This article uses critical media literacy to approach themes of sexism and gender inequality depicted in the 2023 film "Barbie." Teachers cognizant of the need to address women's rights issues in American history often struggle to find resources that are accessible and meaningful for their students. Furthermore, the use of film in social…

In today's society, film is a part of popular culture and is relevant to students' everyday lives. Most students spend over 7 hours a day using media. With the popularity and availability of film, it is natural that teachers attempt to engage students with such a relevant medium. The method of using film and the method of using firsthand accounts…

Looks at how young people use historical knowledge, gained from media sources, to deal with current situations. A group of young African Americans draw on behavioral examples from the film, "Panther," instead of school-based learning, to give them ways to deal with the Ku Klux Klan in their neighborhood. (DAJ)

Points out that movies from the 1930's, 1940's, and 1950's are excellent resource materials for the history and social science classroom. Suggests some ways particular films can be used to study mainstream, white, middle-class attitudes toward various issues and groups. (RKM)

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…

What and how do students learn from motion pictures, and how does this knowledge interact with the history they learn in school? This is a complex problem-space and one that has seen little empirical research. To lay the groundwork for exploring these questions, a pilot study utilized a qualitative methodology in which high school students viewed…

Examines strategies students and teachers can use when viewing (and countering) the universal and objective image popular culture diffuses. Focuses on teaching environmental/ecological issues in a grade 11 social studies classroom. Suggests that students must engage texts by "writing themselves" to the conversations these texts initiate.…

Presents a summary and sample teaching document from Todd Bennett's "Culture, Power, and 'Mission to Moscow': Film and Soviet-American Relations during World War II" from the Journal of American History. Focuses on the ties between World War II diplomacy and popular culture by focusing on the movie "Mission to Moscow." (CMK)

Examines two seminal films of adolescent rebellion, "The Wild One" and "Rebel Without a Cause." Argues that both films expressed a discontent with, and acted as a critique of, the complacency and conformity of the postwar United States. Discusses the films' own ambivalent attitudes to issues of conformity and alienation. (MJP)

Notes that there are few readily accessible resources for teachers who wish to include popular culture in their ancient, medieval, or renaissance history lessons. Goes on to partially remedy this situation by providing a review of print sources of information on popular culture. Also mentions useful films and artifacts. (DSK)

Contends that feature films can heighten student interest in history. Proposes having students create film presentations based on historical topics. Includes a model research unit on Roman civilization. (CFR)

Argues that the concerns and reactions of young girls to popular culture often are deemed superficial and irrelevant in social studies. Recalls an incident where a 13-year-old's journal entry regarding her fascination with horror films was poorly graded. Includes transcripts of the girl talking about films. (MJP)

Briefly reviews a number of fiction and documentary films and videos dealing with labor history. Considers ways these can be integrated into classroom instruction. Includes an annotated bibliography of related books and articles. Takes a quick look at Hollywood films such as "On the Waterfront" and "The Molly McGuires." (MJP)

This book argues that people live simultaneously in two different cultures. Values of the first culture are imparted to children through curriculum in the nation's public school classrooms. The second culture is the world of mass communication that promotes consumption, instant gratification, and impulse. The clash between these cultures confronts…

Recounts the recent debate over family values, civic culture, and cinematic violence and considers the implications for educators. Uses this national debate as a case study to investigate efforts to exercise control over and limit the democratization of culture. Argues for an expanded notion of civic culture. (MJP)