Still working in their small groups, ask students to brainstorm places where there are no advertisements. Examples may include television commercials, billboards, sporting arenas, malls, magazines, movies, and clothing. Present students with a few of the advertisements you have gathered from around your school or local community, and begin developing a list of the different advertisements they typically encounter in their lives.Īsk students to work in small groups to add other types of advertising to the list. The objectives of this session are to alert students to the fact that fallacies surround them and to help them recognize and identify fallacies in advertisements. Try to find an example of each of the fallacies students will examine during the first session. You might choose to use school television programs (e.g., Channel One), donated team scoreboards or bulletin boards, vending machines, and personal clothing. Select advertising materials from around your school or local community to illustrate fallacies in advertisements. Traditional wisdom-uses the logic that the way things used to be is better than they are now, ignoring any problems of the past Red herring-presents an irrelevant topic to divert attention away from the original issue Hasty generalization (or jumping to conclusions)-draws a conclusion about a population based on a small sample Scare tactic-creates fear in people as evidence to support a claimįalse cause-wrongly assumes a cause and effect relationship The 10 most frequently used fallacies areĪd hominem (meaning "against the person")-attacks the person and not the issueĪppeal to emotions-manipulates people's emotions in order to get their attention away from an important issueīandwagon-creates the impression that everybody is doing it and so should youįalse dilemma-limits the possible choices to avoid consideration of another choiceĪppeal to the people-uses the views of the majority as a persuasive device Review The Internet Encyclopedia of Philosophy: Fallacies website and select a few fallacies for students to examine during the lesson. Instead it is presented in sessions, leaving the breakdown of times for the individual teacher to determine. Note: Because of the myriad of high school schedules, this lesson does not indicate time requirements.
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