lesson plan for research project

• Research Skills

50 Mini-Lessons For Teaching Students Research Skills

Please note, I am no longer blogging and this post hasn’t updated since April 2020.

For a number of years, Seth Godin has been talking about the need to “ connect the dots” rather than “collect the dots” . That is, rather than memorising information, students must be able to learn how to solve new problems, see patterns, and combine multiple perspectives.

Solid research skills underpin this. Having the fluency to find and use information successfully is an essential skill for life and work.

Today’s students have more information at their fingertips than ever before and this means the role of the teacher as a guide is more important than ever.

You might be wondering how you can fit teaching research skills into a busy curriculum? There aren’t enough hours in the day! The good news is, there are so many mini-lessons you can do to build students’ skills over time.

This post outlines 50 ideas for activities that could be done in just a few minutes (or stretched out to a longer lesson if you have the time!).

Learn More About The Research Process

I have a popular post called Teach Students How To Research Online In 5 Steps. It outlines a five-step approach to break down the research process into manageable chunks.

This post shares ideas for mini-lessons that could be carried out in the classroom throughout the year to help build students’ skills in the five areas of: clarify, search, delve, evaluate , and cite . It also includes ideas for learning about staying organised throughout the research process.

Notes about the 50 research activities:

• These ideas can be adapted for different age groups from middle primary/elementary to senior high school.
• Many of these ideas can be repeated throughout the year.
• Depending on the age of your students, you can decide whether the activity will be more teacher or student led. Some activities suggest coming up with a list of words, questions, or phrases. Teachers of younger students could generate these themselves.
• Depending on how much time you have, many of the activities can be either quickly modelled by the teacher, or extended to an hour-long lesson.
• Some of the activities could fit into more than one category.
• Looking for simple articles for younger students for some of the activities? Try DOGO News or Time for Kids . Newsela is also a great resource but you do need to sign up for free account.
• Why not try a few activities in a staff meeting? Everyone can always brush up on their own research skills!

• Choose a topic (e.g. koalas, basketball, Mount Everest) . Write as many questions as you can think of relating to that topic.
• Make a mindmap of a topic you’re currently learning about. This could be either on paper or using an online tool like Bubbl.us .
• Read a short book or article. Make a list of 5 words from the text that you don’t totally understand. Look up the meaning of the words in a dictionary (online or paper).
• Look at a printed or digital copy of a short article with the title removed. Come up with as many different titles as possible that would fit the article.
• Come up with a list of 5 different questions you could type into Google (e.g. Which country in Asia has the largest population?) Circle the keywords in each question.
• Write down 10 words to describe a person, place, or topic. Come up with synonyms for these words using a tool like  Thesaurus.com .
• Write pairs of synonyms on post-it notes (this could be done by the teacher or students). Each student in the class has one post-it note and walks around the classroom to find the person with the synonym to their word.

• Explore how to search Google using your voice (i.e. click/tap on the microphone in the Google search box or on your phone/tablet keyboard) . List the pros and cons of using voice and text to search.
• Open two different search engines in your browser such as Google and Bing. Type in a query and compare the results. Do all search engines work exactly the same?
• Have students work in pairs to try out a different search engine (there are 11 listed here ). Report back to the class on the pros and cons.
• Think of something you’re curious about, (e.g. What endangered animals live in the Amazon Rainforest?). Open Google in two tabs. In one search, type in one or two keywords ( e.g. Amazon Rainforest) . In the other search type in multiple relevant keywords (e.g. endangered animals Amazon rainforest).  Compare the results. Discuss the importance of being specific.
• Similar to above, try two different searches where one phrase is in quotation marks and the other is not. For example, Origin of “raining cats and dogs” and Origin of raining cats and dogs . Discuss the difference that using quotation marks makes (It tells Google to search for the precise keywords in order.)
• Try writing a question in Google with a few minor spelling mistakes. What happens? What happens if you add or leave out punctuation ?
• Try the AGoogleADay.com daily search challenges from Google. The questions help older students learn about choosing keywords, deconstructing questions, and altering keywords.
• Explore how Google uses autocomplete to suggest searches quickly. Try it out by typing in various queries (e.g. How to draw… or What is the tallest…). Discuss how these suggestions come about, how to use them, and whether they’re usually helpful.
• Watch this video  from Code.org to learn more about how search works .
• Take a look at  20 Instant Google Searches your Students Need to Know  by Eric Curts to learn about “ instant searches ”. Try one to try out. Perhaps each student could be assigned one to try and share with the class.
• Experiment with typing some questions into Google that have a clear answer (e.g. “What is a parallelogram?” or “What is the highest mountain in the world?” or “What is the population of Australia?”). Look at the different ways the answers are displayed instantly within the search results — dictionary definitions, image cards, graphs etc.

• Watch the video How Does Google Know Everything About Me?  by Scientific American. Discuss the PageRank algorithm and how Google uses your data to customise search results.
• Brainstorm a list of popular domains   (e.g. .com, .com.au, or your country’s domain) . Discuss if any domains might be more reliable than others and why (e.g. .gov or .edu) .
• Discuss (or research) ways to open Google search results in a new tab to save your original search results  (i.e. right-click > open link in new tab or press control/command and click the link).
• Try out a few Google searches (perhaps start with things like “car service” “cat food” or “fresh flowers”). A re there advertisements within the results? Discuss where these appear and how to spot them.
• Look at ways to filter search results by using the tabs at the top of the page in Google (i.e. news, images, shopping, maps, videos etc.). Do the same filters appear for all Google searches? Try out a few different searches and see.
• Type a question into Google and look for the “People also ask” and “Searches related to…” sections. Discuss how these could be useful. When should you use them or ignore them so you don’t go off on an irrelevant tangent? Is the information in the drop-down section under “People also ask” always the best?
• Often, more current search results are more useful. Click on “tools” under the Google search box and then “any time” and your time frame of choice such as “Past month” or “Past year”.
• Have students annotate their own “anatomy of a search result” example like the one I made below. Explore the different ways search results display; some have more details like sitelinks and some do not.

• Find two articles on a news topic from different publications. Or find a news article and an opinion piece on the same topic. Make a Venn diagram comparing the similarities and differences.
• Choose a graph, map, or chart from The New York Times’ What’s Going On In This Graph series . Have a whole class or small group discussion about the data.
• Look at images stripped of their captions on What’s Going On In This Picture? by The New York Times. Discuss the images in pairs or small groups. What can you tell?
• Explore a website together as a class or in pairs — perhaps a news website. Identify all the advertisements .
• Have a look at a fake website either as a whole class or in pairs/small groups. See if students can spot that these sites are not real. Discuss the fact that you can’t believe everything that’s online. Get started with these four examples of fake websites from Eric Curts.
• Give students a copy of my website evaluation flowchart to analyse and then discuss as a class. Read more about the flowchart in this post.
• As a class, look at a prompt from Mike Caulfield’s Four Moves . Either together or in small groups, have students fact check the prompts on the site. This resource explains more about the fact checking process. Note: some of these prompts are not suitable for younger students.
• Practice skim reading — give students one minute to read a short article. Ask them to discuss what stood out to them. Headings? Bold words? Quotes? Then give students ten minutes to read the same article and discuss deep reading.

All students can benefit from learning about plagiarism, copyright, how to write information in their own words, and how to acknowledge the source. However, the formality of this process will depend on your students’ age and your curriculum guidelines.

• Watch the video Citation for Beginners for an introduction to citation. Discuss the key points to remember.
• Look up the definition of plagiarism using a variety of sources (dictionary, video, Wikipedia etc.). Create a definition as a class.
• Find an interesting video on YouTube (perhaps a “life hack” video) and write a brief summary in your own words.
• Have students pair up and tell each other about their weekend. Then have the listener try to verbalise or write their friend’s recount in their own words. Discuss how accurate this was.
• Read the class a copy of a well known fairy tale. Have them write a short summary in their own words. Compare the versions that different students come up with.
• Try out MyBib — a handy free online tool without ads that helps you create citations quickly and easily.
• Give primary/elementary students a copy of Kathy Schrock’s Guide to Citation that matches their grade level (the guide covers grades 1 to 6). Choose one form of citation and create some examples as a class (e.g. a website or a book).
• Make a list of things that are okay and not okay to do when researching, e.g. copy text from a website, use any image from Google images, paraphrase in your own words and cite your source, add a short quote and cite the source. 
• Have students read a short article and then come up with a summary that would be considered plagiarism and one that would not be considered plagiarism. These could be shared with the class and the students asked to decide which one shows an example of plagiarism .
• Older students could investigate the difference between paraphrasing and summarising . They could create a Venn diagram that compares the two.
• Write a list of statements on the board that might be true or false ( e.g. The 1956 Olympics were held in Melbourne, Australia. The rhinoceros is the largest land animal in the world. The current marathon world record is 2 hours, 7 minutes). Have students research these statements and decide whether they’re true or false by sharing their citations.

