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Abstract
Popular music is no stranger to social studies classrooms. Since the 1970s, a number of reports have described positive experiences in utilizing contemporary lyrics to promote a variety of learning activities. A particularly influential contributor to the case for introducing rock era music in the classroom is Southwest State University English professor David Pichaske (1979, 1981a, 1981b). He has argued that students can discover valuable insights about Ameri can culture and history, linguistics and poetry, and autobiography and imagery by assessing the lyrics of contemporary songs. Pichaske's assertions have been echoed by teachers in numerous academic fields. What is most distinctive about Pichaske's approach, though, is his recognition
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