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This paper recounts the efforts undertaken to encourage greater participation and engagement from students in a college-level humanities class. Three types of activities were utilized: (1) connected to homework and attempted to focus on assigned readings; (2) attempted to get students to foucs on what was happening in the classroom on that particular day; and (3) involved a critical thinking activity pushing students to reflect on how the content connected with their lives. The activities were generally effective in their aims; and test scores and attendance improved as well. (DB)