Staying Organised

• Make a list of different ways you can take notes while researching — Google Docs, Google Keep, pen and paper etc. Discuss the pros and cons of each method.
• Learn the keyboard shortcuts to help manage tabs (e.g. open new tab, reopen closed tab, go to next tab etc.). Perhaps students could all try out the shortcuts and share their favourite one with the class.
• Find a collection of resources on a topic and add them to a Wakelet .
• Listen to a short podcast or watch a brief video on a certain topic and sketchnote ideas. Sylvia Duckworth has some great tips about live sketchnoting
• Learn how to use split screen to have one window open with your research, and another open with your notes (e.g. a Google spreadsheet, Google Doc, Microsoft Word or OneNote etc.) .

All teachers know it’s important to teach students to research well. Investing time in this process will also pay off throughout the year and the years to come. Students will be able to focus on analysing and synthesizing information, rather than the mechanics of the research process.

By trying out as many of these mini-lessons as possible throughout the year, you’ll be really helping your students to thrive in all areas of school, work, and life.

Also remember to model your own searches explicitly during class time. Talk out loud as you look things up and ask students for input. Learning together is the way to go!

You Might Also Enjoy Reading:

How To Evaluate Websites: A Guide For Teachers And Students

Five Tips for Teaching Students How to Research and Filter Information

Typing Tips: The How and Why of Teaching Students Keyboarding Skills

8 Ways Teachers And Schools Can Communicate With Parents

10 Replies to “50 Mini-Lessons For Teaching Students Research Skills”

Loving these ideas, thank you

This list is amazing. Thank you so much!

So glad it’s helpful, Alex! 🙂

Hi I am a student who really needed some help on how to reasearch thanks for the help.

So glad it helped! 🙂

seriously seriously grateful for your post. 🙂

So glad it’s helpful! Makes my day 🙂

How do you get the 50 mini lessons. I got the free one but am interested in the full version.

Hi Tracey, The link to the PDF with the 50 mini lessons is in the post. Here it is . Check out this post if you need more advice on teaching students how to research online. Hope that helps! Kathleen

Best wishes to you as you face your health battler. Hoping you’ve come out stronger and healthier from it. Your website is so helpful.

Comments are closed.

Research Projects

In our Research Projects lesson plan, students are given the tools to successfully complete a research project. Students use the steps given in the lesson to practice preparing, writing, and presenting a research project.

Description

Additional information.

Our Research Projects Lesson Plan equips students with the skills and strategies to prepare, write and present a research project. Our so-called “Fastest Research Project in the World” activity provides ample time for step implementation and enables students to understand, implement, and reinforce the process of research. In addition to their research project, students are asked to re-word a given article and practice creating a bibliography.

At the end of the lesson, students will be able to identify and use the steps to effectively prepare, write and present a research project.

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Your input is very much appreciated. Share it with your friends so they can enjoy it too!

Love this program

I haven't used it yet, since school is out for the summer, but I will next year. We do a science fair and an invention convention, so this will help my kids a lot.

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How to write a research plan: Step-by-step guide

Last updated

30 January 2024

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Short on time? Get an AI generated summary of this article instead

Today’s businesses and institutions rely on data and analytics to inform their product and service decisions. These metrics influence how organizations stay competitive and inspire innovation. However, gathering data and insights requires carefully constructed research, and every research project needs a roadmap. This is where a research plan comes into play.

Read this step-by-step guide for writing a detailed research plan that can apply to any project, whether it’s scientific, educational, or business-related.

• What is a research plan?

A research plan is a documented overview of a project in its entirety, from end to end. It details the research efforts, participants, and methods needed, along with any anticipated results. It also outlines the project’s goals and mission, creating layers of steps to achieve those goals within a specified timeline.

Without a research plan, you and your team are flying blind, potentially wasting time and resources to pursue research without structured guidance.

The principal investigator, or PI, is responsible for facilitating the research oversight. They will create the research plan and inform team members and stakeholders of every detail relating to the project. The PI will also use the research plan to inform decision-making throughout the project.

• Why do you need a research plan?

Create a research plan before starting any official research to maximize every effort in pursuing and collecting the research data. Crucially, the plan will model the activities needed at each phase of the research project .

Like any roadmap, a research plan serves as a valuable tool providing direction for those involved in the project—both internally and externally. It will keep you and your immediate team organized and task-focused while also providing necessary definitions and timelines so you can execute your project initiatives with full understanding and transparency.

External stakeholders appreciate a working research plan because it’s a great communication tool, documenting progress and changing dynamics as they arise. Any participants of your planned research sessions will be informed about the purpose of your study, while the exercises will be based on the key messaging outlined in the official plan.

Here are some of the benefits of creating a research plan document for every project:

Project organization and structure

Well-informed participants

All stakeholders and teams align in support of the project

Clearly defined project definitions and purposes

Distractions are eliminated, prioritizing task focus

Timely management of individual task schedules and roles

Costly reworks are avoided

• What should a research plan include?

The different aspects of your research plan will depend on the nature of the project. However, most official research plan documents will include the core elements below. Each aims to define the problem statement , devising an official plan for seeking a solution.

Specific project goals and individual objectives

Ideal strategies or methods for reaching those goals

Required resources

Descriptions of the target audience, sample sizes , demographics, and scopes

Key performance indicators (KPIs)

Project background

Research and testing support

Preliminary studies and progress reporting mechanisms

Cost estimates and change order processes

Depending on the research project’s size and scope, your research plan could be brief—perhaps only a few pages of documented plans. Alternatively, it could be a fully comprehensive report. Either way, it’s an essential first step in dictating your project’s facilitation in the most efficient and effective way.

• How to write a research plan for your project

When you start writing your research plan, aim to be detailed about each step, requirement, and idea. The more time you spend curating your research plan, the more precise your research execution efforts will be.

Account for every potential scenario, and be sure to address each and every aspect of the research.

Consider following this flow to develop a great research plan for your project:

Define your project’s purpose

Start by defining your project’s purpose. Identify what your project aims to accomplish and what you are researching. Remember to use clear language.

Thinking about the project’s purpose will help you set realistic goals and inform how you divide tasks and assign responsibilities. These individual tasks will be your stepping stones to reach your overarching goal.

Additionally, you’ll want to identify the specific problem, the usability metrics needed, and the intended solutions.

Know the following three things about your project’s purpose before you outline anything else:

What you’re doing

Why you’re doing it

What you expect from it

Identify individual objectives

With your overarching project objectives in place, you can identify any individual goals or steps needed to reach those objectives. Break them down into phases or steps. You can work backward from the project goal and identify every process required to facilitate it.

Be mindful to identify each unique task so that you can assign responsibilities to various team members. At this point in your research plan development, you’ll also want to assign priority to those smaller, more manageable steps and phases that require more immediate or dedicated attention.

Select research methods

Once you have outlined your goals, objectives, steps, and tasks, it’s time to drill down on selecting research methods . You’ll want to leverage specific research strategies and processes. When you know what methods will help you reach your goals, you and your teams will have direction to perform and execute your assigned tasks.

Research methods might include any of the following:

User interviews : this is a qualitative research method where researchers engage with participants in one-on-one or group conversations. The aim is to gather insights into their experiences, preferences, and opinions to uncover patterns, trends, and data.

Field studies : this approach allows for a contextual understanding of behaviors, interactions, and processes in real-world settings. It involves the researcher immersing themselves in the field, conducting observations, interviews, or experiments to gather in-depth insights.

Card sorting : participants categorize information by sorting content cards into groups based on their perceived similarities. You might use this process to gain insights into participants’ mental models and preferences when navigating or organizing information on websites, apps, or other systems.

Focus groups : use organized discussions among select groups of participants to provide relevant views and experiences about a particular topic.

Diary studies : ask participants to record their experiences, thoughts, and activities in a diary over a specified period. This method provides a deeper understanding of user experiences, uncovers patterns, and identifies areas for improvement.

Five-second testing: participants are shown a design, such as a web page or interface, for just five seconds. They then answer questions about their initial impressions and recall, allowing you to evaluate the design’s effectiveness.

Surveys : get feedback from participant groups with structured surveys. You can use online forms, telephone interviews, or paper questionnaires to reveal trends, patterns, and correlations.

Tree testing : tree testing involves researching web assets through the lens of findability and navigability. Participants are given a textual representation of the site’s hierarchy (the “tree”) and asked to locate specific information or complete tasks by selecting paths.

