As I have already stated, the final project, which is not listed in the activities below, would be the creation and performance of a Spanish language advertisement. The following sample activities provide methods by which to present the background information included in this unit so that student's final projects can be more authentic. Refer to the appendices for a detailed description of activities and links to the various websites where teaching materials can be accessed.
Many of the lessons require visiting websites and presenting online material via projector and screen. Because the commercial links are from Youtube.com, which is blocked by most school districts, you will most likely need to speak to the technology coordinator at your school to ensure access to these sites.
I have a product to sell, now what?
Students will define basic marketing terms
Students will identify examples of these terms in advertisements
Activity 1: Students will take a pre test on basic marketing terms to determine prior knowledge on the subject. This same test can be re-distributed at the end of the unit as the post test to measure student growth. (Please see Addendum A)
Activity 2: Use Powerade Latino commercial to highlight advertising/marketing terms. (Please see Addendum B)
Activity 3: Read article on Powerade Latino marketing campaign together as a class to discuss marketing. (Please see Addendum C)
Homework: Have students read the article on Fujifilm's first campaign geared toward Latinos and answer questions. (Please see Addendum D)
Identity, Who is Latino? and The Homogenizing Effect
Students will ethnically/racially identify themselves by answering Census questionsStudents will shape an opinion on what it means to be Latino/HispanicStudents will use historical background to develop perspectives about identityActivity 1: Students will answer questions 8 and 9 of the 2010 US Census. (Please see Addendum E)
Activity 2: Write the first ten things that come to mind when you think about Latinos and why. (Please see Addendum F)
Activity 3: Students will view images of various people to determine if they can identify those who are Latino. Students will see how the US census describes racial categories. (Please see Addendum G)
Activity 4: Students complete the "Who is Latino?" worksheet. Discuss responses as a class. (Please see Addendum H)
homework: Write a paragraph describing who can be Latino.
The Latino Market
Students will attempt to identify products without seeing their labels
Students will make choices about commercials they most identify with and explain why
Students will use graphic organizers to compare and contrast commercials
Students will shape and express opinions about commercials
Activity 1: Students will participate in a taste test to see if they could determine which product is generic and which is brand name based on taste alone. (Please see Addendum I)
Activity 2: Students will watch and answer questions on three different Tostitos commercials. (Please see Addendum J)
Activity 3: Using a Venn Diagram, students will compare and contrast two commercials for Optimum cable. (Please see Addendum K)
Activity 4: Students will analyze and answer questions on a Diet Coke commercial. (Please see Addendum L)
Homework: Write an essay responding to the following questions: What do you think the Diet Coke ad is implying with this advertisement? Do you think the advertisement is successful? Why or why not?
Students will shape and express opinions about commercials
Students will use cultural background to develop perspectives on advertisements
Students will critique commercials which have empowered and offended Latinos
Students will analyze the point of view of advertisements
Students will compare cultures
Activity 1: As a class, students will see still ad and read article "Latino Community empowered by Coke commercial" and will discuss and write a paragraph where they will have to use inferring skills. (Please see Addendum M)
Activity 2: Students will view and discuss Burger King's Texican Whopper commercial. Students will read an article about the ad and discuss culturally offensive images in advertising. (Please see Addendum N)
Activity 3: View Burger King advertisement and read article on how "Spanish Burger King Ad Denigrates Hindu Goddess Lakshmi". (Please see Addendum O)
Homework: Should advertisements be sensitive to ethnic/cultural differences? Use examples from the advertisements seen in class to explain why or why not?
