1. How do most kids in North Town justify going to school? How are classes at North Town High School organized?  What is the content, who are the students?  To what extent are the answers to these questions structural?  Controlled by agency?

2. What are some examples of race relations and racism within the classroom? What was the academic content of many of the classes?  What was the driving force in the classrooms?

3. “The Negotiation of Academic Work:  Making Out Games” is probably the best example in this text of applied marxist / workplace theory.  What are “making out games” how are they related to production and the perceived (not actual) satisfaction in that production?

pp. 101-114

Pre-write:  what makes a great teacher? (atmosphere of the class, interactions between teacher and students, students and students, content, seating, format, lessons, etc.  What values and /or beliefs are transferred in (a) great class(es)?

start High School Frederick Wiseman, 1968 - to be completed Monday, March 30.  As you watch, keep two column notes TEACHER / VALUES

Reading for Monday, March 16, Learning Capitalist Culture pp. 79-100

Starpower debrief:  What is the connection between Northtown High School and this simulation; ideas of social stratification (wealth, power and prestige), impression management, resistance, the beliefs underlying these ideas and actions, etc.?  Due next class.

Please have LCC pages 60-79 read for Thursday, as well.