Worksheet 1A

Shockvertising (A)
1.

Look at the text below.

Match the underlined words to their definitions.

Shock Advertising

Adapted from Wikipedia

Shock advertising or Shockvertising is a type of advertising generally regarded as

one that deliberately, rather than inadvertently, startles and offends its audience by
violating norms for social values and personal ideals. [1] It is the employment
in advertising or public relations of "graphic imagery and blunt slogans to
highlight"[2] a public policy issue, goods, or services. Shock advertising is designed
principally to break through the advertising clutter to capture attention and
create buzz, and also to attract an audience to a certain brand or bring awareness to
a certain public service issue, health issue, or cause (e.g., urging drivers to use their
seatbelts, promoting STD prevention, bringing awareness of racism and other
injustices, or discouraging smoking among teens).[3]
This form of advertising is often controversial, disturbing, explicit and crass, and may
entail bold and provocative political messages that challenge the publics
conventional understanding of the social order. This form of advertising may not
only offend but can also frighten as well, using scare tactics and elements of fear to
sell a product or deliver a public service message, making a "high impact."

References
1. Dahl, Darren W. et al. "Does it pay to shock? Reactions to Shocking and Nonshocking Advertising Content among University
Students" Journal of Advertising Research 43 (2003): 268-280. Page 268, Retrieved January 22, 2008
2. BBC news article
3. Waller, David S. "What factors make controversial advertising offensive?: A Preliminary Study" ANZCA (2004): 1-10. Page 1,
Retrieved January 23, 2008
Adapted from Wikipedia

Created by Sam Weekes

Worksheet 2A
3.

Read the article and answer the questions with a partner.

o What is shock advertising or shockvertising? Write a definition
using your own words. ........................................................................
..............................................................................................................................

o What is the aim of shock advertising? ................................................

..............................................................................................................................

o What kind of issues might shock advertising raise awareness about?

.............................................................................................................
4.

Join with another pair who have read about Benettons shock
advertising. Explain your vocabulary and article to them, use your
answers to the questions from 3 to help you. Make notes when your
partners tell you about their article.

5.

Your teacher will show you an advertisement from Benetton.

Discuss the questions with your group. Make some notes.
o

What does this advert remind you of?

What do you think was the creators intention was when they
made this advert?

What ideas, themes or beliefs that relate to society are being

portrayed in this advert?

What assumptions do you think the advert is asking us to

question?

How do you feel when you look at this advert?

Do you like this advert? Why? Why not?

Do you think that this is an effective way to advertise a clothes

shop?

Created by Sam Weekes

Worksheet 1B

Shockvertising (B)
1.

Look at the text below.

Match the underlined words to their definitions.
Word

Definition
limit or restriction of rights.
critically examining something.
publicly and strongly criticised.
publicly stating something is wrong.
extreme anger or a strong feeling of unhappiness.
taking a firm position on an issue.

Benetton

Adapted from Wikipedia

Benetton has come under particular scrutiny for the use of shock advertisements in
its campaigns, leading to public outrage and consumer complaints.[23] However,
several of Benettons advertisements have also been the subject of much praise for
heightening awareness of significant social issues and for taking a stand against
infringements on human rights, civil liberties, and environmental
rights.[24] Benettons advertisements have featured images of portions of mens and
womens bodies with tattoos that say HIV Positive, a Black woman breastfeeding a
White infant (which could be celebrated as a championing image of racial diversity
or raising awareness of racial issues yet was also denounced for its historical
connotations when Black women, during slavery, were often required to become
caretakers for White children), a priest and a nun leaning to kiss each other, as well
as a group of real death row inmates (alluding to issues concerning capital
punishment). Other shocking advertisements released by Benetton include an
image of a duck covered in oil (addressing issues of oil spillage and the cleanliness of
oceans), a man dying of AIDS, a soldier holding a human bone, as well as a newborn
infant still attached to its umbilical cord, which "was intended as an anthem to life,
but was one of the most censured visuals in the history of Benetton ads." [25]

References
23. Dahl, Darren W. et al. "Does it pay to shock? Reactions to Shocking and Nonshocking Advertising Content among University
Students" Journal of Advertising Research 43 (2003): 268-270. Page 268, Retrieved January 22, 2008
24. Zumbansen, Peer. "Federal Constitutional Court Rejects Ban on Benetton Shock Ads: Free Expression, Fair Competition and the
Opaque Boundaries Between Political Message and Social Moral Standards." German Law Journal No. 1 (2001) Retrieved January 26,
2008
25. Campaign History of United Colors of Benetton
Adapted from Wikipedia

Created by Sam Weekes

Worksheet 2B
3.