The Latinization of America and reaching the Latino Market
Students will explain how businesses could benefit from Hispanic market research
Students will identify examples of the Latinization of America
Activity 1: Students will work collaboratively on an internet activity to find websites that cater to Latinos. Students will finish with a writing assignment. (Please see Addendum P)
Homework: Students will complete a worksheet where they will have to write down examples of the Latino presence in their everyday lives. (Please see Addendum Q)
Students will use maps to identify largest US Hispanic markets
Students will use data to determine Latino marketing strategies
Activity 1: Students will look at data from the 2009 Hispanic fact pack and use this information to develop Latino marketing strategies. (Please see Addendum R)
Activity 2: Students will look at a map showing the US Hispanic demographic to determine the best places in the country to launch a campaign geared towards Latinos. (Please see Addendum S)
Writing Activity: You and a partner are designing a marketing campaign geared toward Latinos. Your partner suggests that you run the campaign in North and South Dakota. Would you agree with your partner? Where would you think a Hispanic marketing campaign could be successful? Use information from the data to explain your answer.
Addendum A: Students will take pre-test on basic marketing terms. This can be given in multiple choice format and with simple definitions. Terms/definitions can include:
business/company-- an organization that provides goods and/or services to consumers
product-- the object or service being sold, consumer-- the person buying the product
consumer-- the person buying a product or service
market-- a group of consumers interested in a product or service
marketing-- the process by which companies identify, satisfy and keep the customer
advertising-- a form of communication meant to persuade people to buy a product or service
target audience-- the specific customers a business wants to sell their products/services to
media-- the mediums used to deliver advertisements and information to people
You may also include open ended questions such as:
Give an example of a target audience.
Identify three media that can be used for advertising.
What is ethnic marketing?
Suggestion: give the post test at end of unit, asking students to expand on definitions by giving examples or importance of each.
Addendum B-- Distribute worksheet that includes the same terms from the pre-test with their definitions. Be sure to discuss definitions and ask for/give examples of media. Also explain that a target audience could be based on race, ethnicity, gender, age etc. Underneath the new vocabulary will be an activity for them to complete while watching a commercial. Students will watch the video and attempt to identify the business (Powerade), product (Powerade ion 4), target audience (Latinos) and advertising medium used (television).
Discussion (with these questions also on worksheet): How do you know that Latinos are the target audience for this advertisement? (Spanish is used) Besides the use of Spanish in the commercial, how may the advertisement appeal to Latinos? (Memo Ochoa as spokesperson, Soccer) Where might this commercial air? (Spanish-language TV stations/networks) How might this commercial be different if it were geared towards non Spanish-speaking Americans?
Link to commercial: http://www.youtube.com/watch?v=Eu4icet75Ao&feature=related 2- (Accessed July 2010)
Addendum C: Discussion (with these questions also on worksheet): What media will Powerade use to reach the Latino market in this campaign? Why do you think Powerade decided to choose Memo Ochoa as their spokesperson for this particular campaign? Why do you think they would want to launch these commercials during the FIFA World Cup? Do you think the Powerade Company knows
Link to article: http://www.simplyfutbol.com/2010/05/powerade-begins-world-cup-campaign-for.html (Accessed July 2010)
Addendum D: Students will read the article on Fujifilm's new campaign to reinforce new vocabulary by identifying the company, product, target audience (ask them to be specific), and advertising mediums used. Besides identifying these things, ask students why they think that Fujifilm decided to run this campaign during the FIFA World Cup.
Link to article: http://www.mediapost.com/publications/?fa=Articles.showArticle&art_aid=131190
(Accessed July 2010)
Addendum E: Questions 8 and 9 ask people to identify based on ethnicity and race. Discussion: How might different people respond to these questions? What factors could affect how people respond to these questions?
Link to census questions: http://2010.census.gov/2010census/how/interactive-form.php(Accessed July 2010)
Addendum F: Students will receive a worksheet where they will have to write down the first ten things that come to mind when they think of Latinos and why. Discussion: Ask students to volunteer answers and explain why they felt that way. Students may include foods or Hispanic people in this list, but I have found that the activity also allows for the discussion of stereotypes. For example, one student wrote that he thinks of long hair and big smiles when he thinks of Latinas. We were able to discuss where he has seen these images and whether or not it is typical or stereotypical of Latinos.
