In this activity, students watch a short clip from the ASHP documentary 1877: The Grand Army of Starvationto learn about the impact of railroad expansion on Americans and the nation as a whole. After watching the clip, students complete the “Technological Turning Points and their Impact” worksheet in order to examine the positive and negative effects of the railroad.

In this activity, students watch short clips of the ASHP documentary Daughters of Free Mento learn about the experiences of Lowell mill girls in the 1830s. Students follow the life of Lucy, a young girl working in Lowell in 1836. After each clip, students reflect on what they have just learned and predict what Lucy will do next.

In this activity students analyze the reasons why the Montgomery Bus Boycott lasted so long and was successful. Students watch a short clip from the PBS documentary Eyes on the Prizeabout the Montgomery Bus Boycott. Then students analyze primary sources to determine who participated in the boycott, who organized it, and what challenges boycott supporters faced. The teacher will need access to the filmEyes on the Prize, which is widely available in school and public libraries.

In this activity, students watch the documentary Heaven Will Protect the Working Girlin sections, with documents and exercises designed to support and reinforce the film's key concepts: workers challenging the effects of industrial capitalism, the impact on immigrant families of young women earning money in the garment industry, and the methods used by women to improve working conditions in factories during the Progressive Era.

This activity is designed to help students understand key ideas from the documentary film Savage Acts: Wars, Fairs, and Empire 1898-1904. The film is divided into short segments with suggested viewing strategies and questions to keep students focused.

In this activity, students examine three documents to better understand the goals, participants, and leaders of the 1963 March on Washington.

These questions are intended to be discussed in small groups in the classroom. They consider the definition and impact of the African Diaspora as well as its similarities and differences in relation to other diasporas. 

SETUPS (Empirical Teaching Unites in Political Science) data, published by the American Political Science Association, will be employed in group data analysis projects in an American Government class. Students then use results from these reports in composing an essay question on the course's final exam.

Students conducted data analysis about American political divisions and created two papers from this data analysis. Sutdents were assigned to group projects involving data analysis assigned chapters in MICROCASE AMERICAN GOVERNMENT, a textbook that includes access to a variety of datasets.

In this jigsaw-method activity on subduction zone volcanism, students apply lessons learned from four historic eruptions to the volcanic hazards associated with Mt. Rainier in the Pacific Northwest.

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In this activity students analyze Kipling's famous poem about imperialism and read several poems that were written in response to it. Students discuss how effective the poems are as art, political commentary, and historical evidence.

The Authenticity and Agency rubrics are based on elements from two frameworks: Student as Producer and Social Pedagogies. The rubrics were created for instructors and instructional designers to use as they develop authentic learning experiences in the course design process.

Small groups of students examine a candle to consider its chemical properties. Class discussion follows to consider macro vs. molecular events, energy, phase changes, etc.

A case-study approach can be used to introduce students to the work that geologists do as environmental consultants. Data used by environmental consultants for a Brownfield site that is currently undergoing redevelopment in St. Paul, MN has been adapted for in-class study, either as a series of short exercises, or as part of a larger project.

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In this activity students will learn about how groups without political power—African Americans, women, and working-class men—sought to expand their political power in the Revolutionary era. Students will analyze primary sources to determine the methods by which non-voting groups made their claims on being part of "We the People".

This is a scaffolded group/collaborative activity within a unit of study on persuasive writing. Students would have already learned what claims, reasons, and evidence are in a previous lesson before participating in this activity. As a group of 4-5 students work together, they will decide which resources would be best to survive a zombie apocalypse. They would then need to compose statements of claim and reasoning for those items and complete some research as well. There is an option to allow students to create posters to present to the class as their final assignment. 

Students evaluate coal leases to determine their potential for coal mining. Each company, student group, has three leases and an exploration budget. Students design and implement an exploratory drilling program on each lease and collect partial borehole cores. Using the resultant data, each company creates geologic cross-sections for each lease as well as structural contour maps. Based on their geologic models, they recommend, in oral and written reports, on which, if any, of these leases the company should pursue and how the extractable coal seams might be recovered.

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The updated AASL Standards Framework for Learners includes the shared foundation of Collaboration. The standard calls for students to engage in cooperative learning in order to grow their own knowledge base. Students may have experienced varying levels of success with group learning experiences. The following lesson provides students an opportunity to improve their group learning skills and gain an understanding of the benefits of collaborative learning. Learning Objectives Students will collaboratively determine what makes a successful collaborative learning experience. Students will identify the major benefits of collaborative learning. Students will identify important components of self-reflection and peer evaluation. Cover image attribution: "Collaboration" by diannehope14 at Pixabay.com

Collaborative research project in which undergraduate geoscience curricula at Research 1 institutions are compared. This project uses the methods of science to explore a topic that beginning students can understand. This project uses rubrics for self, peer, and instructor assessment.

In this activity, students use a range of primary and secondary sources about San Francisco's Chinatown (1880s-1920) to explore what the community meant to residents and to outsiders.