Thanks to everyone who weighed in on a previous blog to share their use of Discussion Boards in online and on-campus classes. I particularly loved the suggestions for using the tool as an ungraded community center for online classes. The suggestions I received made me rethink how I will use the board in my summer and fall classes. Please continue to share your perspectives: Talk to Me About Discussion Board    This week I’m struggling with the challenge of the disappearing student. It’s the last week of classes and attendance is dwindling. While this is not atypical in my experience, this semester the problem seems particularly distressing. The students who are no longer coming to class are some of the stronger ones academically. These are students who did well on the midterm exam and consistently turned in assignments … until two weeks ago when everything seemed to stop.   Our college uses a retention tool called Starfish, which has been fabulous for keeping track of attendance and “flagging” students who are having academic or personal difficulties. I’ve been able to successfully connect several students to academic support this semester by referring them to our college Success Center through Starfish and the students seem to appreciate the ease at which they can schedule appointments with me through the same tool.   As a last ditch effort, this week I sent emails to students in which I pleaded with them to finish the course in which they have been doing so well. While I know full well that the students need to take ownership of their education, I truly hate to see any student give up so close to the end. I found myself offering extensions, extra help … anything to get the students across the proverbial finish line.   As the COVID-19 Pandemic is coming to an end I’m wondering if this student fatigue is fallout from the months and months of online learning many of my current first year college students experienced in high school. Some, for example, have complained that returning to in-person classes has reintroduced social pressures that were eased during the Pandemic.  Or, perhaps the argument for a quarter system (versus our current two-semester academic year) has some validity with the mindset of today’s students.    Thoughts? Suggestions?    ... View more

Watch this short video and see how Achieve's built-in map quizzing tool can benefit your history course Achieve is a fully mobile, accessible, flexible system to help you deploy and manage all your tools for pre-class learning, in-class engagement, and post-class assessment—(and integrate it within your LMS if preferred), while gathering insights on student comprehension and engagement—all in a single simple and powerful interface.   ... View more

Using Digital Tools to Encourage Human Connection With online homework, hybrid classrooms, and virtual lessons it can be a challenge to feel connected to your students. But technology doesn't have to divide you! Join this webinar to hear from history professor, Suzanne McCormack, and a panel of faculty advocates, on how to use digital tools to better connect with students REGISTER FOR SESSION NOW! ... View more

As the semester and calendar year draw to an end it’s a good time to reflect on the obstacles faced this academic year thus far and our hopes for the spring semester.    I’ll start with some not-so-fun observations: students are still struggling to reacclimate to in-person learning. In online educational forums there has been a lot of discussion about “learning loss.” For my community college students, the biggest disconnect has been deadlines, as in they don’t want them! During the pandemic pivot to all online learning our college faculty loosened deadlines and increased flexibility to account for student access to WiFi and other technology-related issues. Now that we are back on campus, I find myself having to explain to students why I need deadlines to help both them and me and stay on track throughout the semester. Recently I had to explain that it would be impossible for me – and a disservice to my students – to grade every assignment in the last week before final grades are due. I can’t remember ever having such a conversation in the pre-pandemic days. “Learning loss” in my experience has been less about content and more about the obligations of the student-teacher relationship: deadlines, expectations of regular attendance, and the encouragement of student note taking have required more of my attention than ever before.    On a positive note, however, the students that showed up this fall were especially engaged. In my US History I sections, for example, I had many eager learners who forged connections between what we were discussing in class and what is happening in the nation as a whole. The topic of post-Civil War Reconstruction, for example, was never better received than this semester as students recognized that there is a direct connection between the forms of racism and segregation that grew in the wake of abolition and the systemic problems we face as a nation today. Driven by student interest this semester I spent twice as much time examining Reconstruction as I did the Civil War, which is usually the topic of greatest interest in this course. Students engaged in discussion about the shortcomings of the Freedmen’s Bureau and the reactionary politics of white southerners as black men assumed leadership positions in the early stages of Reconstruction. They imagined how our society might have been different without the terror campaigns of the KKK and the exponential growth of white citizens councils in the former Confederate States. And, they offered ideas about what federal authorities might have done differently to prevent the restoration of white supremacist state governments. As the semester was ending, I found myself researching additional Reconstruction-related materials to share with future classes … more to come in a future blog.   In the coming year I would love to hear more from the Macmillan Community about both the successes and challenges faced in our history classrooms. Are there topics that you would like to discuss with fellow faculty? Books that you’ve found particularly meaningful either to read with students or to use for course preparation? If so, please share! ... View more

