Directions for the small group discussions:

In order to complete this activity, each group will need to select a:

• Timer to keep track of the time [50 minutes total time; 10 minutes per article]

• Scribe to take notes on the discussion/responses [also, please list all the members of your discussion group]; select an alternate scribe from the rest of the group. Half way through the time, have the alternate scribe assume the role and let the first scribe rest his/her hand and be more engaged with responding.

• Task leader to ensure that each article is discussed, and that discussion stays focused

Then, each group must:

Ø identify the main points of each of the articles, and

Ø answer at least 1 of the questions per article:

Bigelow Vol 1, pp. 150-156 [Interview w/Howard Zinn]:

• When considering history, Zinn raises the issue of complicity re: poor white people in racism and of males in sexism. Does it matter if children learn this? Why/not?
• Is it important for a teacher to understand such complicities? Why/not?

Bigelow Vol 1, pp. 158-159 [Textbook Detectives]:

• What difference, if any, would it make if students were to carry out this exercise?
• What do you think of this activity?

Bigelow Vol 2, pp. 42-44 [Helen Keller]:

• What did you know about Helen Keller before reading this article? How has this article changed/not changed your understanding of who she was?
• Since textbooks publishers avoid issues of social class, does it matter if we avoid teaching such issues? Why/not?

Bigelow Vol 2, pp. 45-56 [“The Oregon Trail” CD-ROM]:

• Are there members of your group that played the Oregon Trail in school? If so, how does this article affect your understanding of the game now?
• If no one in your group played “The Oregon Trail” before, then what issues does this article raise for you as a future teacher?

Bigelow Vol 2, pp. 76-80 [Tour/Hawai’i & Price of Paradise]:

• Is it important to teach children about how land was taken in the past?
• Are there consequences if it is not taught? Does it matter?