According to a Cone Consumer Environmental Survey conducted this year, 34% of Americans indicate that they are more likely to buy environmentally responsible products today, and another 44% indicate that their environmental shopping habits have not changed despite the current economic climate (http://www.coneinc.com). Not surprisingly, environmental marketing campaigns have also been on the upswing.
And there is no doubt that a significant number of deceptive (or “greenwashed”) advertisements and product labels have been riding the tide of these campaigns. Terra Choice Environmental Marketing published a “Sevens Sins of Greenwashing” report this year which asserted that 98% of products reviewed violated at least one of their rules for making legitimate environmental claims (http://sinsofgreenwashing.org). In fact, this year’s report adds an additional “sin” not included in the 2007 report--“the sin of worshipping false labels,” a practice by which companies give the impression of third party environmental endorsements for their products where no such endorsement exists.
But enough of the bad news. The good news is that “green” advertisements and labels provide a great springboard for teaching across nearly all disciplines. By analyzing these advertisements, students can increase their consumer, health and financial literacy.
In this MediaLit Moment, your high school students will have the chance to consider the moral, social and ecological ramifications of an activity they are becoming familiar with---shaving--against the environmental claims that a major auto maker makes for its cars.
Have students analyze and evaluate a “green” advertisement’s appeal to them, as well as the message it conveys about their lifestyle choices.
AHA!: They’re trying to tell me that buying a fuel-efficient car from them is more important than saving resources at home!
Key Question #5: Why was this message sent?
Core Concept #5: Most media messages are organized to gain profit and/or power
Key Question #4: What values, lifestyles and points of view are represented in, or omitted from, this message?
Core Concept #4: Media have embedded values and points of view
Grade Level: 10-12
Materials: computer with high speed internet access, data projector, projection screen, GM E85 (ethanol fuel) car advertisement, accessed at You Tube: http://www.youtube.com/watch?v=Iv9xgHiBPWw
Activity: Have students watch the commercial at least a couple of times. After the first showing, ask students, what makes this commercial funny? And also ask, what kind of audience do they think GM was trying to target with this ad? (According to our research, this ad aired only on MTV).
After the second showing, ask students about the environmental claims of this commercial. What is the carmaker trying to say about the corn-based fuel that the car uses (ethanol) and the water students (boys and girls) use to shave?
Next, ask them how they feel about the fact that the advertisement is trying to persuade them that their personal consumption habits matter less than the decision to invest in a new Chevy vehicle. Are they embarrassed when they think of how much water they use? Are they annoyed by the comparison? Are they “sold” on the product? Does the advertisement simply make them laugh? Can they explain why they feel the way they do?
Extended Activity:
Key Question #3: How might different people understand this message differently?
Core Concept #3: Different people experience the same media message differently
Ask your students to rate the environmental claims of this commercial. Are the environmental benefits of driving a Chevy E85 presented in a credible and appropriate way? Did GM “fudge” the facts a little? Is this ad a good example of greenwashing? For example, does the ad present an “apples to oranges” comparison that “sounds” right but cannot be readily substantiated? Also, is ethanol really a “gas friendly” alternative fuel, or are the claims that GM makes about ethanol and their ethanol-compatible vehicles overblown? Place students in pairs or teams and ask them to prepare presentations based on their research. Or organize a debate. . .or a forum.
Here are some sources that you may want to use to prepare study guides, or to assign to students in their entirety:
Greenwashing
US Federal Trade Commission guides to environmental claims in advertising: http://www.ftc.gov/bcp/grnrule/guides980427.htmRecent Federal Trade Commission testimony to Congress on attempts to regulate the “virtual tsunami” of recent green advertising: http://www.ftc.gov/os/2009/06/P954501greenmarketing.pdf
Understanding and Preventing Greenwash: A Business Guide, by BSR and Futerra Associates http://www.bsr.org/reports/Understanding_Preventing_Greenwash.pdf
Consumer Reports evaluations of “green” products at http://www.greenerchoices.org
Terrra Choice 2009 report on greenwashing at http://sinsofgreenwashing.org
The Ethanol Debate
Thermodynamics of the Corn-Ethanol Biofuel Cycle, by Ted Patzek, Department of Civil and Environmental Engineering, UC Berkeley http://petroleum.berkeley.edu/papers/patzek/CRPS416-Patzek-Web.pdf
The Debate on Energy and Greenhouse Gas Emissions Impacts of Fuel Ethanol by Michael Wang, Argonne National Laboratories http://www.transportation.anl.gov/pdfs/TA/347.pdf
“Ethanol Can Contribute to Energy and Environmental Goals,” by Farrell, Plevin, Turner et al., Science magazine, January 27, 2006 (volume 311), pps. 506-508. Accessible online at: http://rael.berkeley.edu/EBAMM/FarrellEthanolScience012706.pdf
The Five Core Concepts and Five Key Questions of media literacy were developed as part of the Center for Media Literacy’s MediaLit Kit™ and Questions/TIPS (Q/TIPS)™ framework. Used with permission, © 2002-2009, Center for Media Literacy, http://www.medialit.com
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