Using engaging resources: popular culture

   Bright idea

Geography in the news
At the beginning of the year, the teacher gives each pupil a list of the topics to be covered in the year. During lessons the pupils, in turn, have to give a brief account of something related to their geography curriculum that they have seen or heard on the news that week.

The ‘Geography in the news’ topical resource on the Royal Geographical Society website (www.geographyinthenews.rgs.org) provides quality information on key geographical stories in the news. It is written by teachers and supported by expert researchers
[Charles Rawding, Edge Hill College of Higher Education]

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Using soaps
For homework, pupils watch one soap or other TV programme set in an inner city (eg Eastenders, Coronation Street) and one set in the suburbs (eg Neighbours). The soaps don’t have to be current episodes – repeats or videos are fine. Pupils compare the geographical elements of the two – a table could be used to compare the built environment, economic environment (issues surrounding jobs or services) and socio-cultural environment (social issues, culture of everyday life). In class, compare findings and discuss issues of representation – what are the similarities and differences with the experiences of members of the class? Why are these areas portrayed in certain ways?
[Stephen Smith, King Edward VI Grammar School, Chelmsford and Liz Taylor, University of Cambridge]

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Watch clips from crime-based TV programmes (eg The Bill, Midsomer Murders, Morse) in class or for homework to reflect on perceptions and realities of crime in the city and countryside. Is the murder rate around ‘Midsomer’ or in ‘Oxford’ unusually high as portrayed on the programmes? Compare with crime statistics and consider differences in perception versus reality for rural/urban crime.
[Liz Taylor, University of Cambridge]

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To encourage pupils to think about the reasons people have small or large families, find a picture of David and Victoria Beckham (or another celebrity couple) and add a speech bubble for each of them. Ask pupils whether they think ‘Posh and Becks’ will have a small or large family based on what they know about them eg income, lifestyle, where they live, number of children already. Ask pupils to fill in the speech bubbles with opening gambits like, 'Posh, I want to have children because …' (This would lend itself well to use of an interactive whiteboard.) This could be followed by a discussion about a family in a different part of the world and/or income bracket, asking pupils whether they think this family will have different decisions/views to the Beckhams.
[Adapted from Sarah Hide, Haverstock School, Camden]

   Bright idea

Using films
Use Disney films to introduce ecosystems and identify their different characteristics, including:

• The Jungle Book (tropical rainforest)
• Aladdin (desert)
• The Lion King (temperate grassland)
• Bambi (temperate deciduous woodland).

The Italian Job and The Godfather illustrate differences between north and south Italy respectively.

The River Wild and/or The Mission (Iguaçu Falls) illustrate river processes to dramatic effect.

Blade Runner illustrates urban problems and promotes discussion on developing sustainable cities for the future.

Emerald Forest illustrates the causes and effects of deforestation in the Amazon.

Use James Bond films to identify film locations and consider why locations were chosen to inspire awe and wonder among cinema-goers. Pupils could write a production schedule for the next James Bond film, choosing (and justifying) locations of their choice.

More developed ideas

Learning matters