Usability testing : ask participants to interact with a product, website, or application to evaluate its ease of use. This method enables you to uncover areas for improvement in digital key feature functionality by observing participants using the product.

Live website testing: research and collect analytics that outlines the design, usability, and performance efficiencies of a website in real time.

There are no limits to the number of research methods you could use within your project. Just make sure your research methods help you determine the following:

What do you plan to do with the research findings?

What decisions will this research inform? How can your stakeholders leverage the research data and results?

Recruit participants and allocate tasks

Next, identify the participants needed to complete the research and the resources required to complete the tasks. Different people will be proficient at different tasks, and having a task allocation plan will allow everything to run smoothly.

Prepare a thorough project summary

Every well-designed research plan will feature a project summary. This official summary will guide your research alongside its communications or messaging. You’ll use the summary while recruiting participants and during stakeholder meetings. It can also be useful when conducting field studies.

Ensure this summary includes all the elements of your research project . Separate the steps into an easily explainable piece of text that includes the following:

An introduction: the message you’ll deliver to participants about the interview, pre-planned questioning, and testing tasks.

Interview questions: prepare questions you intend to ask participants as part of your research study, guiding the sessions from start to finish.

An exit message: draft messaging your teams will use to conclude testing or survey sessions. These should include the next steps and express gratitude for the participant’s time.

Create a realistic timeline

While your project might already have a deadline or a results timeline in place, you’ll need to consider the time needed to execute it effectively.

Realistically outline the time needed to properly execute each supporting phase of research and implementation. And, as you evaluate the necessary schedules, be sure to include additional time for achieving each milestone in case any changes or unexpected delays arise.

For this part of your research plan, you might find it helpful to create visuals to ensure your research team and stakeholders fully understand the information.

Determine how to present your results

A research plan must also describe how you intend to present your results. Depending on the nature of your project and its goals, you might dedicate one team member (the PI) or assume responsibility for communicating the findings yourself.

In this part of the research plan, you’ll articulate how you’ll share the results. Detail any materials you’ll use, such as:

Presentations and slides

A project report booklet

A project findings pamphlet

Documents with key takeaways and statistics

Graphic visuals to support your findings

• Format your research plan

As you create your research plan, you can enjoy a little creative freedom. A plan can assume many forms, so format it how you see fit. Determine the best layout based on your specific project, intended communications, and the preferences of your teams and stakeholders.

Find format inspiration among the following layouts:

Written outlines

Narrative storytelling

Visual mapping

Graphic timelines

Remember, the research plan format you choose will be subject to change and adaptation as your research and findings unfold. However, your final format should ideally outline questions, problems, opportunities, and expectations.

• Research plan example

Imagine you’ve been tasked with finding out how to get more customers to order takeout from an online food delivery platform. The goal is to improve satisfaction and retain existing customers. You set out to discover why more people aren’t ordering and what it is they do want to order or experience. 

You identify the need for a research project that helps you understand what drives customer loyalty . But before you jump in and start calling past customers, you need to develop a research plan—the roadmap that provides focus, clarity, and realistic details to the project.

Here’s an example outline of a research plan you might put together:

Project title

Project members involved in the research plan

Purpose of the project (provide a summary of the research plan’s intent)

Objective 1 (provide a short description for each objective)

Objective 2

Objective 3

Proposed timeline

Audience (detail the group you want to research, such as customers or non-customers)

Budget (how much you think it might cost to do the research)

Risk factors/contingencies (any potential risk factors that may impact the project’s success)

Remember, your research plan doesn’t have to reinvent the wheel—it just needs to fit your project’s unique needs and aims.

Customizing a research plan template

Some companies offer research plan templates to help get you started. However, it may make more sense to develop your own customized plan template. Be sure to include the core elements of a great research plan with your template layout, including the following:

Introductions to participants and stakeholders

Background problems and needs statement

Significance, ethics, and purpose

Research methods, questions, and designs

Preliminary beliefs and expectations

Implications and intended outcomes

Realistic timelines for each phase

Conclusion and presentations

How many pages should a research plan be?

Generally, a research plan can vary in length between 500 to 1,500 words. This is roughly three pages of content. More substantial projects will be 2,000 to 3,500 words, taking up four to seven pages of planning documents.

What is the difference between a research plan and a research proposal?

A research plan is a roadmap to success for research teams. A research proposal, on the other hand, is a dissertation aimed at convincing or earning the support of others. Both are relevant in creating a guide to follow to complete a project goal.

What are the seven steps to developing a research plan?

While each research project is different, it’s best to follow these seven general steps to create your research plan:

Defining the problem

Identifying goals

Choosing research methods

Recruiting participants

Preparing the brief or summary

Establishing task timelines

Defining how you will present the findings

Should you be using a customer insights hub?

Do you want to discover previous research faster?

Do you share your research findings with others?

Do you analyze research data?

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How to plan a research project

Whether for a paper or a thesis, define your question, review the work of others – and leave yourself open to discovery.

by Brooke Harrington   + BIO

is professor of sociology at Dartmouth College in New Hampshire. Her research has won international awards both for scholarly quality and impact on public life. She has published dozens of articles and three books, most recently the bestseller Capital without Borders (2016), now translated into five languages.

Edited by Sam Haselby

Need to know

‘When curiosity turns to serious matters, it’s called research.’ – From Aphorisms (1880-1905) by Marie von Ebner-Eschenbach

Planning research projects is a time-honoured intellectual exercise: one that requires both creativity and sharp analytical skills. The purpose of this Guide is to make the process systematic and easy to understand. While there is a great deal of freedom and discovery involved – from the topics you choose, to the data and methods you apply – there are also some norms and constraints that obtain, no matter what your academic level or field of study. For those in high school through to doctoral students, and from art history to archaeology, research planning involves broadly similar steps, including: formulating a question, developing an argument or predictions based on previous research, then selecting the information needed to answer your question.

Some of this might sound self-evident but, as you’ll find, research requires a different way of approaching and using information than most of us are accustomed to in everyday life. That is why I include orienting yourself to knowledge-creation as an initial step in the process. This is a crucial and underappreciated phase in education, akin to making the transition from salaried employment to entrepreneurship: suddenly, you’re on your own, and that requires a new way of thinking about your work.

What follows is a distillation of what I’ve learned about this process over 27 years as a professional social scientist. It reflects the skills that my own professors imparted in the sociology doctoral programme at Harvard, as well as what I learned later on as a research supervisor for Ivy League PhD and MA students, and then as the author of award-winning scholarly books and articles. It can be adapted to the demands of both short projects (such as course term papers) and long ones, such as a thesis.

At its simplest, research planning involves the four distinct steps outlined below: orienting yourself to knowledge-creation; defining your research question; reviewing previous research on your question; and then choosing relevant data to formulate your own answers. Because the focus of this Guide is on planning a research project, as opposed to conducting a research project, this section won’t delve into the details of data-collection or analysis; those steps happen after you plan the project. In addition, the topic is vast: year-long doctoral courses are devoted to data and analysis. Instead, the fourth part of this section will outline some basic strategies you could use in planning a data-selection and analysis process appropriate to your research question.

Step 1: Orient yourself

Planning and conducting research requires you to make a transition, from thinking like a consumer of information to thinking like a producer of information. That sounds simple, but it’s actually a complex task. As a practical matter, this means putting aside the mindset of a student, which treats knowledge as something created by other people. As students, we are often passive receivers of knowledge: asked to do a specified set of readings, then graded on how well we reproduce what we’ve read.

Researchers, however, must take on an active role as knowledge producers . Doing research requires more of you than reading and absorbing what other people have written: you have to engage in a dialogue with it. That includes arguing with previous knowledge and perhaps trying to show that ideas we have accepted as given are actually wrong or incomplete. For example, rather than simply taking in the claims of an author you read, you’ll need to draw out the implications of those claims: if what the author is saying is true, what else does that suggest must be true? What predictions could you make based on the author’s claims?

In other words, rather than treating a reading as a source of truth – even if it comes from a revered source, such as Plato or Marie Curie – this orientation step asks you to treat the claims you read as provisional and subject to interrogation. That is one of the great pieces of wisdom that science and philosophy can teach us: that the biggest advances in human understanding have been made not by being correct about trivial things, but by being wrong in an interesting way . For example, Albert Einstein was wrong about quantum mechanics, but his arguments about it with his fellow physicist Niels Bohr have led to some of the biggest breakthroughs in science, even a century later.

