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Advertising in the Multicultural Community




Advertising in the Multicultural Community

George Massa in the global communications and creative arts magnet of Shaw High School in East Cleveland, Ohio.

George A. Massa
Shaw High School – Global Communications & Creative Arts
East Cleveland, Ohio

Title: Advertising in the Multicultural Community

Overview and Rationale

Journalism students need to sell ads in the immediate community. When the community is multicultural students must be able to communicate clearly and successfully with all potential sellers of advertising.

Editor’s note: Given the specific nature of this lesson plan, it will be necessary to adjust it to your community’s particular immigrant groups and situation.

Goals for Understanding

  • Essential Questions
    • Why is understanding of diversity in the advertising community necessary ?
    • What strategies can be used to sell to the multicultural seller ?
    • What are the traits of a multicultural seller that make he or she more likely to buy an ad ?
  • Critical Engagement Questions
    • What are typical misunderstandings that a selected group of students have of a particular
      ethnic group ?
    • What steps can a school newspaper ad seller utilize to reduce these misunderstandings?
    • How do potentials advertisers perceive the community, the high school and its school newspaper ?

Activities

Activity 1: Diversity in America – Who are the immigrants ?

  • Identify ethnic and racial immigrants who have migrated to America.
  • Identify religious, social, and economic characteristics of the groups.
  • Identify geographical patters of re-location in the country.
  • Identify sources of mistrust among cultures.

Activity 2: Speaker: An Arab-American in East Cleveland

  • A “champion” (An Arab-American business owner who supports your efforts to improve the sales climate for your students) of your cause speaks to the journalism students, sharing specifics of their culture, reasons for immigrating to East Cleveland, problems encountered within the community, their understanding of African-American culture, etc.
  • Question and answer segment between the students and the “champion.”
  • Reflection segment: Suggestions by the “champion” as to how African-American students can best sell ads to Arab-American business owners in the community.

Activity 3: Speaker: A Korean-American in East Cleveland

  • A “Champion” (A Korean-American business owner who supports your efforts to improve the sales climate for your students.) of your cause speaks to the journalism students, sharing specifics of their cultures, reasons for immigrating to East Cleveland, problems encountered within the community, their understanding of African-American culture, etc.
  • Question and answer segment between the students and the “champion.”
  • Reflection segment: Suggestions by the “champion” as to how African-American students can best sell ads to Korean-American business owners in the community.

Activity 4: Hitting the Streets

  • Assign students to selected business owners of Arab-American heritage and Korean-American heritage to use the skills they learned in previous lessons to try to sell an ad to that business owner. (Owners will have been forewarned that the students are coming, however the students don’t know that.) Some owners are told to buy ads, while others are told not to.

Activity 5: The Successes and Failures

  • Representatives from both “champion” communities come to the class and critique the efforts of the students in their sales pitches. Both successes and failures are discussed.
  • Students ask questions as to how they can improve their styles of selling.
  • As a reward to the students, each business owner buys an ad from the student that made the attempt the previous day, with the stipulation that he or she returns for the next issue and demonstrates a significant improvement in their skills, or the running ad will be pulled.

Preparation:

  • Contact representative from Arab-American business community
  • Contact representative from Korean-American business community
  • Diversity activities – Source: Conflict Resolution Guide for the State of Ohio. Ohio School Conflict Management Resource Guide Grades 7-12. (Some material is at this site: http://disputeresolution.ohio.gov/



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