Book+Review

// Teaching Social Issues with Film  //. William B. Russell, III. Charlotte, NC: Information Age Publishing, 2009. 181 pp. Do television networks use sensational and shocking stories to boost their ratings? Is bullying so bad it can really lead to suicide? How does racism contribute to school violence? Provocative questions, such as these, can be used to begin a lesson that will engage students in meaningful dialogue and interaction with relevant current issues. Because film is a powerful and influential medium, it is a natural resource for teachers seeking to discuss important social issues with students. “Teaching Social Issues with Film” was written to provide a valuable resource for energizing curriculum, promoting discussion and encouraging critical thinking. Dr. William B. Russell, Assistant Professor of Social Science Education at the University of Central Florida has authored this practical tool utilizing movies to address social issues. The primary goal in teaching students media literacy is that they are able “to analyze and evaluate all types of media” (p 18). The films and subjects chosen for this book are geared to Social Studies’ classes, but other disciplines can benefit from them. Science, Psychology, Language Arts and Family Life classes can make use of a wide range of topics such as Environmental Issues, Gun Control, Religion, Teen Pregnancy, Consumerism, Immigration, and Disabilities in their lessons. In the first four chapters, Russell introduces the basis for incorporating film into coursework. In addition to addressing copyright issues and the importance of media literacy, an overview of the Russell Model for Using Film is presented. Although a more in-depth presentation of his model would be helpful, teachers will benefit from the questions and suggestions offered. This research-based guide aids in creating effective lessons aimed at enhancing curriculum and developing decision-making skills. A glossary of film terminology and a template for film analysis is also provided. The remainder of the book is a detailed list of 180 films classified into 30 different subjects. Each social topic is defined and a synopsis of six different films related to is detailed. Many of the films are rated ‘R’, an issue for teachers who will be required to obtain written permission from parents. Even so, this book is a significant resource that will benefit both teachers and librarians, providing a fresh approach to connecting students and curriculum. // Teaching Social Issues with Film  //. William B. Russell, III. Charlotte, NC: Information Age Publishing, 2009. 181 pp. Do television networks use sensational and shocking stories to boost their ratings? Is bullying so bad it can really lead to suicide? How does racism contribute to school violence? Provocative questions, such as these, can be used to begin a lesson that will engage students in meaningful dialogue and interaction with relevant current issues. Because film is a powerful and influential medium, it is a natural resource for teachers seeking to discuss important social issues with students. “Teaching Social Issues with Film” was written to provide a valuable resource for energizing curriculum, promoting discussion and encouraging critical thinking. Dr. William B. Russell, Assistant Professor of Social Science Education at the University of Central Florida has authored this practical tool utilizing movies to address social issues. The primary goal in teaching students media literacy is that they are able “to analyze and evaluate all types of media” (p 18). The films and subjects chosen for this book are geared to Social Studies’ classes, but other disciplines can benefit from them. Science, Psychology, Language Arts and Family Life classes can make use of a wide range of topics such as Environmental Issues, Gun Control, Religion, Teen Pregnancy, Consumerism, Immigration, and Disabilities in their lessons. In the first four chapters, Russell introduces the basis for incorporating film into coursework. In addition to addressing copyright issues and the importance of media literacy, an overview of the Russell Model for Using Film is presented. Although a more in-depth presentation of his model would be helpful, teachers will benefit from the questions and suggestions offered. This research-based guide aids in creating effective lessons aimed at enhancing curriculum and developing decision-making skills. A glossary of film terminology and a template for film analysis is also provided. The remainder of the book is a detailed list of 180 films classified into 30 different subjects. Each social topic is defined and a synopsis of six different films related to is detailed. Many of the films are rated ‘R’, an issue for teachers who will be required to obtain written permission from parents. Even so, this book is a significant resource that will benefit both teachers and librarians, providing a fresh approach to connecting students and curriculum.