Read the article and answer the questions with a partner.

o Name three things Benettons advertising has taken a stand against.
..............................................................................................................................

o What kind of things have been features in Benettons adverts?

.............................................................................................................
..............................................................................................................................

o How has their advertising been received?

.............................................................................................................
............................................................................................................
4.

Join with another pair who have read about shock advertising. Explain
your vocabulary and article to them, use your answers to the questions
from 3 to help you. Make notes when your partners tell you about
their article.

5.

Your teacher will show you an advertisement from Benetton.

Discuss the questions with your group. Make some notes.
o

What does this advert remind you of?

What do you think was the creators intention was when they
made this advert?

What ideas, themes or beliefs that relate to society are being

portrayed in this advert?

What assumptions do you think the advert is asking us to

question?

How do you feel when you look at this advert?

Do you like this advert? Why? Why not?

Do you think that this is an effective way to advertise a clothes

shop?

Created by Sam Weekes

Lesson Guide

Shockvertising
Objectives:

* To introduce the concept of shockvertising and related vocabulary.

* To exchange information in a jigsaw reading.
* To develop critical and multicultural literacy skills.

Language:
Level:
Time:
Materials:

Vocabulary related to shock advertising.

Upper- Intermediate Advanced.
1- 1 hours.
Student A worksheets 1 & 2, Student B worksheets 1 & 2,
advertisement images (links provided), jigsaw reading answer sheet.
Whiteboard and equipment for projecting images (optional).

Equipment:

Overview
This lesson investigates shock advertising, focusing on adverts created by Benetton.
First the students are introduced to some important vocabulary related to shock
advertising. There is a jigsaw reading activity to provide the students with some
background information about shock advertising and Benetton. It then moves onto the
analysis of one advert from Benetton undertaken through a group discussion. There is
also the option to explore Benettons advertising further in the extension activity.

The Texts
The texts for this lesson are advertisements from the clothing store Benetton. Benetton
is famous for creating advertisements that are shocking but raise public awareness
about issues such as human rights, civil liberties and the environment. The main
advertisement for this lesson is from the Angels and Devils campaign and can be viewed
here.
Preparation
This lesson includes student A worksheets 1 and 2, and student B worksheets 1 and 2.
You will need to split the class into two groups and make enough copies of the
worksheets so that each student has either the student A or student B worksheets. There
is also an answer sheet handout (page 6) for the jigsaw reading, you will need to make
enough copies for each group. Finally you will need to decide how you are going to display
the advertisements and set up the equipment before the class.

Created by Sam Weekes

Lesson Guide

1. Show the students a collection of adverts from Benetton (here are links
to some possible options, three hearts, nun kissing priest, HIV tattoo, two
babies. Do not tell the students that they are adverts for a clothing shop.
Instead ask them to guess what the images have in common.
FEEDBACK: Once the students have guessed, ask them if they know
anything about Benetton. If they do not, you can give them some
information about the clothing company.
Benetton is an international fashion brand, which sells clothing, accessories and
perfume. It was founded in 1965 in Italy and now has over 6,500 stores in 120
countries. Their website is www.benetton.com

2. Split the class into two groups, A and B. Hand out the student A and
student B worksheets to the two groups. Ask the students to look at
number 1. Explain that they should look at the underlined words in the
text and match them to the definitions. If they are need help they could
use a dictionary or you could use the word in a sentence for them.
FEEDBACK: Choose one student from group A and one student from
group B to lead the feedback for their group. Give them a copy of the
answers included on page 6 and ask them to check their groups answers.
** Asking students to lead feedback sessions is a great opportunity help them develop learner autonomy.

3. The students should then read the article again in more detail and work
with a partner to answer the questions in number 3. As the students are
discussing the questions walk around and check their answers.