Addendum G: Teacher will compile images (without names) of Latinos, and Latinos of mixed heritage, whose physical features greatly vary. Students will have to see if they can identify who is Latino. Since all people shown would be able to identify as Latino based on census standards, the activity is meant to illustrate how physically diverse Latinos are and that anyone can be Latino! Use discussion to address why Latinos look so different and how we can never tell someone's racial/ethnic identity just by looking at them!
Possible people to feature in this activity:
Rafael Nadal (Spain)
Tego Calderon (Puerto Rico)
Carolina Herrera (Venezuela)
Valeria Mazza (Spain)
David Ortiz (Dominican Republic)
Esther Canadas (Spain)
Celia Cruz (Cuba)
Penelope Cruz (Spain)
Sofia Mulanovich (Peru)
Raquel Welch (Bolivia)
Latinos of mixed heritage:
Christy Turlington (El Salvador)
Christina Aguilera (Ecuador)
Tatyana Ali (Panama)
David Blaine (Puerto Rico)
Lynda Carter (Mexico)
Frankie Muniz (Puerto Rico)
After this activity, show students the way in which race categories are defined as per the US census. Discuss findings. Do you agree with these labels? Discuss the write in entries that people provided (last paragraph). Why would some people choose Morrocan or South African as their race? Why did some people write in Puerto Rican or Cuban for race? Use this to discuss how people identify themselves based on different things (i.e., some people identify by race, others by nationality, others by ethnicity or religion, etc.) What would cause for such differences?
Link to article (categories defined on page 2):
http://www.census.gov/prod/2001pubs/c2kbr01-1.pdf (Accessed July 2010)
Addendum H: Students will get a sheet with various categories on it and will need to circle the ones who could be Hispanic. Categories can include:
One parent is Hispanic
Both parents are Hispanic
Of mixed race
Again, the point of this activity is to highlight the fact that Latinos, although considered a homogeneous group, are in fact comprised of a variety of groups.
Addendum I: Without seeing the product packaging, students will try to distinguish generic products from brand name products based on taste or sight alone. (i.e., Rice Krispies vs. a generic brand, Powerade vs. another sports drink). The teacher should make this as difficult to differentiate as possible. The point is to illustrate how similar products are.
Discussion: What do businesses do to make sure you can tell their product apart from others? (packaging, advertising, spokespersons etc) How do businesses get us to buy their products over other similar ones? (advertising, by triggering our emotions)
Addendum J: Have students view the three listed Tostitos commercials and write/share their opinions on each commercial.
Discussion: What commercial most appealed to you and why? Which commercial did you least relate to and why? Who are the target audiences in each of the commercials? What makes you think this?
Links to commercials:
(Features 3 mothers eating chips and salsa while their babies sleep)
(Features four adults on a beach in Mexico eating chips and salsa)
(Features an animated character creating salsa)
(Accessed July 2010)
Addendum K: Students will complete a Venn Diagram as they compare and contrast two commercials (one in English and one in Spanish) for Optimum Cable.
Links to commercials: http://www.youtube.com/watch?v=ptlJYFWDfig&feature=related (In English)
http://www.youtube.com/watch?v=DQe-o8hmL7c&NR=1 (In Spanish)
(Accessed July 2010)
Discussion: Who do you think the target audience is in the first commercial? Why?Why do you think that Optimum also made a commercial in Spanish? What is the target audience? (specify age group, language preference of group) What makes you think this? How/why do you think these commercials appeal to the target audience? (discuss music)
Addendum L: Have students watch the following Diet Coke commercial and complete worksheet as they view the ad and during class discussion.
Link to commercial: http://www.youtube.com/watch?v=lAHJ6KnTS2o (Accessed July 2010)
Discussion/possible questions: Pause video after 5 seconds and ask students: Who do you think the target audience is? Why? Pause video at 29 seconds and ask: Why do you think she pauses and looks frightened when guy comes up? Who is the target audience? How do you know? Was the Spanish language used to reach the target audience? How did the wedding party change after the woman started to dance?
Addendum M: Read the article together as a class to discuss Latino community empowerment. Although I was unable to find the commercial talked about in this article, students can still get a visual through a still shot on the website.
