The purpose of this activity is for students to present a complicated academic debate within their own debate. Asher Orkaby assigned students to a position in the debate and had them prepare their arguments before class. The students were paired together and asked to debate JFK's performance during the Cuban Missile Crisis. They based their arguments on readings assigned for the week. After presenting their arguments, the students fielded questions from their classmates.

Meredith Quinn uses Harvard's map collection to enhance lessons about the Ottoman Empire. The Harvard Map Collection is a wonderful resources, with librarians available to help identify relevant maps.

Emmanuel Asiedu-Acquah uses debates to get students to read about and formulate informed opinions about important historical topics. 

In this simulation, students become familiar with the arguments used by different players in the debates about Galileo. 

In Ann Blair's gen ed course, "Reason and Faith in the West," students use clickers to share their religious backgrounds and to review for exams.

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. 

By using a case study, students identify different interests that can compete when formulating health policy. 

In Elisa New’s course, Poetry in America, all students must memorize and recite 8-14 lines of poetry.

For Professor Kiely’s freshman seminar, the students chose their favorite paintings depicting the life of Jesus and gave presentations about their impressions of the art.

After reading Thomas More’s Utopia, students debate topics related to the text in order to understand More’s use of rhetoric. 

In his biblical Hebrew class, Cian Power constructed various assignments around online recordings of the Bible.

As an instructor of biblical Hebrew, Cian Power had students record themselves reading a part of a Book of Jonah comic every two weeks, send the recording to him, and receive quick feedback.

In his Bible in the Humanities section, David Weimer had students present a modern object that makes an allusion or reference to the Bible.  This activity allows students to explore modern-day understandings of the Bible as they relate to the original text.

In his sections, David Weimer does a weekly "exit poll" where students use the same piece of paper throughout the term to record thoughts at the end of section.