Yesterday, with only three weeks of classes left before finals, a student asked me for help in another class. My “Do you need help?” – directed at the history research project we were working on – prompted him to unload the stress he was feeling about an asynchronous online science course for which he had never purchased the textbook because of a problem with his financial aid. My heart sank. I knew there was likely nothing that this student could do to salvage his grade in the course. When our class ended, we walked to the Advising Center to find someone who could provide appropriate advice. A short time later the student appeared at my office to say thank you. “I don’t ask for help,” he told me, “Because it feels as though I’m bothering people.”   I do not think this student is alone in his fear of asking for help. I belong to a Facebook group for parents of first-year students at the college that my son attends and there are regularly posts asking how to find tutors and advisors or where to locate electronic forms for add/drop. All of these, it goes without saying, are parents posting on behalf of their children. Perhaps they are being stereotypical “helicopter” parents, or maybe they are responding to the stress their children are emitting as they seek to navigate college, like my student, without asking the right people for help.   I’ve recently come to the rather cynical conclusion that if a student cannot find a quick answer on the College’s web site, they stop looking. In my experience since our post-pandemic (if that’s a thing) return to mostly in-person classes I see lots of staff throughout campus eagerly waiting to help students, and few students actively seeking out that help that they need. Case in point: Enrollment. Right now, we have several advisors stationed at a kiosk in the main part of our campus to assist students with spring course selection. And yet yesterday I overheard two students in my class complaining that they have no idea what to take or how to finalize their spring enrollment. Somewhere there is a communication disconnect.   Perhaps a side-effect of the pandemic is an over-reliance on the internet when a conversation between two humans could quickly and effectively address questions. In the case of my student, for example, he told me that he “could not find” his professor’s office hours listed online so he assumed she did not offer any. We talked through other steps he could have taken: review the syllabus, check the course learning management system for general information, and, of course, write an email to the professor.    This experience emphasized to me how important it is to have direct communication with our students, even if we never meet in person. A weekly email to asynchronous online students, for example, can be a simple way to subconsciously remind them how to contact their instructor. Last night I double-checked my own learning management system pages to make sure that students can find me easily if they are stressed. A page with key links – tutoring/writing center, library, mental health resources, etc – should also be a standard component of any online course materials.    What is your post-pandemic experience with student-teacher communication? Have you found any particularly helpful, low-stress ways to keep your students in regular contact? Please share. ... View more

This week I had the privilege of being peer evaluated. Although I’m a tenured professor my college requires faculty to continue to follow an evaluation schedule after promotion. Every three years I complete a formal self-evaluation in addition to having a written evaluation by my department chair, and a classroom visit by a colleague. Students evaluate my courses nearly every semester.   While some faculty bristle at the idea of peer evaluation, our department has embraced it as a practice over the last ten years. We voted to include peer evaluation as part of our process because we initially saw it as valuable to new faculty as they adjusted to our institution. It’s not uncommon for faculty to join our department fresh from graduate school. Having a colleague review a new teacher’s syllabi and observe their classroom practices can be illuminating to both parties. The same has proven to be true for our long-serving faculty.    In my case the colleague evaluating me has been at the college for only three years and teaches in a different discipline (political science). Prior to her visit I shared with her the syllabus and discussed the experiences I’ve had with the students in this course. In this course I’ve struggled with enrollment being low – a widespread challenge at our college as we have returned from the all-remote delivery of the pandemic. This particular course was not offered on campus prior to COVID and likely will return to being an online-only offering in the future. As a result, this semester’s delivery has often been experimental.   I spent a few minutes in the class meeting prior to my colleague’s visit preparing the students for us to have an observer. I decided to include them in the planning process for the observation and asked the students for feedback about what form of content delivery had been most successful so far in the course. Together we settled on a plan for how the class would proceed that day and decided that we should ask my evaluator to come prepared to be part of class discussion. While I did not want to burden my colleague with extra work, I provided her with copies of the assigned readings.   After more than twenty years of college-level teaching I nonetheless found myself nervous when my colleague arrived to observe. Rather than have her sit in the back like a stranger, I introduced her to my students and asked them to introduce themselves and their research topics – the class being small allowed for this to happen quickly. Since peer evaluation in our department is viewed as collegial and intentionally not intimidating, the nervous tension quickly evaporated. My colleague blended easily into our class discussion as a participant-observer.   Peer evaluation offers even seasoned faculty the opportunity to evaluate what happens in their classroom day to day. Engaging the students in planning for the visit provided me with the chance to learn what they think is working (or not) long before formal student evaluations are available at semester’s end.    What are your experiences with peer evaluation? Tips for making it less stressful and more rewarding? Please share.  ... View more