Link to Article: http://www.theonion.com/articles/latino-community-empowered-by-coke-commercial,1235/ (Accessed July 2010)
Discussion: Why do you think that Latinos felt proud about this advertisement?
Writing Activity: What do you think Núñez meant when he said: "I hope someday other minorities will receive the kind of gift Coca-Cola has given Latinos".
Addendum N: Let students view the commercial and ask their opinions about it. How do you think Latinos felt about it? Does this commercial give the same sense of pride as some of the Coca Cola commercials? Why or why not? How do you think Mexicans, specifically, felt about the commercial? Why?
Link to article and commercial: http://www.eatmedaily.com/2009/04/burger-kings-texican-whopper-ad-offends/ (Accessed July 2010)
Read the article together as a class and ask the same questions. Discuss what could be changed in the commercial to make it less offensive. Ask students whether they think Burger King needed to apologize and to explain why or why not.
Addendum O: Show students the image of the Burger King ad which offended Hindus worldwide. Discuss the importance of cultural sensitivity. Why were Hindus upset? What images/language might offend you if they were used in an advertisement? Ask students whether they think Burger King needed to apologize and to explain their answers. Ask whether they think advertisements such as these hurt their business.
Link to Article: (Accessed July 2010)
Addendum P: Students will get a list of companies and in pairs will visit each company's website. Students will record the companies that have websites which cater specifically to Latinos.
Some businesses with Spanish language/bilingual websites:movietickets.com
Barnes and Noble
The Anti Drug
(Please see Internet Resources for complete web addresses)
Discussion: Did you see websites for other languages? Why not? Why would businesses bother creating Spanish language websites? How can this help their business?
Writing Activity: Do you think that creating Spanish language websites increase sales? Why or why not?
Addendum Q: Students will complete a worksheet where they will have to write down examples of the Latinization of America. To ensure a variety of answers, have students name examples from categories such as:
supermarket: food and drinks
Discuss answers the following day.
Addendum R: Using information from the 2009 Hispanic Fact Pack and AHAA's fast facts about Latino consumers, have students see how data could be used to develop marketing strategies.
Link to Fact Pack: http://adage.com/images/random/datacenter/2009/hispfactpack09.pdf
Link to AHAA fast facts: http://ahaa.org/default.asp?contentID=29 (Accessed July 2010)
Some data to look at and the pages they are found in the fact pack: Hispanic Social Network Site Usage- p. 29
Top web properties amongst Hispanic users- p. 29
Hispanic Electronic media usage- p. 31
Hispanic TV Network viewership- p. 33
Discussion and sample questions: What websites might you use to reach a Latino audience? Why? What TV networks do you think would be the most successful for a Hispanic ad campaign? Why?
Addendum S: Have students look at maps which show the US Hispanic demographic. They will also be able to view a pie chart which breaks down the Latino market by country of origin. Use this to show how such information is helpful when developing marketing strategies.
Link to map/pie chart: http://www.allied-media.com/Hispanic%20Market/hispanic%20demographics.html
(Accessed July 2010)
Discussion: What states show a high concentration of Hispanics? Which show a low percentage? How could this information help when creating a marketing campaign? What is the largest Hispanic group in the US? Is this surprising? How could knowing the country of origin of Latinos be helpful when creating a marketing campaign?
Appendix A: The New Haven World Languages curriculum includes a unit for 8th grade students titled "Shop Til' you Drop." The introduction for the unit describes what students are meant to accomplish:
Students will use accumulated knowledge about numbers (Unit 2), colors (Unit 5) and specialty stores and directions (Unit 6) to shop for clothing, electronics and other items of interest to teenagers. They will use the appropriate vocabulary for different kinds of consumer goods. Students will ask for what they want in their size, according to the country's system. They will make a chart of international sizes (pant, dress, shirt, shoe, hat) matched with the standard United States sizes, for themselves or someone they know. Students will ask the price and review (from Unit 4) how to pay and receive change using the local currency. They will practice converting money from one monetary system to another. They will interpret radio and TV commercials and printed advertisements.