Advertising has rules, and it also has gray areas where something is legal but may not be right. In this marketing lesson, students storyboard an advertising dilemma: a situation with two tempting choices, the people each choice affects, and the decision they would make and why. It is a strong discussion lesson after students have learned persuasion techniques, because they now know how much power an ad has.
The example is about sponsorship disclosure. In the United States, the Federal Trade Commission's endorsement guides say that people who promote a product must clearly disclose a connection to the brand, including getting the product for free.
| CELL | WHAT STUDENTS SHOW | EXAMPLE: TAGBACK |
|---|---|---|
| 1. The Situation | What happened and the choice to make. | A local parenting blogger with 8,000 followers offers to post about TagBack in exchange for free packs, but doesn't want to add #ad. |
| 2. Option A | The first choice and why it is tempting. | Agree. It's free advertising to thousands of parents, and the post will look more genuine. |
| 3. Option B | The second choice and why it is tempting. | Ask her to disclose the free packs, even if she might say no. |
| 4. Who Is Affected | The people each option helps or hurts. | Her followers (who trust her), the blogger, TagBack's reputation, and honest competitors. |
| 5. The Rules | Any law, rule, or value that applies. | FTC endorsement guides: free products are a connection that should be disclosed. TagBack's brand says "reliable." |
| 6. The Decision | The choice and the reason. | Option B. If parents learn it was a hidden ad, they won't trust TagBack, and trust is what the brand sells. |
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Create a storyboard that explores an advertising dilemma and your decision.
Students pick the sponsored-post example or one of the alternatives: ads aimed at young kids or a too-good claim.
Students show each option in its own cell and explain why it is tempting.
Students name everyone each option helps or hurts, from customers to competitors.
Students note any law, guideline, or brand value that applies, such as the FTC endorsement guides.
Students show their decision with a reason, then compare choices in a class discussion or short debate.
In the United States, yes. The Federal Trade Commission's endorsement guides say that anyone promoting a product must clearly disclose a connection to the brand, and that includes getting the product for free, not just being paid. Labels such as #ad or "sponsored" are common ways to disclose. Rules differ in other countries.
By this point students know how much power an ad has, so it is the right moment to ask how that power should be used. Ethics also comes up in DECA role-plays and in real marketing jobs, where trust is often the most valuable thing a brand has. A dilemma makes the discussion concrete instead of abstract.
The activity offers two more: advertising in a free game played by young children who will then ask their parents to buy, and a draft ad that promises "never lose anything again" when some items are still not returned. Students can also bring a dilemma from a real ad they have seen, as long as they present both sides fairly.
Group students who chose different options and have each explain their reasoning. For high school, hold a short debate in which each side argues the option it did not choose. Close by asking which choice protects the brand's trust over time, and whether the law and the right choice are always the same.
Look for both options presented fairly, at least two groups of people affected, a rule or value that applies, and a decision justified with a reason rather than a feeling. There is no single right answer. A well-argued Option A can earn full marks if it honestly weighs the people affected.