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

In this activity, students discuss three religious traditions of medieval China to consolidate knowledge and bring out the similarities and contrasts.

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.

Students are cast as historical actors and respond to questions or make decisions based on what they had learned in class or in lectures. This activity helps students "walk in the shoes" of an important historical figure.

The purpose of this activity is for students learn more about "Problem Oriented Policing" (P.O.P.) methods, in contrast with traditional and community approaches to policing, and it was meant to especially drive home the challenges and complexities of the Scanning, Analysis, Response, and Assessment (SARA) model of police work.

Students write a response paper on their experience viewing art online versus in the context of a museum.

Is lecture going too fast?  Too slow?  Clickers and polling can be used to get feedback from students on how lecture is going. 

In this three-stage simulation, the Chinese government considers the reform of its re-education through labor regime.