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Meighan Hooper


6th, 7th, 8th, 9th, 10th, 11th, 12th


Social Studies, Economics

Resource Types

  • Interactive Media
  • Games

Regional Focus


Economics and Greenwashing Interactive Game

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  • This interactive game allows students to learn what type of shopper they are by watching a number of advertisements and deciding if they would purchase the products or not. 
  • The game introduces the idea of greenwashing and being mindful of the environmental and social effects of economic decisions. 
Teaching Tips


  • This is a fun way to engage students in a critical thinking exercise while addressing media literacy.
  • There are no winners or losers, just descriptions of each shopper type and shopping tips.

Additional Prerequisites

  • Students will need access to a device and an Internet connection.
  • There are ten advertisements in the game, ranging from 30 seconds to over 3 minutes, that promote many different products or services.


  • Younger students may need to watch the clips twice or read through all of the answers before watching the clips to help them make their choices.
  • Social studies classes could use this resource when discussing economics, supply and demand, globalization, or regulations for businesses.
  • Advanced students could think about the role of regulatory bodies in ensuring businesses follow social and environmental guidelines and regulations.
  • Other resources on this topic include this TED video about sustainable economics, this Khan Academy video about the tragedy of the commons, and this video by Auburn University about a sustainable future.
Scientist Notes
This game explores four kinds of shopping skills (methodical, spontaneous, humanistic, and competitive). It can equip students on the best approach or behavior in shopping and consuming products that are environmentally-friendly. This game has been peer-reviewed, and it is recommended.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 2: Economics
      • D2.Eco.1.6-8 Explain how economic decisions affect the well-being of individuals, businesses, and society.
      • D2.Eco.2.6-8 Evaluate alternative approaches or solutions to current economic issues in terms of benefits and costs for different groups and society as a whole.
      • D2.Eco.3.9-12 Analyze the ways in which incentives influence what is produced and distributed in a market system.
    • Dimension 4: Taking Informed Action
      • D4.7.6-8 Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
      • D4.7.9-12 Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Speaking & Listening (K-12)
      • CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
      • CCSS.ELA-LITERACY.SL.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
      • CCSS.ELA-LITERACY.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
      • CCSS.ELA-LITERACY.SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
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