Step 2: Define your research question

Students often give this step cursory attention, but experienced researchers know that formulating a good question is sometimes the most difficult part of the research planning process. That is because the precise language of the question frames the rest of the project. It’s therefore important to pose the question carefully, in a way that’s both possible to answer and likely to yield interesting results. Of course, you must choose a question that interests you, but that’s only the beginning of what’s likely to be an iterative process: most researchers come back to this step repeatedly, modifying their questions in light of previous research, resource limitations and other considerations.

Researchers face limits in terms of time and money. They, like everyone else, have to pose research questions that they can plausibly answer given the constraints they face. For example, it would be inadvisable to frame a project around the question ‘What are the roots of the Arab-Israeli conflict?’ if you have only a week to develop an answer and no background on that topic. That’s not to limit your imagination: you can come up with any question you’d like. But it typically does require some creativity to frame a question that you can answer well – that is, by investigating thoroughly and providing new insights – within the limits you face.

In addition to being interesting to you, and feasible within your resource constraints, the third and most important characteristic of a ‘good’ research topic is whether it allows you to create new knowledge. It might turn out that your question has already been asked and answered to your satisfaction: if so, you’ll find out in the next step of this process. On the other hand, you might come up with a research question that hasn’t been addressed previously. Before you get too excited about breaking uncharted ground, consider this: a lot of potentially researchable questions haven’t been studied for good reason ; they might have answers that are trivial or of very limited interest. This could include questions such as ‘Why does the area of a circle equal π r²?’ or ‘Did winter conditions affect Napoleon’s plans to invade Russia?’ Of course, you might be able to make the argument that a seemingly trivial question is actually vitally important, but you must be prepared to back that up with convincing evidence. The exercise in the ‘Learn More’ section below will help you think through some of these issues.

Finally, scholarly research questions must in some way lead to new and distinctive insights. For example, lots of people have studied gender roles in sports teams; what can you ask that hasn’t been asked before? Reinventing the wheel is the number-one no-no in this endeavour. That’s why the next step is so important: reviewing previous research on your topic. Depending on what you find in that step, you might need to revise your research question; iterating between your question and the existing literature is a normal process. But don’t worry: it doesn’t go on forever. In fact, the iterations taper off – and your research question stabilises – as you develop a firm grasp of the current state of knowledge on your topic.

Step 3: Review previous research

In academic research, from articles to books, it’s common to find a section called a ‘literature review’. The purpose of that section is to describe the state of the art in knowledge on the research question that a project has posed. It demonstrates that researchers have thoroughly and systematically reviewed the relevant findings of previous studies on their topic, and that they have something novel to contribute.

Your own research project should include something like this, even if it’s a high-school term paper. In the research planning process, you’ll want to list at least half a dozen bullet points stating the major findings on your topic by other people. In relation to those findings, you should be able to specify where your project could provide new and necessary insights. There are two basic rhetorical positions one can take in framing the novelty-plus-importance argument required of academic research:

• Position 1 requires you to build on or extend a set of existing ideas; that means saying something like: ‘Person A has argued that X is true about gender; this implies Y, which has not yet been tested. My project will test Y, and if I find evidence to support it, that will change the way we understand gender.’
• Position 2 is to argue that there is a gap in existing knowledge, either because previous research has reached conflicting conclusions or has failed to consider something important. For example, one could say that research on middle schoolers and gender has been limited by being conducted primarily in coeducational environments, and that findings might differ dramatically if research were conducted in more schools where the student body was all-male or all-female.

Your overall goal in this step of the process is to show that your research will be part of a larger conversation: that is, how your project flows from what’s already known, and how it advances, extends or challenges that existing body of knowledge. That will be the contribution of your project, and it constitutes the motivation for your research.

Two things are worth mentioning about your search for sources of relevant previous research. First, you needn’t look only at studies on your precise topic. For example, if you want to study gender-identity formation in schools, you shouldn’t restrict yourself to studies of schools; the empirical setting (schools) is secondary to the larger social process that interests you (how people form gender identity). That process occurs in many different settings, so cast a wide net. Second, be sure to use legitimate sources – meaning publications that have been through some sort of vetting process, whether that involves peer review (as with academic journal articles you might find via Google Scholar) or editorial review (as you’d find in well-known mass media publications, such as The Economist or The Washington Post ). What you’ll want to avoid is using unvetted sources such as personal blogs or Wikipedia. Why? Because anybody can write anything in those forums, and there is no way to know – unless you’re already an expert – if the claims you find there are accurate. Often, they’re not.

Step 4: Choose your data and methods

Whatever your research question is, eventually you’ll need to consider which data source and analytical strategy are most likely to provide the answers you’re seeking. One starting point is to consider whether your question would be best addressed by qualitative data (such as interviews, observations or historical records), quantitative data (such as surveys or census records) or some combination of both. Your ideas about data sources will, in turn, suggest options for analytical methods.

You might need to collect your own data, or you might find everything you need readily available in an existing dataset someone else has created. A great place to start is with a research librarian: university libraries always have them and, at public universities, those librarians can work with the public, including people who aren’t affiliated with the university. If you don’t happen to have a public university and its library close at hand, an ordinary public library can still be a good place to start: the librarians are often well versed in accessing data sources that might be relevant to your study, such as the census, or historical archives, or the Survey of Consumer Finances.

Because your task at this point is to plan research, rather than conduct it, the purpose of this step is not to commit you irrevocably to a course of action. Instead, your goal here is to think through a feasible approach to answering your research question. You’ll need to find out, for example, whether the data you want exist; if not, do you have a realistic chance of gathering the data yourself, or would it be better to modify your research question? In terms of analysis, would your strategy require you to apply statistical methods? If so, do you have those skills? If not, do you have time to learn them, or money to hire a research assistant to run the analysis for you?

Please be aware that qualitative methods in particular are not the casual undertaking they might appear to be. Many people make the mistake of thinking that only quantitative data and methods are scientific and systematic, while qualitative methods are just a fancy way of saying: ‘I talked to some people, read some old newspapers, and drew my own conclusions.’ Nothing could be further from the truth. In the final section of this guide, you’ll find some links to resources that will provide more insight on standards and procedures governing qualitative research, but suffice it to say: there are rules about what constitutes legitimate evidence and valid analytical procedure for qualitative data, just as there are for quantitative data.

Circle back and consider revising your initial plans

As you work through these four steps in planning your project, it’s perfectly normal to circle back and revise. Research planning is rarely a linear process. It’s also common for new and unexpected avenues to suggest themselves. As the sociologist Thorstein Veblen wrote in 1908 : ‘The outcome of any serious research can only be to make two questions grow where only one grew before.’ That’s as true of research planning as it is of a completed project. Try to enjoy the horizons that open up for you in this process, rather than becoming overwhelmed; the four steps, along with the two exercises that follow, will help you focus your plan and make it manageable.

Key points – How to plan a research project

• Planning a research project is essential no matter your academic level or field of study. There is no one ‘best’ way to design research, but there are certain guidelines that can be helpfully applied across disciplines.
• Orient yourself to knowledge-creation. Make the shift from being a consumer of information to being a producer of information.
• Define your research question. Your question frames the rest of your project, sets the scope, and determines the kinds of answers you can find.
• Review previous research on your question. Survey the existing body of relevant knowledge to ensure that your research will be part of a larger conversation.
• Choose your data and methods. For instance, will you be collecting qualitative data, via interviews, or numerical data, via surveys?
• Circle back and consider revising your initial plans. Expect your research question in particular to undergo multiple rounds of refinement as you learn more about your topic.

Good research questions tend to beget more questions. This can be frustrating for those who want to get down to business right away. Try to make room for the unexpected: this is usually how knowledge advances. Many of the most significant discoveries in human history have been made by people who were looking for something else entirely. There are ways to structure your research planning process without over-constraining yourself; the two exercises below are a start, and you can find further methods in the Links and Books section.

The following exercise provides a structured process for advancing your research project planning. After completing it, you’ll be able to do the following:

• describe clearly and concisely the question you’ve chosen to study
• summarise the state of the art in knowledge about the question, and where your project could contribute new insight
• identify the best strategy for gathering and analysing relevant data

In other words, the following provides a systematic means to establish the building blocks of your research project.

Exercise 1: Definition of research question and sources

This exercise prompts you to select and clarify your general interest area, develop a research question, and investigate sources of information. The annotated bibliography will also help you refine your research question so that you can begin the second assignment, a description of the phenomenon you wish to study.

Jot down a few bullet points in response to these two questions, with the understanding that you’ll probably go back and modify your answers as you begin reading other studies relevant to your topic:

• What will be the general topic of your paper?
• What will be the specific topic of your paper?

b) Research question(s)

Use the following guidelines to frame a research question – or questions – that will drive your analysis. As with Part 1 above, you’ll probably find it necessary to change or refine your research question(s) as you complete future assignments.

