Activity 1: Spotting Misinformation

Step 1: Divide the class into two groups

Divide the class into two groups. Each group will develop an advertising campaign for the same product: a car. For consistency, both groups should choose the same make and model of car—one that was sold in both the 1960s and today.

Group 1: Historical misinformation

Group 1 will take on the role of a 1960s advertising agency developing a campaign. They should research the car market of the time and make a list of the information that would have been available to advertisers, such as:

• Assumptions about gender roles (for example: "Men buy fast cars; women prefer practical cars, but men make the final purchase decision")
• Economic status and income brackets of likely buyers
• Common advertising styles and themes used in 1960s car ads

Using their research, the group should create a campaign that targets their audience as effectively as possible based on 1960s advertising strategies. Their campaign should include a print ad, radio script, or TV storyboard in the style of the era.

Group 2: Modern Misinformation

This group will act as a modern digital advertising agency. They should research today’s car market and the types of information available to advertisers, including:

• Demographics: age, gender, education level, employment
• Economic status: income level, financial behaviour
• Online behaviour: web browsing history, recent purchases, social media activity
• Devices used to research and purchase cars
• Targeted advertising strategies (for example: search engine ads, personalised social media campaigns, influencer partnerships)

The group should develop a modern campaign using digital advertising techniques, including personalised social media ads, influencer marketing, or targeted search engine ads. They can present their campaign as a digital ad storyboard, social media strategy, or video script.

Step 2: The Pitch

Have both groups present their campaigns in a traditional advertising agency ‘pitch’ scenario, as if they are trying to convince executives from the motor company to approve their strategy.

After the pitches, the class will discuss the differences in approach, including:

• The types of data available to advertisers in each era
• The ethical implications of modern targeted advertising
• How advertising strategies have evolved over time

Activity 2: Misinformation spread

Step 1: Divide the class into two groups

Keeping the 2 groups, ask each group to investigate a recent case of misinformation spread online. Consider:

• What platform was used to spread the misinformation? (for example: social media, blogs, websites)
• What were the motivations behind it? (for example: political, financial, social influence)
• What fact-checking methods were used to debunk it?
• What impact did it have on society?

Examples:

• Fake news stories on social media during elections
• COVID-19 misinformation and conspiracy theories
• Deepfake videos and manipulated content

Step 2: The Pitch

Get each group to develop a short presentation outlining their findings.

After the pitches, as a class discuss the differences between the modern and historical misinformation spread. Ask for any well-known examples of misinformation spread or propaganda over the last 100 years and what factors contributed to its 'successful' spread.