Global Awareness

Title: Popular Culture

Author: Rene Ribant-Amthor

Grade Level: 9 -12

Subject/Content: English/Popular Culture

Summary of Lesson: Students identify elements of popular culture locally, nationally, and globally. They compare elements of their own culture with elements of another culture and present their findings.

Focus Question: Do pressures exist to conform to popular culture in the United States and around the world?

Databases(s): Student Resource Center Gold

Procedures:

Steps/Activities by teacher:

1. Lead a discussion with students focused on the question, “What is popular culture?”
2. Draw out examples of popular culture within the students school, community, and country.
3. Access and read with the students the article “MTV Changes the Look of American Popular Culture, August 1, 1981” from Student Resource Center Gold.
4. Ask students if they ever felt pressured to conform to any elements of popular culture (music choices, fashion, leisure activities, etc.).
5. Instruct students to use the Student Resource Center Gold database to research an element of popular culture. This step can be done individually or in groups of 3-4.
6. Instruct students to create a presentation of their researched element of popular culture using video, audio, or visual examples. The presentation should also include the group’s opinion on whether or not this culture’s element of popular culture would “survive” in the United States.

Steps/Activities by student(s):

1. Discuss what popular culture is.
2. Give examples of popular culture within your school, community and country.
3. Access and read the article, ““MTV Changes the Look of American Popular Culture, August 1, 1981” from Student Resource Center Gold.
4. Use the Student Resource Center Gold database to research an element of popular culture.
5. Create a presentation of your researched element of popular culture using video, audio, or visual examples. The presentation should also include your group’s opinion on whether or not this culture’s element of popular culture would “survive” in the United States.

Outcome: Students explore elements of their own popular culture and those of other countries. They then examine and access the pressures to conform to those elements.

Related Activities: Students write a children’s story encouraging the readers to either conform or rebel against an element of popular culture.

Standard Date: Approved 1998

Content Standard(s):

• NL-ENG.K-12.1: Reading for Perspective
• NL-ENG.K-12.2: Understanding the Human Experience
• NL-ENG.K-12.3: Evaluation Strategies
• NL-ENG.K-12.6: Applying Knowledge
• NL-ENG.K-12.8: Developing Research Skills
• NL-ENG.K-12.11: Participating in Society

Performance Indicators:

• At Level 1, the student is able to:
  • Define popular culture
• At Level 2, the student is able to:
  • Identify elements of popular culture within their own environments
• At Level 3, the student is able to:
  • Compare their culture’s elements of popular culture with other cultures

Computer Literacy and Usage Standards 9-12:

• The student will demonstrate proficiency in the care and use of computer based technology.
• The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct and evaluate research and improve communications.

ISTE NETS for Students

• Basic operations and concepts
• Social, ethical, and human issues
• Technology productivity tools
• Technology research tools

Information Power; Information Literacy Standards:

• Standard 1: The student who is information literate accesses information efficiently and effectively.
• Standard 2: The student who is information literate evaluates information critically and competently.
• Standard 3: The student who is information literate uses information accurately and creatively.
• Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.