• Your question should be phrased so that it can’t be answered with a simple ‘yes’ or ‘no’.
• Your question should have more than one plausible answer.
• Your question should draw relationships between two or more concepts; framing the question in terms of How? or What? often works better than asking Why ?

c) Annotated bibliography

Most or all of your background information should come from two sources: scholarly books and journals, or reputable mass media sources. You might be able to access journal articles electronically through your library, using search engines such as JSTOR and Google Scholar. This can save you a great deal of time compared with going to the library in person to search periodicals. General news sources, such as those accessible through LexisNexis, are acceptable, but should be cited sparingly, since they don’t carry the same level of credibility as scholarly sources. As discussed above, unvetted sources such as blogs and Wikipedia should be avoided, because the quality of the information they provide is unreliable and often misleading.

To create an annotated bibliography, provide the following information for at least 10 sources relevant to your specific topic, using the format suggested below.

Name of author(s):

Publication date:

Title of book, chapter, or article:

If a chapter or article, title of journal or book where they appear:

Brief description of this work, including main findings and methods ( c 75 words):

Summary of how this work contributes to your project ( c 75 words):

Brief description of the implications of this work ( c 25 words):

Identify any gap or controversy in knowledge this work points up, and how your project could address those problems ( c 50 words):

Exercise 2: Towards an analysis

Develop a short statement ( c 250 words) about the kind of data that would be useful to address your research question, and how you’d analyse it. Some questions to consider in writing this statement include:

• What are the central concepts or variables in your project? Offer a brief definition of each.
• Do any data sources exist on those concepts or variables, or would you need to collect data?
• Of the analytical strategies you could apply to that data, which would be the most appropriate to answer your question? Which would be the most feasible for you? Consider at least two methods, noting their advantages or disadvantages for your project.

Links & books

One of the best texts ever written about planning and executing research comes from a source that might be unexpected: a 60-year-old work on urban planning by a self-trained scholar. The classic book The Death and Life of Great American Cities (1961) by Jane Jacobs (available complete and free of charge via this link ) is worth reading in its entirety just for the pleasure of it. But the final 20 pages – a concluding chapter titled ‘The Kind of Problem a City Is’ – are really about the process of thinking through and investigating a problem. Highly recommended as a window into the craft of research.

Jacobs’s text references an essay on advancing human knowledge by the mathematician Warren Weaver. At the time, Weaver was director of the Rockefeller Foundation, in charge of funding basic research in the natural and medical sciences. Although the essay is titled ‘A Quarter Century in the Natural Sciences’ (1960) and appears at first blush to be merely a summation of one man’s career, it turns out to be something much bigger and more interesting: a meditation on the history of human beings seeking answers to big questions about the world. Weaver goes back to the 17th century to trace the origins of systematic research thinking, with enthusiasm and vivid anecdotes that make the process come alive. The essay is worth reading in its entirety, and is available free of charge via this link .

For those seeking a more in-depth, professional-level discussion of the logic of research design, the political scientist Harvey Starr provides insight in a compact format in the article ‘Cumulation from Proper Specification: Theory, Logic, Research Design, and “Nice” Laws’ (2005). Starr reviews the ‘research triad’, consisting of the interlinked considerations of formulating a question, selecting relevant theories and applying appropriate methods. The full text of the article, published in the scholarly journal Conflict Management and Peace Science , is available, free of charge, via this link .

Finally, the book Getting What You Came For (1992) by Robert Peters is not only an outstanding guide for anyone contemplating graduate school – from the application process onward – but it also includes several excellent chapters on planning and executing research, applicable across a wide variety of subject areas. It was an invaluable resource for me 25 years ago, and it remains in print with good reason; I recommend it to all my students, particularly Chapter 16 (‘The Thesis Topic: Finding It’), Chapter 17 (‘The Thesis Proposal’) and Chapter 18 (‘The Thesis: Writing It’).

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How to Start a Research Project: A Step-by-Step Guide for Beginners

Starting a research project can be a bit overwhelming, especially if it's your first time. But don't worry! This guide will walk you through each step, making the process easier and more manageable. By breaking down the project into smaller tasks, you'll find it much simpler to handle. Let's dive into how you can go from an idea to a well-organized research proposal.

Key Takeaways

• Clearly define your research subject to set a strong foundation.
• Engage stakeholders early to align expectations and gather input.
• Craft a precise research statement to guide your study.
• Establish specific research goals to stay focused.
• Choose a suitable methodology to ensure reliable results.

Defining the Research Subject

Selecting a topic of interest.

The first step in starting your research project is to choose a topic that genuinely interests you. Selecting a topic that excites you will keep you motivated throughout the research process. Begin by brainstorming broad areas of interest and then narrow them down to a specific niche. Consider the practicalities, such as the availability of resources and the scope of your project. If you're struggling to find a topic, consult with your instructor or peers for guidance.

Narrowing Down the Focus

Once you have a general topic, it's essential to narrow it down to a more specific focus. This involves conducting an initial literature review to identify gaps, debates, and questions within your chosen field. By doing so, you can pinpoint a unique angle for your research. Remember, a well-defined focus will make your research more manageable and impactful.

Aligning with Assignment Instructions

It's crucial to ensure that your chosen topic aligns with the assignment instructions provided by your instructor. Review the guidelines carefully to understand the requirements and limitations. This alignment will not only help you meet academic expectations but also make your research more relevant and structured. If in doubt, seek clarification from your instructor to avoid any misunderstandings.

Engaging with Stakeholders

Identifying key stakeholders.

Before starting your research, it's crucial to identify the key stakeholders involved. These are the people who have a vested interest in your project. They can include supervisors, funding bodies, and even the target audience of your research. Understanding who your stakeholders are will help you align your research goals with their expectations.

Conducting Initial Meetings

Once you've identified your stakeholders, the next step is to conduct initial meetings . These meetings are essential for gathering input and setting expectations. During these meetings, discuss the scope of your research, the methodologies you plan to use, and any potential challenges. This is also a good time to ask for any resources or support you might need.

Gathering Input and Expectations

After the initial meetings, gather all the input and expectations from your stakeholders. This will help you refine your research plan and ensure that it meets everyone's needs. Create a summary document that outlines the key points discussed and any agreed-upon actions. This document will serve as a reference throughout your research project.

Crafting a Precise Research Statement

Formulating the main question.

Creating a strong research statement starts with formulating the main question . This question will guide your entire project. Make sure it is clear and specific. For example, if you're studying the impact of WhatsApp on communication, your main question could be, "How does WhatsApp influence daily communication habits?"

Ensuring Clarity and Conciseness

Your research statement should be both clear and concise. Avoid using complex words or jargon. Instead, focus on making your statement easy to understand. A clear and concise statement helps keep your research focused and on track.

Aligning with Research Goals

Finally, ensure that your research statement aligns with your overall research goals. This means that your statement should directly relate to what you aim to achieve with your study. For instance, if your goal is to understand user behavior on WhatsApp, your research statement should reflect this aim.

Establishing Research Goals

Setting clear research goals is a crucial step in any research project. These goals guide your study and help you stay focused on what you aim to achieve. Here’s how to establish effective research goals:

Identifying Key Areas of Exploration

Start by pinpointing the main areas you want to explore. These should be directly related to your research statement. Identifying these key areas will help you stay organized and ensure that your research is comprehensive.

Setting Specific Objectives

Once you have identified the key areas, the next step is to set specific objectives. These objectives should be clear, measurable, and achievable. Pinpointing the major focus of your research will help you stay on track and make your study more manageable.

Aligning Goals with Stakeholder Expectations

It's important to ensure that your research goals align with the expectations of your stakeholders. This alignment will help you gather the necessary support and resources for your project. Conducting initial meetings with stakeholders can provide valuable input and help you refine your goals.

Conducting a Comprehensive Literature Review

Gathering relevant sources.

Before diving into your research, it's crucial to gather all the relevant sources. Start by doing a preliminary search to see if there's enough information available. Use libraries, online databases, and academic journals to find books, articles, and papers related to your topic. This step ensures you have a solid foundation for your research .

Analyzing Existing Research

Once you have your sources, the next step is to analyze them. Skim through the materials to identify key points and different viewpoints. This will help you understand the current state of research in your field. Pay attention to how these sources relate to your research question.

Identifying Research Gaps

Finally, look for gaps in the existing research. These are areas that haven't been explored or questions that haven't been answered. Identifying these gaps can provide a direction for your own research and make your study more valuable. Conducting a comprehensive literature review is vital for putting your research in context and highlighting what your research will add to the field.

