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Bain argues that the use of “research and theory” can shape instruction in secondary school settings. What does he mean by this, by going “into the breach?” Does he propose student research projects, or something else? What components of “research and theory” are most transferable to the secondary classroom? Explain, with references to page numbers and discussion beyond a mere list.
Gutierrezdiscusses the “humanitas approach,” which involves making connections—interdisciplinary and community connections. Give an example of each—interdisciplinary and community connections—and explain why Boix-Mansilla thinks that these are important? How might you have responded to these possibilities in your secondary education? Is it applicable in a university setting? Draw upon the reading, citing page numbers, including some discussion of your perspective, and how you developed it.
Friere develops a “pedagogy of the oppressed.” What does he mean? Read especially pages 217-230. When he says that there is no “neutrality” in education, what does he mean? Why is “asking questions” essential? What are the implications of his insights for the classroom? Ask yourself, how your classroom might be organized differently as a result of his insight. What are the implications for texts, using primary sources; indeed, what are the implications for your relation to students and the standards? Is his view even workable?
Boix-Mainsillasuggests that connecting past to present offers possibilities, and challenges, for the history teacher. He provides the example of the Holocaust and the Rwandan genocide. Using specific instances from his case study, what are the costs and benefits of such an approach? What important steps did the teacher take in leading the class effectively? List three benefits and three liabilities; include page numbers of citation, and some discussion.
Brittquestions the utility of history texts in the classroom. Instead, she and her co-authors suggest using multiple accounts of events as an “integral part of high school history instruction.” Describe the tool that she and her colleagues developed, the Sorcerer’s Apprentice. What were the basic six principles underlying its development as an effective teaching tool? What were the advantages of the Sorcerer’s Apprentice in terms of design, which facilitated its utility in the classroom? What were its limitations as described by Britt (or as imagined by yourself)? Be specific in your discussion, citing page numbers, and elaborating on your responses.