Recently my Macmillan Community colleague Symphonie asked members to share insights into how they deal with the “noise” present in our students’ lives. How do we, as educators, get through to our students in spite of all the distractions they are juggling?   I’ve been thinking a lot about Symphonie’s question as I’ve struggled to get my students off to a strong start in the new school year. For the first time since March 2020 I am teaching the majority of my students in person, and they do seem generally distracted. Just this week I wondered to a colleague whether we as a society have lost the ability to function as members of a group as a result of the long period of near isolation many of us experienced during the recent pandemic. During a recent class meeting, for example, a student put in earbuds and started watching a video on their cell phone as a classmate explained the central points of the homework reading. As class ended, I reminded the distracted student about my “no phones in class” policy. The response was shocking: the student felt it was fine to turn their attention elsewhere because a classmate was speaking and not me, the professor.    Later that same day I broke a class up into small groups for discussion. I was bewildered to watch as students sat with their backs towards one another for group work. It was not until I made a general announcement that members should sit facing each other that some of the students repositioned themselves so they could see and hear their classmates. I jokingly asked how they intended to do group work with their backs to one another. No response.   Now that we are back on campus en masse, therefore, we as faculty need to make a concerted effort to get students to engage with each other. A colleague in Student Affairs lamented recently that getting students to attend informational meetings for clubs and activities has never been more difficult.    To answer Symphonie’s question, I don’t think there is one simple way to cut through the noise but I do believe we have to be direct with our students and tell them what we are trying to accomplish. Yesterday, for example, as my students struggled to get started with their group work I took a moment to tell them how meaningful I believe it is that we are back in a shared learning space. Rather than me lecturing for the entire class I want them to make eye contact, to listen to each other’s voices, and to experience the value of learning collectively. I asked them to introduce their group mates to the rest of the class and to make an effort to know something about each other before they began to dissect our primary sources.    I’m happy to report that the students responded in an overwhelmingly positive manner to my plea for interaction. Taking that moment to remind them of the value of a learning community truly seemed to make a difference.    Please share your ideas here or with your fellow Macmillan Community members under Symphonie's blog linked in my first paragraph. ... View more

For the past several years – long before the COVID-19 pandemic began – I have taught Black History as an asynchronous, online course. Our department found that demand for the course was strongest among undergraduates from other colleges who were seeking to take the course at a time when it was not available at their own institutions. As a result, we typically filled two to three online sections every semester as well as during summer sessions. As we work to rebuild our on-campus community post-COVID we are offering one section of this traditionally online course on campus this fall. As of now, a week before we begin, this course has 11 enrolled students.    As I evaluate what I have prepared from previous semesters I realize that the short (20 minute) recorded lectures that worked so well in an online course now must be modified for in-person delivery. I need to think about when/how students will participate within the course. And I need to consider additional preparation in advance of student questions. Let’s face it: the recorded lecture provides us with the luxury of insulation from on-the-spot queries. I am reminded in this process that teaching online is not easier or more difficult than teaching in person, it is simply different.   Perhaps most daunting to me is the enrollment of the course. Is it just me or do other professors feel awkward lecturing to small groups of students? I’m used to lecturing to 25 to 30 students at a time. I feel compelled with this class to emphasize the importance of class discussion – human interaction and debate, including recognizing one’s own role in fostering positive discussion. After a spring semester of “quiet” classes, I’m concerned that students have grown so accustomed to asynchronous learning that they are increasingly reluctant to engage. I’m combing the internet for suggestions about student engagement, especially small groups, and seeking ways that other faculty have worked with their students to overcome their isolated COVID-period educational experiences.   Help wanted!  ... View more