Created by Sam Weekes

Lesson Guide

3. Answers: Student A
What is shock advertising or shockvertising? Write a definition using your own
words. Individual answers will vary, but according to the article, Shock
advertising or Shockvertising is a type of advertising generally regarded as one
that deliberately, rather than inadvertently, startles and offends its audience by
violating norms for social values and personal ideals.
What is the aim of shock advertising? To attract the publics attention and raise
awareness about important issues.
What kind of issues might shock advertising raise awareness about? Wearing
seatbelts, teenage smoking, racism and other injustices, STD prevention.
3. Answers: Student B
Name three things Benettons advertising has taken a stand against. Human rights,
civil liberties and environmental rights.
What kind of things have been features in Benettons adverts? HIV positive tattoos,
a black woman breastfeeding a white infant, a priest leaning in to kiss a nun, real
death row inmates, a duck covered in oil, a soldier holding a human bone, a man
dying of AIDS, an newborn infant still attached to the umbilical chord.
How has their advertising me received? The reaction to Benettons adverts is
mixed, receiving both scrutiny and praise. As the text says, Benetton has come
under particular scrutiny for the use of shock advertisements in its campaigns,
leading to public outrage and consumer complaints. However, several of
Benettons advertisements have also been the subject of much praise for
heightening awareness of significant social issues. The discussion in the article of
the Black woman breastfeeding a white infant is specific example of this.

4. Once you are happy that the students have answered the question
correctly in their pairs, organise the students into groups. Each group
should have a pair of students As and a pair of students Bs. Explain that
each pair should tell the other pair about the new vocabulary and
information from their article. They should use their answers from the
previous task to help them. They must take notes about the information
they are giving.
** Information exchange tasks can help create the information gap that exists in genuine communication.

Created by Sam Weekes

Lesson Guide

5.

The last task is an extended discussion. You will need to show the
students a copy of the picture of the two babies. Number 5 on the
worksheet has a list of questions designed to help the students analyse
the advertisement and discuss shock advertising. The students should
discuss the questions with their group. This should be an extended
discussion so make sure they have plenty of time.
As the students are discussing the questions walk around and support
them if necessary, especially if they are finding the first three questions
challenging. You could do this by asking them questions such as, What
does the white baby remind you of? What does the African American
baby remind you of? How does this relate to society in general? So what
do you think Benetton are trying to say to people who see this advert?
This way you can scaffold the students with more manageable steps to
reaching the answers. As you listen, note down any language errors you
hear which could be addressed at the end of the lesson.
5. Answers
Most of the answers will be different for each student, but here are some notes about
my interpretation of the advertisement which apply to the first three question. In the
advert, the white baby is made to look angelic with cherub like features- the blond
curly hair, blue eyes and rosy cheeks. Where as the Afro American girl has hair
which looks similar to devil horns. I think this advert can be interpreted on two
levels. Firstly, the campaign was called Angels and Devil, the image makes me
think of moral conflict. Secondly, it is raising awareness of issues regarding racism
in our society. Society often creates and perpetuates racial stereotypes, and African
Americans are often represented unfairly both in our media and in our culture itself.
For example, consider childrens fairy tales the character associated with the forces
of good are represented by the colour white, a white knight, a white witch.
Whereas as characters connected with the forces of evil are often connected to
black and darkness in some way. I think the advert is drawing our attention to our
assumptions about the connotations we associate with the colours black and white
and stereotypes that are often perpetuated by the media.

** The kinds of questions in this discussion are important for developing critical literacy skills.

Created by Sam Weekes

Lesson Guide

6.

Depending on how much time you have, you could conclude the class in
several ways. You could briefly ask the groups to share the most
interesting points from their discussion, you could join two groups
together to compare their answers or you could facilitate a whole class
discussion and go through several or all of the questions.
In addition, write the language errors you noted on the board. Ask the
students to identify the errors and suggest corrections.

7. You could ask the students to analyse one of the other Benetton adverts
from the warm up. This could be done for homework and submitted as a
piece of writing. Alternatively, you could ask the students to work in
groups to prepare a short presentation about their chosen advert. This
could be done in the next lesson.

Created by Sam Weekes

1. Answers: Student A
controversial
provocative
buzz
inadvertently
violate
crass
1. Answers: Student A
controversial
provocative
buzz
inadvertently

violate
crass
1. Answers: Student B
infringement
scrutiny

censured
denounced
outrage
taking a stand

1. Answers: Student B
infringement
scrutiny
censured
denounced
outrage
taking a stand