1. After participating in this activity, what do you think the students will remember? How might those memories differ from those students would have if they only read about the Civil War in their textbook?
-The students will remember the activities in which they participated and those that helped them. This will help them translate what they learned from the text book, and help them apply it, and therefore, more fully understand it.

2. How does Mr. West’s use of a Civil War re-enactment engage students’ emotions? What is the relationship between emotions and learning?
-Their emotions are more connected to what they are learning becuase they are acting it out as opposed to just reading it. This connection is huge and will hopefully be stored in their long term memory.

3. Based on the principles of dual-coding theory, what activities would be effective for Mr. West to use as a follow-up to the re-enactment?
-Having the students discuss their activities in class and writing what they felt they learned from botht the text book and from the activity.

4. Who do you think provides better instruction for his students? Support your answer from an information processing perspective.
-I believe Mr. Richards provides better instruction because his students never know what to expect and should come to class prepared for anything, He offers dofferent methods of learning for all types of learners, and different types of tests to really assess the knowledge the students have learned.

5. How would you expect the students’ learning outcomes to differ depending on which teacher they had?
-I believe the students in Mr. Richards' class would be able to learn is a wider variety of ways and be assessed in the same. In Mr. Dunkin's class, the students would have only learned in the same way and been assessed in the same way resulting in a more constricted way of learning.