Choosing an Appropriate Methodology

Deciding Between Qualitative and Quantitative Methods

When starting your research, you need to decide whether to use qualitative or quantitative methods . Qualitative methods involve first-hand observations like interviews, focus groups, and case studies. These methods are great for exploring complex issues in depth. On the other hand, quantitative methods deal with numbers and logic, focusing on statistics and numerical patterns. They are ideal for testing hypotheses and making generalizable conclusions. Sometimes, a mixed-method approach, combining both qualitative and quantitative methods, can be the best choice.

Selecting Data Collection Tools

Choosing the right tools for data collection is crucial. For qualitative research, you might use interviews, focus groups, or open-ended surveys. For quantitative research, tools like structured surveys, experiments, and statistical software are more appropriate. Make sure your tools align with your research questions and objectives.

Planning Data Analysis Techniques

Once you have collected your data, the next step is to analyze it. For qualitative data, look for patterns and themes. Coding and thematic analysis are common techniques. For quantitative data, use statistical methods to test your hypotheses. Software like SPSS or R can help you manage and analyze large datasets. Proper planning of your data analysis techniques ensures that your findings are reliable and valid.

Creating a Detailed Research Plan

Creating a detailed research plan is essential for the success of your project. It helps you stay organized and ensures that you cover all necessary aspects of your research. Here are the key steps to follow:

Outlining the Methodology

Start by outlining the methodology you will use. This includes deciding on qualitative or quantitative methods, selecting tools for data collection, and determining how you will analyze the data. A clear methodology is essential for the credibility of your research.

Creating a Research Timeline

Next, create a timeline for your research activities. Break down your tasks into manageable steps and assign deadlines to each. This will help you stay on track and ensure that you complete your project on time. Use a table to organize your timeline:

Allocating Resources Effectively

Finally, allocate your resources effectively. This includes budgeting for any costs, such as software, travel, or materials, and ensuring you have access to necessary resources like libraries or labs. Proper resource allocation can make a significant difference in the quality and feasibility of your research.

Writing the Research Proposal

Structuring the proposal.

When structuring your research proposal, it's essential to include several key components. Start with a clear title that reflects the main focus of your study. Follow this with an abstract that provides a brief summary of your research objectives, methods, and expected outcomes. The introduction should set the context for your research, explaining the background and significance of your study. Make sure to include a literature review that highlights existing research and identifies gaps your study aims to fill. Finally, outline your research design, detailing the methods and procedures you will use to collect and analyze data.

Including a Literature Review

A comprehensive literature review is crucial for situating your research within the existing body of knowledge. Begin by gathering relevant sources from academic journals, books, and other credible publications. Summarize and synthesize these sources to show how they relate to your research question. Highlight any gaps or inconsistencies in the current literature that your study will address. This section not only demonstrates your understanding of the field but also justifies the need for your research.

Describing the Research Design

The research design section should provide a detailed plan of how you will conduct your study. Start by explaining whether you will use qualitative, quantitative, or mixed methods. Describe the data collection tools you will use, such as surveys, interviews, or experiments. Outline your sampling methods and criteria for selecting participants or data sources. Finally, detail your data analysis techniques, explaining how you will interpret the results to answer your research question. This section should be thorough enough to convince reviewers that your methodology is sound and feasible.

Implementing the Research Project

Collecting data.

Once your research plan is in place, the next step is to start collecting data. This involves gathering the information you need to answer your research questions . Make sure to use the data collection tools you selected during your planning phase. Accurate data collection is crucial for the success of your project.

Analyzing Results

After collecting your data, the next step is to analyze it. This means looking for patterns, trends, and insights that will help you answer your research questions. Use the data analysis techniques you planned earlier. Remember, the goal is to make sense of the data and draw meaningful conclusions.

Adjusting the Plan as Needed

As you collect and analyze data, you might find that some parts of your plan need to be adjusted. This is normal and part of the research process. Be flexible and ready to make changes to your methodology or data collection methods if necessary. Staying adaptable will help you overcome any challenges that arise.

Presenting Your Findings

Organizing the presentation.

When presenting your research findings, it's crucial to structure your presentation logically. Start with an introduction that outlines the purpose of your research and the main questions you aimed to answer. Follow this with a summary of your methodology, highlighting the key methods used for data collection and analysis. Ensure your findings are presented clearly and concisely , using tables and graphs where appropriate to illustrate your points.

Engaging the Audience

To keep your audience engaged, use a mix of visual aids and verbal explanations. Interactive elements like Q&A sessions or live demonstrations can also be effective. Make sure to explain the significance of your findings and how they contribute to the existing body of knowledge. This not only keeps the audience interested but also underscores the importance of your work.

Handling Questions and Feedback

Be prepared to handle questions and feedback from your audience. This is an opportunity to clarify any doubts and to demonstrate your deep understanding of the subject. Listen carefully to the questions, and take your time to provide thoughtful and well-reasoned answers. This will not only help in addressing any concerns but also in reinforcing the credibility of your research.

Sharing your research results is a crucial step in your academic journey. It can be tough, but you don't have to do it alone. Our Thesis Action Plan is here to guide you through every step. Ready to make your thesis writing stress-free? Visit our website now and claim your special offer!

In summary, starting a research project can seem overwhelming, but breaking it down into clear, manageable steps can make the process much more approachable. By carefully defining your research topic, engaging with stakeholders, crafting a precise research statement, and establishing clear goals and methodologies, you set a strong foundation for your project. Remember, a well-organized plan not only helps you manage your time and resources effectively but also enhances the credibility and impact of your research. As you embark on your research journey, keep these steps in mind to navigate the process smoothly and achieve your academic goals.

Frequently Asked Questions

What is a research project.

A research project is a detailed study on a specific topic. It involves gathering information, analyzing data, and presenting findings to answer a particular question or solve a problem.

How do I choose a good research topic?

Pick a topic that interests you and has plenty of resources available. Make sure it aligns with your assignment guidelines and is neither too broad nor too narrow.

Why is it important to define the research subject?

Defining the research subject helps you stay focused and organized. It ensures that you have a clear direction and don't get lost in too many ideas.

Who are stakeholders in a research project?

Stakeholders are people who have an interest in your research. They can include funders, academic supervisors, or anyone affected by your study.

What is a research statement?

A research statement is a clear and concise description of the main question or problem your research aims to address.

What are research goals?

Research goals are the specific objectives you aim to achieve with your study. They guide your research and help you stay focused on your main question.

How do I choose the right methodology for my research?

Choosing the right methodology involves deciding how you will collect and analyze data. Consider whether you need qualitative or quantitative data and choose tools and techniques that best suit your study.

What should be included in a research proposal?

A research proposal should include the research subject, a literature review, research questions, methodology, and a timeline. It outlines what you plan to study and how you will do it.

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Lesson plan: research proposal presentations, comparative literature and culture.

To set up the research unit as a seminar-style discussion in which students exchange feedback on one another’s topics and learn from their peers’ descriptions of their arguments and writing processes

Estimated Time

25-50 minutes, depending on the size of the class

Work Completed Before Class

Students have completed the following assignment: “Submit a research proposal of two paragraphs (the first stating the problem, the second a plan for researching a solution).”

• Ask a student to share their research question and plan for pursuing a solution. (1-2 minutes)
• Ask the other students in the class to respond to the proposal with questions the author should consider or suggestions about other approaches to research. (2-3 minutes)
• Repeat steps one and two for each student in the class. For classes larger than ten students, it will be imperative to limit the time devoted to discussion. (4-5 minutes per student)
• Follow-up: Schedule individual conferences to go over each student’s research proposal. This allows the in-class discussion to remain largely among the students, since you, the instructor, can continue it in your office sometime after class has ended. (5-10 minutes per conference)

Ryan Wepler Developed at Brandeis University through a grant from the Davis Educational Foundation

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Over the past 25 years, The Good Project, based at the Harvard Graduate School of Education’s Project Zero, has investigated individuals and institutions that exemplify “good work.” We define “good work” according to three criteria: it is 1) excellent (high quality), 2) ethical (socially responsible), and 3) engaging (meaningful). 

As we move further into the 21st century, it’s clear that new challenges have emerged that may hinder the encouragement and achievement of “good work.” The world of work is rapidly changing: many jobs are disappearing, others are being dramatically reconfigured, and new technologies are not equipped to handle common ethical dilemmas. Despite calls for the development of “21st century skills” (e.g., critical thinking) in adolescents necessary for success in employment, current educational experiences about “work” are insufficient. Generally, secondary and tertiary education devote little attention to work in practice, programs that do exist to explore the topic most often take the form of isolated lessons or classes. Few outlets allow students to grapple with ambiguity, complexity, and their own opinions and beliefs. 

