, clean, or good enough? What might the abundance of fallacious advertisements be saying about us? What about political ads? The students' examples should not duplicate the examples already explored in class. Session 2: Identifying Specific Fallacies in Advertising. Objective. In this session, students will explore a website on fallacies and determine how fallacies are used in the advertisements they see around them. Instruction and activities. Review the fallacies discussed in Session 1 and how they were used in the advertisements students encounter in their school or local community. Make sure that students have seen an example of each of the 1. If they have questions about any of the fallacies, take time to show a few more examples or provide further explanation. Divide the class into groups of three to four students each. Using three or four of the advertisements students brought in for homework (one from each student in the group), have them work together to identify the fallacies used in the different ads. As students are working, allow them to access the The Internet Encyclopedia of Philosophy: Fallacies website to find more information about the 1. Have each group share their examples with the class and indicate which fallacy each ad is using and why. You may also want to encourage other students to express their opinions on the different ads. This would be a good opportunity for class discussion and possibly debate. Homework. Provide students with the Finding the Fallacies That Surround You handout to complete as homework. On the handout, ask them to list the fallacies discussed in class and examples of where these fallacies are found in the advertisements they see around them. What is the intended message? Session 3: Deconstructing the Fallacies in Advertisements. Objective. The objective of this session is for students to deconstruct the meaning of an advertisement and what it says about the audience. Instruction and activities. In their journals, ask students to write for five minutes in response to the following question. Where can you find an ad- free zone? Does one exist? 2. Have students discuss their journal responses together as a class. Review the list of ads and fallacies that students created in Session 1, and have them add any new types of ads from the examples they examined in Sessions 1 and 2. Divide the class into groups of two to three students each. Have students get out the ads they brought in for homework and did not use for the activity in Session 2. If you are comfortable having students access the Internet, you may also allow them to find online ads to use for this activity. Websites of local schools, sporting teams, cultural symbols (e. The Simpsons or Disney), businesses (e. Ask students to identify the intended audience for each advertisement. The purpose of this exercise is to examine the messages and fallacies that are used to promote the product, idea, or image. Students will examine how the intended audience often impacts the type of fallacy used in an ad. As students are examining the different ads, ask them to answer the following questions. Who is the intended audience of the ad? What fallacy is used to persuade this audience to purchase a product or think or act in a certain way? Is the ad reflective of a stereotype? Do you think the ad is successful? Explain why or why not. Do you think the ad could be harmful in any way? Explain why or why not. When students are finished, ask them to orally report what they found in each of the ads they examined. Who is the intended audience? What is the persuasive message, and how is the fallacy used to deliver the message? What connection is there between the fallacy and the target audience? As students continue to explore a variety of ads and share their findings with one another, they will begin to recognize the common fallacies used in the ads directed at certain populations. A pattern to the messages will surface. Ask students to reflect on how they feel about the fallacies used in ads and how their message may impact the intended audience. Journal assignment or class discussion. Have students respond to the following questions in a journal or as a class discussion: How prevalent are fallacies in our environment? How able are we to make up our own minds about a topic or belief? Students also have an opportunity to share information with one another to anchor understanding. Instruction and activities. This project can be completed either as homework or in class. If your students are unable to complete the project at home or if you decide to have students work in groups, class time should be allotted. 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