Students enjoy watching this clip of a surfer riding the waves. Prior to watching, I discuss the purpose of 180 degrees South as a documentary. We talk about how the environment is portrayed in the media and their own feelings about the environment. I ask them on a scale of 1-10 how important nature is in their lives. We share stories about our experiences in nature.
Prior to showing the clip for #7 (below), I review this handout with students. I ask them to think about the most powerful scenes they have seen in a documentary - what do they remember from "Bowling for Columbine" or "Sicko"? If they haven't watched a documentary, what visual do they remember from the last newscast they viewed?
I use this resource to teach my students about the power of language. Each student creates a scenario (with topic, audience, message, and tone details). They switch scenarios and write a radio advertisement to "sell" the scenario. For example, one student writes topic: smoking, audience: young adults, message: don't smoke, tone: angry. The other student creates the 30-second radio ad and they then share out loud. They love this activity.
Start the movie at 44:19, and play through 46:43. During this time, I have students take notes on how director Morgan Spurlock uses ethos, pathos, logos, and rhetorical argument to display the pervasiveness of fast food advertising in a child's life. We then share notes out loud and discuss his techniques, asking "Why do these techniques work when adults know that fast food is unhealthy?"
Students love learning about fallacies. This page lists the different types of fallacies that students will see/hear in advertisements, marketing, and by politicians. After learning them, students are assigned the task of watching commercials, reading print advertisements and/or listening to politicians and then presenting the fallacies in these media forms.
I use this resource to teach my students about visual rhetoric. I ask my students to find a website or social media app that is visually appealing and/or convincing. We share these examples in class and then use the "design considerations" and "stepping back" slides to discuss/analyze them. Eventually, students create their own message and critique it for effect.
Teach your students about the power of persuasion with this AP resource on audience, ethos, pathos, and logos. I have my students pick an argument such as convincing their parents to allow them to drive the family car. They must write a separate paragraph argument for each appeal: pathos, ethos, and logos. Kids enjoyed the activity. Share aloud in class.