Our curriculum attempts to fill this gap by giving young people the skills and strategies to flourish as future workers. Drawing on many years of research in the professions, we expose adolescents to real-world dilemmas, reflective activities, and guided conversations that will help to prepare them for the working world of today. Our contention is that students who are exposed to our materials will develop the skills, understandings, and repertoires to effectively navigate their future work lives.

View all lesson plans on The Good Project website .

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Research project

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Eighth graders explore reference materials and then complete a research project.  For this research project lesson, 8th graders choose the best reference source to use. Students learn to correctly site sources for their project. Students add their research information to a class wiki.

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See similar resources:

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Lesson Plan

Animal research, view aligned standards.

Animals are fun to research aren’t they? Students get to think about what an animal looks like, what an animal eats, where an animal lives, and other fun facts in this open-ended activity. After conducting research on the animal of their choice, kids will take on a creative project to help them present what they learned. In the lesson plan Animal Research, first graders take a look at the writing process and supporting ideas with evidence in writing.

Learning Objectives

• Students will be able to conduct research to answer questions.
• Students will be able to write informational books where they name a topic, supply some facts about it, and provide a sense of closure.

Introduction

• Show students a book about an animal. Just focus on the cover -- don’t show them the inside of the book.
• Tell students that the book is about the animal. Ask them what types of information they think might be included in the book. List their ideas on the board.

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Unveiling the Past: Analyzing Primary Documents on Harry Washington's Life

A photo copy of Lord Dunmore's Proclamation.

Source: Encyclopedia Virginia

This lesson plan highlights the story of Harry Washington, a man formerly enslaved by George Washington. Harry took his fate into his own hands and seized his freedom by fighting with the British Royal Artillery during the American Revolutionary War. This opportunity, provided by Dunmore’s 1775 Proclamation , offered a path to freedom to enslaved people willing to fight for the British cause. For students, this lesson offers a reframing of the “Underground Railroad” and expands their understanding of freedom-seeking during the Revolutionary period. In an activity of revealing mystery, students work intimately with a host of primary sources including maps, letters, ship manifests, and settlement records to develop a timeline of Harry’s life from enslavement to liberation. 

A companion story map of Harry Washington's life is also available from the National Park Service . 

This resource is a product of  Claiming Freedom in the Revolutionary Era  – a partnership of the National Underground Railroad Network to Freedom, the National Park Service, the National Endowment for the Humanities, the National Park Foundation, and the Greening Youth Foundation. 

Guiding questions.

How do historical records help individuals doing family research? 

What challenges might historians face when piecing together a timeline based on available primary sources? 

Why is constructing a timeline an effective method for visualizing and comprehending the sequence of events in an individual's life? 

Learning Objectives

Use and analyze primary sources to trace an individual through history.

Construct a timeline of an individual’s life.

Compose a personal letter communicating their findings as a historian. 

Lesson Plan Details

In 1775, Lord Dunmore declared that any indentured servant or enslaved person who fought for the British during the Revolutionary War would be considered free. This led to the formation of the Ethiopian Regiment , which grew to nearly 800 members before being disbanded in 1776. The Black Pioneers, a non-combat group, emerged from the remnants of the Ethiopian Regiment and provided support services to the British Royal Artillery. Harry Washington rose to the rank of corporal and fought with the Black Pioneers from approximately 1776 to 1783. 

After the American victory in the Revolutionary War, the losing side couldn't free the enslaved. Many seeking freedom fled to British ships. The British granted certificates of freedom to those who aided them, but these certificates had limitations. 

It wasn’t until the spring of 1783 that the British began evacuating newly freed people out of the United States. The record of this exodus is kept in the Book of Negroes, which took note of each individual boarding a ship, their age when they escaped their enslaver and their intended destination. These British ships had several destinations spanning the British empire including Nova Scotia, Jamaica, the Bahamas, and England itself. Free people would go on to establish their own colonies in these areas. 

D2.Geo.2.9-12. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics. 

D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.  

D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. 

D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives

This activity can be accessed online or via hard copies. You are encouraged to pre-plan the groups you’ll put them in. Strategically grouping students will aid in the smoothness of the activity overall. Groups are recommended to consist of 3-5 students.

It is recommended that each group print at least 2 copies of each document. This will allow most, if not all, group members to look at the document(s) together and discuss them.

Skill-wise, your class should be familiar with analyzing and extracting information from primary sources. If you haven’t explicitly taught primary source analysis, there is a Primary Source Analysis lesson plan available that covers that.

Content-wise, your students should be familiar with Dunmore’s Proclamation and what that potential meant to enslaved people during the Revolutionary Era. There is a slide deck provided to provide some background information.

Students will be reading through a variety of primary documents provided below within the Materials & Media. Instructions specific for students' use are titled "Student Activity Worksheet—Harry Washington" and "Student Activity Instructions—Harry Washington."

You have three options for how you would like to run this primary source activity. Option A (whole class directed):  You may opt to pull up each document on a screen or have students do one document at a time as a whole class activity, with you leading them through each question. Option B (mixed independent): You can opt to have students come to you to gather the documents. This option lets you see how quickly students are going through the materials. If you decide to go this route, it is suggested that one student be the speaker of their group to come up for the next piece. This minimizes chaos and overwhelm on your end. Option C (mostly independent): You can leave students with the document folders (or paper/binder clipped) and they can pace themselves. Either option works; choose what works best for the class you’re teaching.

Students may use the worksheet to show their learning as well. 

Questions: At the end of research, students can write a mock email to Sarah, Harry’s descendant, explaining what happened to Harry during his lifetime. Consider using the following questions and your worksheet to guide your email. 

Approximately when was Harry born? 

What did Harry do during the Revolutionary War?  

What happened to Harry at the end of the Revolutionary War? Where did he go? How did he get there? 

• If students are curious about what happened to Harry post-Nova Scotia, here’s a brief blurb: Harry’s story does not end in Nova Scotia! Nova Scotia came with its own obstacles. White Loyalists were upset that they had to compete with free Blacks for work in Nova Scotia. Shelburne had their own race riots in 1784, which was 10 days of violence mostly targeted toward the free Black population. If you want to read more in-depth, here’s the Canadian Encyclopedia entry . In 1791, a representative from the Sierra Leone Company came to see if any free Blacks were interested in coming to Freetown to create a settlement. They were told the settlement would be close to major trade routes and waterways, and anyone coming would be given land grants. When Harry and hundreds of other free Blacks signed up for this journey, it became clear this wasn’t the case. They faced similar obstacles to those in Nova Scotia and, somewhat, the United States. The new settlers could work for wages, however, a large portion of them went to the Company. They were told when and how to work and were penalized if they didn’t follow instructions. Upset with this treatment, and continued quasi-enslavement, the settlers (including Harry) rose up against the Sierra Leone Company in 1800. This revolution was largely unsuccessful and caused upwards of 40 men, one of which was Harry, to be exiled. It is at this point in the historical record that Harry disappears

Materials & Media

Educator instructions - harry washington, student activity instructions - harry washington, student activity worksheet - harry washington, harry washington background knowledge slide deck, harry washington primary documents, related on edsitement, primary and secondary sources: foundations of historical research, afro atlantic: paths from enslavement, afro atlantic: mapping journeys, digital humanities and online education.

Research Building Blocks: "Cite Those Sources!"

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Children are naturally curious—they want to know "how" and "why." Teaching research skills can help students find answers for themselves. This lesson is taken from a research skills unit where the students complete a written report on a state symbol. Here, students learn the importance of citing their sources to give credit to the authors of their information as well as learn about plagiarism. They explore a Website about plagiarism to learn the when and where of citing sources as well as times when citing sources is not necessary. They look at examples of acceptable and unacceptable paraphrasing. Finally, students practice citing sources and creating a bibliography.

Featured Resources

Avoiding Plagiarism : This resource from Purdue OWL gives comprehensive advice about how to avoid plagiarism.

From Theory to Practice

Teaching the process and application of research should be an ongoing part of all school curricula. It is important that research components are taught all through the year, beginning on the first day of school. Dreher et al. explain that "[S]tudents need to learn creative and multifaceted approaches to research and inquiry. The ability to identify good topics, to gather information, and to evaluate, assemble, and interpret findings from among the many general and specialized information sources now available to them is one of the most vital skills that students can acquire" (39).

Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• Chart paper
• Internet access

Student Objectives

Students will

• discuss plagiarism.
• practice paraphrasing.
• credit sources used in research.

