Our material can be integrated into various course and lecture formats. The clips and the related questions were specifically designed to be adaptable to multiple teaching and learning styles, and so that students learn economics concepts while being exposed to various diversities (geographical, language, cultural, ethnic, and sexual identities).

Necessary Preparation and Considerations

The material we present is based on series that did not have for main aim of being taught in a classroom. Some series are recommended only for a restricted public and sometimes contain violence, strong language, and other triggers. While we did our best to remove most uncomfortable scenes, some of the clips may not be appropriate to all viewers. Therefore, it is paramount for the instructor to preview the scenes entirely and evaluate whether they are appropriate for the instructor’s students and that they meet the instructor’s specific teaching needs.


The most common use of such video clips is to utilize them to illustrate concepts directly in the classroom. The questions and exercises we provide directly relate to the selected Netflix Originals series. They help generate classroom discussions and conduct related activities. Instructors can utilize this material following Think-Pair-Share methodologies by briefly discussing the series’ synopsis, playing the relevant video clip, then asking the discussion questions. Subsequently, students can work in groups to draft an answer that they could share with their group or the class. Alternatively, instructors could use the questions to introduce or illustrate economic concepts during lectures. The material presented on this website can also be used during remote teaching sessions. Remote teaching offers additional opportunities and closely targets students’ needs in an online learning environment. For instance, breakout rooms are recommended and can facilitate Think-Pair-Share sessions. 

Assignments and Exams

Our material can also be used to create more engaging assignments for students. It can be easily implemented without changing too much of an instructor’s habits or grading scheme by transposing the material into various forms of testing, such as graded homework, exams, or extra credit assignments. The instructor can extract questions from different shows to assess students learning. For instance, if an instructor wants to evaluate students on the difference between real and nominal prices, questions from two shows can be used, i.e., the American series “Stranger Things” and the Indian series “Sacred Games.” To help instructors in this endeavor, we designed suitable questions for exam testing or other assignments provided to students. These questions are identified in the first paper listed at the end of this page.

Discussion Board in Learning Management Systems

The instructor could use the Learning Management System (LMS) to allow students to post answers on the discussion board. The discussion board could encourage further interactions and discussions outside of lecture hours. In addition, incentives, in the form of extra credit, can be offered for actively participating in the discussion board. 

Asynchronous / Self-Paced Online Courses

Our material can be integrated into an LMS page for students to work independently with this material. Picture 1 presents an example of how we implemented questions in an asynchronous Principles of Macroeconomics course. Typically, the information necessary to answer the question is directly visible to the student visiting the exercise page. Once they answered the question, students could click the ‘Reveal the Answer button’ to view the solution and verify if they answered adequately. Students’ questions about this material can be discussed during office hours or synchronous online sessions if the course has such students-interactions planned.

Picture 1
Picture 1

More Information?

More detail on how to implement the lesson plans and the answers to the questions available on this website can be found in the following papers:

– Ben Abdesslem, A. and Picault J. (2023), Bounty Hunters Can Teach Microeconomics Illustrations from Netflix’s Cowboy BebopEastern Economic Journal 49 (3), 349–367.

– Ben Abdesslem, A. and Picault J. (2023), Using Netflix Original Series to Teach Economics: a Diversity and Inclusion Approach, International Review of Economics Education 44, 100278.