The purpose of this paper was to analyze and critique the proposals made in "The Engaged Classroom" by Sam Intrator to increase student engagement in the classroom. The methodology used was to analyze, compare, and critique the proposals based on educational research on apathy and boredom in the instruction of history. The results were that the engagement techniques and strategies could be effective in reducing apathy and boredom. Sam Intrator found that they were effective in his classrooms. The conclusion reached, however, was that engagement techniques and strategies cannot be entirely successful and effective unless they address the core cause of apathy and boredom. Governmental and societal policies in the U.S. have devalued history and discouraged the application of critical thinking skills and higher order thinking to history instruction. Educators and researchers must address this issue in future research on engagement strategies and techniques. Strategies and techniques cannot be completely effective and successful unless they confront the issue of governmental and societal policies on the values and purposes placed on history instruction. PowerPoint presentation of "The Engaged Classroom" is appended.