Ideological Repression

https://www.learner.org/series/social-studies-in-action-a-teaching-practices-library-k-12/competing-ideologies/ Answer the following questions. Be sure to provide specific examples.  1. What strategies did Mr. Brooks use to engage the students in learning about ideologies? 2. How do the content and methodologies used by Mr. Brooks make this lesson memorable for students? 3. What sequence of ideas and examples did Mr. Brooks use to develop the concept of ideology? What made this an effective sequence? 4. How did Mr. Brooks use questioning in the lesson? 5. What prior knowledge did the students have that made their group work possible? 6. Why do you think it was important that Mr. Brooks gave his students the opportunity to ask questions or add comments after the student presentations? Linking Concepts to Students’ Lives: Video Segment You’ll find this segment approximately eight minutes into the video. Watch for about five minutes. At the beginning of the lesson, Mr. Brooks and his students define and discuss democracy. 7. How does Mr. Brooks link the concept of democracy and its attributes to the lives of the students? 8. How does he draw on the personal experiences of students to enhance the learning? 9. Why is it important to activate students’ prior knowledge and support them in linking new learning to what they already know? Group Work and Presentations: Video Segment You’ll find this segment approximately 18 minutes into the video. Watch for about three minutes. The class is divided into groups, with each representing a different ideology. Then the students in each group work together to identify examples of their ideology in history, choose a slogan, and design a poster with a logo. 10. What do you believe Mr. Brooks expects the students will learn as they complete this assignment and present their findings? 11. What does the discussion in the “communism” group reflect on the learning that is occurring in this classroom?

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