Teaching Sequence

Work through this resource material in the following sequence:

10 minutes	Part A: Who has global authority?
20 minutes	Part B: Analysing an ad
25 minutes	Part C: Creating an authoritative ad
05 minutes	Reflection

Part A: Who has global authority?

You can use the Presentation Slides to help you navigate through all parts of this lesson.

Step 1.

Remind students that one of the best ways to convince an audience of your point when writing or speaking persuasively is to make use of authority figures.

Can students define an authority figure?

One explanation might be that these are people whose opinion we trust on a certain topic. They appeal to our sense of reason when considering an argument, because their views are backed by expertise or experience in the area.

Step 2.

As a class, create a list of authority figures. This may (or may not) include parents, teachers, people in the government, or doctors.

Step 3.

As you create this list, ask students to elaborate on why they think these people are authority figures.

Use the following points to guide the discussion:

For example, your Pa might be an authority figure when it comes to growing vegetables in the garden, because he's been doing it for decades, and his vegetables taste really good. He is probably not, however, an expert on fossil fuels. His authority is perhaps limited to his area of expertise.
We generally view doctors as authority figures, because they have done a lot of study, and we want to trust them with our health issues, which we usually know comparatively less about.
Our parents, amongst others, might lose some credibility as an authority figure if we don't trust or respect them, perhaps because they have lied to us or let us down in the past, and this can apply to any authority figure.
It's worth discussing whether we think the government is a credible authority figure. This can often change from government to government. It's worth remembering, too, that governments are informed by authorities in their fields (scientists, military advisers, educators etc.) but that ministers themselves might not be experts in their particular portfolio.
Remind students that certain authority figures don't have any less credibility just because you might disagree with them. There are certain people that can be seen as both fools and the source of all truth, depending on where you sit.
It is interesting to discuss whether students view the media as an authority. We sure do get a lot of our information from them. But is it all without bias and as truthful as we're led to believe?

Part B: Analysing an ad

Step 1.

Show students this billboard. You can also see it in context on the street here.

Explain that the billboard is from a campaign from Comms Declare who are calling for a tobacco-style blanket ban on advertising by coal, oil and gas companies in Australia.

Step 2.

Discuss:

What are your initial impressions of this ad? Does it convince you? Why or why not?
Who is the audience this ad is aimed at? It's a fairly general ad meant to appeal to the passerby on the street. Probably for an older age group.
Nightingale's position as General Practicitioner (GP) is prominent on the ad, reinforced by the ad attributing the quote to 'Dr' Peter Nightingale. Why do you think it does this? Doctors are well generally well respected figures of authority in our society, especially when it comes to people's health.
Do you think Dr Nightingale is a figure of authority in this context? Students might debate whether Dr Nightingale can speak with authority on the issue of climate change as he is a medical physician. However, since the ad frames fossil fuel advertising as a health hazard, Dr Nightingale can probably speak with authority on this health issue.
Why does Dr Nightingale have such a stern expression in the ad? Climate change and health is a serious issue, and Dr Nightingale is taking it seriously. If he was smiling or laughing in the ad, we might not believe his message, or might be less concerned about it. You could also note Dr Nightingale's strong, shoulders wide, front on stance for the photograph.
Are there any other persuasive elements about the ad? The black colour is quite strong and adds to the seriousness. Dr Nightingale is wearing a professional collared shirt and is wearing his stethoscope, which reinforces his authority as a smart and learned professional. The byline "Coal, oil and gas ads are a health hazard" is short and catchy. The health angle appeals to our emotions, as we are all generally worried about getting sick.

Step 2.

Explain that, years ago, there were no restrictions on tobacco or cigarette advertising. This changed when society realised how bad cigarettes were for our health and moved to create rules around how cigarettes could be advertised and to whom in order to protect people from themselves because the ads were quite convincing. Similar regulations have come into place around advertising sugary foods to kids during times when they'd be watching TV.

Extension:

You can learn more here:

How Marlboro Changed Advertising Forever (youtube.com/watch?v=q3mlO2bzHV8)

Comms Declare want a tobacco-style blanket ban on advertising by coal, oil and gas companies in Australia for the same reason. They believe advertising by coal, oil and gas companies in Australia is giving people the wrong impression about fossil fuels and their health implications.

The Intergovernmental Panel on Climate Change’s latest report states: “Fossil fuel industries have unique access to mainstream media via advertisements, shaping narratives of media reports, and exerting political influence in countries like Australia".

Step 3.

Let's analyse these claims by watching an ad from AGL:

AGL and Vinnies Victoria Solar Partnership (https://www.youtube.com/watch?v=rQYOpjaCPyQ)

Step 4.

Discuss:

Who is the audience this ad is aimed at? People who are trying to decide on a power company to pay for their home connection. People who are worried about the environment and the effect of fossil fuels on climate change.
What is the ad ultimately trying to do? This ad wants customers to make AGL their energy provider.
What are your initial impressions of this ad? How is it trying to make you feel? By using Vinnies, a charitable organisation assisting people who are living in poverty, the ad is trying to make you sympathetic towards AGL, and positive about you making them your electricity. It is implied that, by using AGL, you are also supporting Vinnies. The ad also wants you to form a connection between AGL and solar panels, with the glamorous shots of the solar panels at the end painting them in a positive light. The ad strongly appeals to our emotions.

However, explain to students that, according to Comms Declare CEO Belinda Noble, AGL spent $98 million on marketing last financial year, and while its ads heavily feature wind turbines, solar panels and EVs, 83 per cent of its energy and profits come from burning coal.

Does this ad make clear the connection between AGL and coal and gas? Or does it try to hide it?
Why would AGL want customers to associate them with solar panels and Vinnies, and not coal? This is a marketing campaign. It wants customers to make AGL their energy provider. To do that they are appealing to positive emotions associated with being charitable and with using green power. If you were to associate AGL with coal and gas and the pollution and carbon emissions they cause, and the negative impact on our climate, you wouldn't think very positively about AGL, and probably wouldn't want them to be your energy provider.
Understanding all this, do you agree more or less with Dr Nightingale and Comms Declare that "Coal, oil and gas ads are a health hazard"?

Part C: Creating an authoritative ad

Step 1.

Independently, students are going to create their own ad for Comms Declare, using Dr Nightingale's ad as a template.

Cool's Guide to being Persuasive is a great resource to help students create highly persuasive pieces of media.

Students should come up with a strong yet catchy message that appeals to their target audience.

They should also consider elements such as colours, voice, and appeals to reason and emotion.

Students might like to reflect on your list of authority figures from the start of this lesson. Is there someone on this list who might command respect or be able to speak authoritatively on the topic of climate change?

Students use art supplies or their personal digital devices to create an advertisement piece.

Reflection

Invite students to share their thoughts and feelings on fossil fuel, and anti-fossil fuel, advertising in just a few words.

They might be feeling overwhelmed, or tricked, or passionate about making change, given what they've analysed in this lesson.

So, reassure students that we can have a hopeful and optimistic outlook, rather than one of doom and gloom. Explain that optimism involves looking objectively at a situation and making a conscious decision to focus on the good (more info), and that hope is the belief that you can make an impact (more info). Explain to students that you are going to look ahead, identify what needs to be improved, and then work on the skills and confidence so that they can go out and do it.

Where to next?

Check out our unit on finding other solutions to our emissions challenges.

Teacher Reflection

Take this opportunity to reflect on your own teaching

What did you learn about your teaching today?
What worked well?
What didn’t work so well?
What would you share?
Where to next?
How are you going to get there?

IPCC - Persuasive Advertising about Climate Change

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