After field trips to three different museums, students create a short 90 second podcast in which they discuss one object encountered. Through this project, students engage with primary artifacts and practice their communication skills.
This exercise requires students to think about the logistics of meal planning and shopping on a SNAP budget, and to imagine the material and emotional realities of poverty.... Read more about Hunger Challenge - Living on SNAP
Benjamin Weber created an activity that spans across the entire class to help students understand the concept of “diaspora” through constant reiteration of concepts from some excerpts given to the class by the instructor. Students learned how to close-read excerpts, write reflections, and create their own ideas about the theme of the class.
In CB51: Making the Middle Ages, the teaching staff, consisting of Professor Dan Smail and TFs Rowan Dorin, Zoe Silverman, Joey McMullen, and Rena Lauer, used an online annotation tool to have students tag images and descriptions of hell and create a "tag cloud." This activity engaged students in perceptions and interpretations of hell and the use of metadata.
In CB51: Making the Middle Ages, the teaching staff, consisting of Professor Dan Smail and TFs Rowan Dorin, Zoe Silverman, Joey McMullen, and Rena Lauer, had students read a common text on a medieval saint, extract all the place names mentioned, and map them in order to learn about the nature of communication in the Middle Ages, geographic analysis, and how to use WorldMap, a way to create and publish maps of geospatial information.
To prepare students for an exam, the teacher sets up essay questions on posters around the room for students to review. The movement helps keep energy up at the end of the semester.
How did race, gender, employment, and other characteristics condition people's responses to revolutionary activities during the American Revolution? In this activity, students take on different personas and consider whether they would support a boycott of British goods.
Students compare chronologies of different historians of the French Revolution to understand how it has been interpreted and understood by generations of scholars.