One of the best parts of summer for me is that I have time to catch up on reading. Oftentimes the choices I make in the summer months are works that I hope to share with my students in some way during the academic year. I try to revisit at least one work of fiction that I truly love. As I’ve blogged about before, consistently my first choice is Pat Barker’s Regeneration (1991), which combines my interest in two areas – the First World War and the history of mental health care. This summer I followed Regeneration with a favorite of mine from high school, The Great Gatsby (1925). My son, an aspiring writer and filmmaker, and I watched the 2013 Baz Luhrmann version and I felt immediately compelled to reverse the screenwriters’ changes to Fitgerald’s masterpiece by re-reading the original text, which never disappoints me.    As much as I’ve worked during my twenty-plus years of teaching American history to add diverse perspectives to my US History II survey, there is something timeless about Fitzgerald’s window into 1920s’ white wealth and privilege that I believe still has lessons for our 21st-century students. For this reason I’m planning to reintroduce the book in my spring 2023 US History II classes after a several year hiatus. I’m hoping that my students will find in Fitzgerald’s 1920s’ society themes to connect to their observations of American life nearly one-hundred years later. The Great Gatsby is now available as a free download through Project Gutenberg making it an even more appealing choice for today’s students.   I’m considering using Fitzgerald’s work in conjunction with the short stories of Anzia Yezierska (Hungry Hearts, 1920), which is also available open access. I’ve tried, unsuccessfully, the last few times I’ve taught US History II to do less 19th-century history and more 20th in response to students’ interests in the more modern period. An increased focus on the 1920s feels like a good place to start.   What kinds of content changes are you considering for next academic year? Have you recently used Fitzgerald’s or Yezierska’s work in a history class? How have students responded? Please share!   Happy Summer! ... View more

Admittedly, I have a difficult time talking with students about our Founders’ intentions when they penned the 2nd Amendment.    As a graduate teaching assistant in April 1999 I started paying more attention to gun violence after the massacre at Columbine High School. I knew that gun violence existed before that tragic day in Littleton, Colorado, but in my middle-class upbringing, the random killing of innocents was a topic relegated to “dangerous” urban areas. There was almost no discussion of gun violence in the white suburban community in which I was raised, nor in the town where I lived in 1999. Columbine, however, gave me nightmares. As an educator-in-training, the idea of being a teacher charged with protecting children from the terror of bullets was to me then, and remains today, horrifying. Columbine, sadly, was not an anomaly. According to the Washington Post more than 300,000 children have experienced gun violence at school since 1999.    Students are often curious about the intent of the 2nd Amendment when it was ratified late in the 18th century. In a previous blog I wrote about the challenge of discussing Roe v. Wade with a generation of students undeniably impacted by social media and 24-hour news channels with obvious ideological biases. Discussions of current concerns about gun violence inevitably lead to students expressing divergent opinions about individual rights versus the rights of the government. In recent years the sides have become entrenched. Without a doubt, as an educator this topic is only becoming more difficult for me to address in a bipartisan manner. I shudder at the suggestion of arming teachers, for example, because I know that placing a gun in my panicked hands would do nothing to protect my students from the unthinkable.   I’m quite adept at avoiding discussion of the 2nd Amendment in class. As a social historian, I touch briefly on the writing of the Constitution and the Bill of Rights, and focus instead on the women and African Americans who were left out of our nation’s early notions of citizenship. I feel ill-equipped to explain the intentions of our Founders so I am constantly searching for web-based discussions of this now controversial amendment to which I can refer students. While I’ve had some meaningful conversations with students about the issue of gun control, I recognize the limits of my ability to remain neutral on this topic. So here are a few resources that might be helpful to those of you, like me, struggling with the horrible fear of school shootings while also believing in our students’ need to form opinions on their own:   National Constitution Center’s Interactive Constitution is a great starting point for anyone who wants an introduction to both sides of the argument. The site provides a “Common Interpretation” of each amendment, and then offers a brief essay by experts on opposing sides of the debate. The site also posts video aids to share with students, again focusing on the goal of sharing both “sides” of the debate.   Faculty wishing to help students better understand the controversies surrounding this amendment might suggest students check out findlaw.com  This commercial site touts itself as one designed for “legal professionals” but also offers concise explanations, with academic references, of challenging legal questions. The section on the Second Amendment contains helpful information about recent court cases that have fueled public debate over the amendment.   Finally, suggest that students look at new research on the intent of the Second Amendment. In the wake of racial unrest in recent years, historian Carol Anderson’s work examines the amendment’s troubled relationship to the institution of slavery and control of free people of color in the 19th century. NPR interviewed Anderson in 2021 and students interested in the history of race relations and systemic racism will find her arguments particularly interesting given current debates over policing in the United States.    No doubt there are many more resources to help our students wade through the murky waters of understanding the Second Amendment’s historical context. How do you handle this topic with your students? Please share. ... View more

