ERIC Number: ED178421
Record Type: RIE
Publication Date: 1979
Reference Count: 0
Using Popular Culture in the Social Studies. How to Do It Series, Series 2, No. 9.
Turner, Thomas N.
The booklet offers a variety of suggestions for integrating a study of popular culture into the high school social studies classroom. Popular culture is described as those elements in society which have the primary function of entertaining or selling and which are becoming a familiar, recognizable, and identifiable entity for a large number of people. Some reasons for studying popular culture are that it is intimately connected with the individual's personal and social development; students possess an intimate and detailed knowledge of popular culture; the resources are abundant and inexpensive; and popular culture has lasting social importance and significance. Teaching suggestions include the areas of popular music, television and movies, social gatherings, printed materials, fads and fashions, and careers. Music activities include listing qualities and rating stars, rewriting lyrics to tell of a local incident, and voting on values depicted in selected statements from songs. Television provides a study of propaganda and of distortion of reality through video techniques. An examination of social gatherings could lead to simulations and creative writing exercises. Popular magazines can be investigated according to audience appeal and a history of clothing fashion show could depict fads and fashions. Finally, strategies for career education include exploratory mini-courses and classifying jobs in terms of glamour. (KC)
Descriptors: Career Education, Class Activities, Clothing, Films, Learning Activities, Mass Media, Music, Popular Culture, Publications, Secondary Education, Social Studies, Teaching Methods, Television
National Council for the Social Studies, 3615 Wisconsin Avenue, N.W., Washington, D.C. 20016 ($1.00, quantity discounts available)
Publication Type: Guides - Classroom - Teacher; Collected Works - Serials
Education Level: N/A
Authoring Institution: National Council for the Social Studies, Washington, DC.
Note: For related documents, see SO 012 079-080