This summer I’m working with a group of faculty at my college to study the assignments we use in courses designated part of our General Education program. This project is part of a grant that allows faculty to evaluate how well our assignments are meeting the College’s “Educated Person outcomes.”  In my case I’m assessing a short (4-5 page) writing and research project that I’ve used for many years in my US History II survey course.    I’ve said in previous posts that one of the best things about blogging about teaching is that I am forced to constantly reassess my own practices. This grant has amplified the benefits of that experience and helped me to focus on the clarity of my instructions to the students, my personal process of assessment, and the creation of a rubric for this specific project.    This project is worth 25% of the students’ course grade. In the past I have found rubrics useful when grading lower-stakes assignments such as Discussion Board posts in online classes because they help students to see how they might improve their future discussion posts while allowing me to grade quickly and (in my view) accurately. I have not previously used a rubric to grade this particular assignment for no other reason than I had not designed an evaluation tool to use. Participating in this grant-funded project has given me the motivation needed to view the project through a new lens and I found the process of writing a rubric instructional in the sense that it forced me to identify exactly what I am looking for in my students’ work and how various degrees of those expectations may be met.   In addition to assessing the students’ submissions using my newly minted rubric, I am using this opportunity to compare student work across different modes of instruction. I will be comparing work submitted by an in-person class that met in a traditional 15-week semester this past spring with that of a fully online course that is part of our summer intensive offerings (6 weeks). I’m interested to see if there are significant differences between the overall quality of work submitted in the two different time frames and modes of instruction.   I’m excited to share my findings in the coming months. What’s on your teaching and learning agenda for the summer months? Please share. ... View more

The Student Login insights card is one of several insights in Achieve that can help you understand more about your students.  For instance, the Student Login insight card can help identify patterns of student engagement with the Achieve platform (e.g., help you identify students who are not entering into the Achieve platform in the first place).  After reviewing the Student Login insight card, if you find that some students may be disengaged or minimally engaged with the Achieve platform, these students may need additional support to appropriately seek help. Appropriate “help seeking” behaviors are important strategies that can help improve students’ learning.  “We must regularly ask, not only ‘What are you learning?’ but ‘How are you learning?’”  (Weimer, 2012)  As you’ve probably noticed from firsthand experience, not all students seek help in the same way. For instance, some students seek help in order to learn (e.g., ask for hints but seek to solve the problem on their own) while others tend to seek help in order to obtain a correct or ready-made answer (1, 3, 4).  Students who tend to be more concerned about performance may avoid seeking help or seek help in non-adaptive ways. In comparison, students who are focused on mastering concepts and self-improvement tend to seek help in more instrumental or adaptive ways and are less threatened by seeking help (4, 5, 6). If you’re interested in encouraging more adaptive help-seeking behaviors in your students, consider the following: Encourage students to intentionally use feedback that is given to them. For instance, you could ask students to go back and try to re-solve a problem that they initially got incorrect then determine if and to what extent they need further assistance (7). Help students tolerate uncertainty. This can help students normalize occurrences of “not knowing” and help transition such occurrences into desirable intellectual challenges (8). Promote learning and adaptive help seeking behaviors by providing students with explanations rather than direct answers (7). Help students be metacognitive about their learning. Students who have stronger metacognitive skills seek help more effectively or adaptively (9). Ensure you are clear and explicit with students about what skills or knowledge are needed to perform a given task, successfully complete an assignment, etc. You may ask yourself “What is the task that I want my students to do?” and “What do students need to know to do it?” (4). Help-seeking can be associated with personal “costs” for some students. Be aware of this and try to establish classroom norms for help-seeking behaviors (e.g., rules or procedures by which students can obtain help like asking peers or interrupting  lecture to ask a question) Consider leveraging technology to reduce “costs” of seeking help (4). Build a learning environment where students have permission to identify confusions (11) Keep in mind, help-seeking usually requires some degree of social skills that students may need help to master. For instance, prosocial skills can be beneficial for help-seeking. But students may need some guidance in the skill of asking questions (10, 12). Your students can use the following steps to help them ask questions:  Become aware that you need to ask a question or get help.  Decide what you would like to know more about.  Decide who to ask- someone who has the best information. Think about different ways or words you could use to ask the question. Decide on the right time and setting to ask the question.  Ask the question.      References Weimer, M. (2012,). Deep learning vs. surface learning: Getting students to understand the difference. Retrieved from: https://www.lander.edu/sites/lander/files/Documents/About/Offices_Departments/academic-affairs/white.... Huet N., Motak, L., & Sakdavong, J. (2016). Motivation to seek help and help efficiency in students who failed in an initial task. Computers in Human Behavior, 63, 584-593. Newman, R.S. (2002). How self-regulated learners cope with academic difficulty: the role of adaptive help-seeking. Theory into practice, 41, 132-138. Karabenick, S. A., & Berger, J. (2013). Help seeking as a self-regulated learning strategy. In H. Bembenutty, T. J. Cleary, & A. Kitsantas (Eds.), Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman (pp. 237-261). Karabenick, S. A. (1998). Strategic help seeking: Implications for learning and teaching. Lawrence Erlbaum Associates.  Karabenick, S. A. (2003). Seeking help in large college classes: A person centered approach. Contemporary Educational Psychology, 28, 37-58. Webb, N. M., & Palincsar, A. S. (1996). Group processes in the classroom. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 841-873). Simon & Schuster Macmillan. McCaslin, M., & Good, T. L. (1996). The informal curriculum. In D.C. Berliner & R.C. Calfee (Eds.), Handbook of educational psychology (pp. 622- 670). Simon & Schuster Macmillan. Tobias, S., & Everson, H. T. (2002). Knowing what you know and what you don't: Further research on metacognitive knowledge monitoring (College Board Rep. No. 2002-03). College Board.  Goldstein, A. P., & McGinnis, E. (1997). Skillstreaming the adolescent: New strategies and perspectives for teaching prosocial skills. (Revised ed.). Research Press.  Tanner, K. D. (2012). Promoting student metacognition. CBE - Life Sciences Education, 11, 113-120.   Gall, S. N. (1981). Help-seeking: An Understudied Problem-Solving Skill in Children. Developmental Review, 1(3), 224-246. ... View more

Good digital platforms support all the efforts you’ve already put into your history teaching. So how is Macmillan Learning doing this with ACHIEVE? Select one super short video that speaks to you.   5 Reasons Why Achieve is Different in 1 Minute. Teaching Students to Think Like Historians with Primary Sources Improving Student Preparedness with History Assignable Skills Tutorials & Reflection Activities for Students Instructor Activity Guides in Achieve for History Using Analytics to Identify Student Barriers For a deeper look at Achieve for History, you can also meet with Stephen, your learning solutions specialist for history. ... View more

On March 25th, 1911, a fire kills 146 at the Triangle Shirtwaist Company in New York City. It would become one of the most notorious tragedies in American industrial history. From the devastation stemmed new regulations that aimed to better protect the safety of factory workers. At the time of the fire, most employees were young women immigrants that worked in true "sweatshop" conditions for extremely little pay, averaged 12 hours a day, and had no days off. It's believed that there were approximately 600 workers when the fire began. With no adequate exit doors, a hose that was rusted shut, 146 people were tragically killed from the fire, jumping, or succumbing later to injuries.    To learn more about this, check out Jo Ann Argersinger's Bedford Series book: "The Triangle Fire, 2e" here: https://www.macmillanlearning.com/college/us/product/The-Triangle-Fire/p/1319048854 ... View more

Will we be seeing you at OAH 2022? The OAH Conference on American History is the leading conference for American historians and the study of history that occurs in the Spring of every year. We invite all those interested in history to join us in Boston, March 31-April 3. Join us at booth #509 for a demo of Achieve and to request a copy of one of our History products. See you there! Resources: https://go.macmillanlearning.com/resources-2022-oah.html   ... View more