Instruction & Activities

• It is very important for students to understand the need for, and purpose of, giving credit to the sources they use in the research process. The students need to learn about the concept of plagiarism. Plagiarism is using others' ideas or words without clearly acknowledging the source of that information. While discussing the concept of plagiarism, use this avoiding plagiarism Web page to learn the when and where of citing sources as well as times when citing sources is not necessary.
• To remind students of the basic rules to avoid plagiarism, write the following on chart paper and post it close to the research area or media center in the classroom.

another person's idea, opinion, or theory.

any facts, statistics, graphs, drawings-any pieces of information-that are not common knowledge.

quotations of another person's actual spoken or written words.

paraphrases of another person's spoken or written words.

• After the discussion, use the example paragraph from How to Recognize Unacceptable and Acceptable Paraphrases to show the appropriate/inappropriate way to paraphrase information.
• providing them with a group of resources to create a bibliography for frequent practice in an activity or learning-center situation. Creating a Bibliography for Your Report discusses the various components of a bibliography.
• modeling the step-by-step development of a bibliography for your class in a variety of settings and subject areas.
• posting the standard bibliography format in a prominent place in your classroom.

Student Assessment / Reflections

As this is only one step in teaching the research process, students need not be graded on the activity. Continued practice in paraphrasing and quoting material is most important, with teacher and peer feedback benefitting the student researcher. Final bibliographies turned in with the research report could then be graded based on accurate information and style.

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Civics Lesson Plan: US Presidential Election- Understanding the Electoral College

Hello colleagues, One of the most popular lessons in my classes has been an Electoral College Project . I can hear some of you asking, "Really?!" And my response is "Yes! Really!" We all know that the US President is determined by the results of the Electoral College rather than by the popular vote totals. Since other countries' elections are determined by the popular vote, our system is surprising and even quite confusing for many newcomers. 

We typically talk about the results of the presidential election in terms of "red states" and "blue states." While viewing the results of the election on election night, we see a US map and states turning either red or blue depending on which candidate won the state. I wanted the students in my classes to understand what these red and blue state designations results mean for the outcome of the presidential election.

In the Electoral College Project in my classes, students work in teams of 2-3 and are assigned a set of 8-10 states (depending on how many students are in the class) to search online for data. I provide them with a handout as well as list of websites to complete a scavenger hunt to locate information, including:

• state abbreviation
• region where the state is located
• population of the state
• number of US representatives
• # of electors in the state
• red or blue in previous election
• red or blue in current election (We fill in this column as a whole class after the election is over.)

The students then present their information to the rest of the class while their classmates fill in the information on their own handout.  I've done this lesson with learners at the beginning level who have quite limited English skills with success.

If you'd like to try out this lesson between now and November, you can find the updated handouts I created below. Please feel free to adapt these resources to make them your own ! If you have any questions, let me know here in our community.

• Electoral College Project Student Handout
• Electoral College Project Scavenger Hunt Links to Resources for Students
• Electoral College Project States listed by Geographic Region
• Electoral College Project US Map by Region

Cheers, Susan Finn Miller

Moderator, English Language Acquisition Group

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I am also looking at how to incorporate civics into summer and fall lessons right now. In 2016, there was some good-natured grumbling about why the electoral college was important and then... a real-life example of why.

Thanks for all the many helpful insights and resources you share--including this wonderful set of resources for learning and teaching about the electoral college!  I will review and share these with colleagues!  

Again, THANK YOU!

Happy Summer!

I got a "Page not found" message when I clicked on the links. Hmmm...

Thanks for the heads up, Dave. 

Thanks to our tech support, the links to the handouts above are are now valid.

Cheers, Susan

Hello colleagues, Here is a link to a Wikipedia page featuring a map with the number of electors for each state that might be useful for a lesson on the electoral college.

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AI to be trained to help teachers mark homework under new Government plan

Research has shown that parents would be open to teachers using generative AI tools to assist them with certain tasks.

Generative AI tools are to be trained to help teachers create lesson plans and mark homework under a new project announced by the Government.

The £4 million scheme will see government documents including curriculum guidance, lesson plans and anonymised pupil assessments used to train AI to create tools which can be used reliably in schools.

Research has shown that parents would be open to teachers using generative AI tools to help them with certain tasks, so they could then spend more time helping children in the classroom.

Tests of the new approach carried out by the Department for Education (DfE) found it could increase accuracy to 92%, up from 67% when no targeted data was provided to an AI model.

“We know teachers work tirelessly to go above and beyond for their students,” Science Secretary Peter Kyle said.

“By making AI work for them, this project aims to ease admin burdens and help them deliver creative and inspiring lessons every day, while reducing time pressures they face.

“This is the first of many projects that will transform how we see and use public sector data. We will put the information we hold to work, using it in a safe and responsible way to reduce waiting lists, cut backlogs and improve outcomes for citizens across the country.”

Minister for Early Education Stephen Morgan said: “We are determined to break down the barriers to opportunity to ensure every child can get the best possible education – and that includes access to the best tech innovations for all.

“Artificial intelligence, when made safe and reliable, represents an exciting opportunity to give our schools leaders and teachers a helping hand with classroom life.

“Today’s announcement marks a huge step forward for AI in the classroom.

“This investment will allow us to safely harness the power of tech to make it work for our hard-working teachers, easing the pressures and workload burdens we know are facing the profession and freeing up time, allowing them to focus on face-to-face teaching.”

To encourage innovation under the new scheme, the Government said it would also make the content store of educational data available to AI companies, with a share of £1 million to be awarded to those who brought forward the best ideas for tools to use the data to aid teachers.

According to a survey from TeacherTapp, almost half of teachers were already using AI in some form to help with their work, but the Government said these tools were not specifically trained on teaching materials used in England.

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Research/Study Research/Study

As key Trump allies advocate for revenge, Project 2025 provides a policy framework to attack the media

Former Trump national security adviser Kash Patel: “We will go out and find the conspirators, not just in government but in the media”

Written by Jack Winstanley

Published 08/27/24 10:02 AM EDT

Project 2025, a comprehensive transition plan organized by conservative think tank The Heritage Foundation to staff the next GOP administration with extremists and implement a far-reaching right-wing agenda, proposes that a second Trump presidency should gut funding for public broadcasting and “reexamine” the relationship between the White House and reporters. These policy proposals laying the framework for the next Republican administration to attack the media are especially notable as former President Donald Trump and his allies have a long history of hostility toward the press, including during the 2024 presidential campaign, and some of Trump’s key allies have openly threatened retaliation against specific journalists and outlets if he is reelected. 

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Project 2025 attacks public broadcasting and suggests a future administration “reexamine” the relationship with the white house press corps, following years of trump and his allies attacking the media, trump and his allies, including project 2025 affiliates, have continued their hostile posture during the 2024 presidential campaign season, other trump allies have openly threatened investigations and other forms of retaliation against the press during a second trump term.

• Project 2025 demands to end public funding for NPR, PBS, and the Corporation for Public Broadcasting. Project 2025 describes NPR and other public media organizations as “tyrannical,” “leftist broadcasters,” complains that PBS airs “educational endeavors such as ‘Sesame Street’ … that are themselves biased to the Left,” and describes the elimination of federal funding for such outlets as “good policy and good politics.” Noting that “every Republican President since Richard Nixon has tried to strip the Corporation for Public Broadcasting (CPB) of taxpayer funding,” the group’s policy book, titled Mandate for Leadership: The Conservative Promise , claims that this “means that the next conservative President must finally get this done and do it despite opposition from congressional members of his own party if necessary.” [Project 2025, Mandate for Leadership , 2023 ]
• Project 2025’s calls to pull funding from public broadcasters echo years of conservative attacks on NPR, PBS, and other public media organizations. A 2017 budget proposal from the Trump administration included a proposal to completely defund the Corporation for Public Broadcasting. Heritage Foundation senior fellow Mike Gonzalez, who authored a chapter in Mandate for Leadership advising a future Republican administration on how to defund “woke” public broadcasters, has been calling on Congress to defund those outlets since at least 2017. [Media Matters, 5/8/24 , 4/26/24 , 3/24/17 ]
• Project 2025 also encourages a potential Trump administration to “reexamine” its relationship with media outlets and organizations, including the White House Correspondents Association, and suggests that reporters should not have a “permanent space” in the White House. The policy book states, “No legal entitlement exists for the provision of permanent space for media on the White House campus, and the next Administration should reexamine the balance between media demands and space constraints on the White House premises.” The document also suggests that a future Republican administration “should examine the nature of the relationship between itself and the White House Correspondents Association and consider whether an alternative coordinating body might be more suitable.” [Project 2025, Mandate for Leadership , 2023 ; White House Correspondents Association, accessed 8/20/24 ]
• Trump and his campaign have deep ties to Project 2025, with a CNN analysis identifying nearly 240 people involved in Project 2025 who worked in either the Trump campaign or his first administration. Several individuals associated with Project 2025 have also spoken about their connections to Trump and his campaign, with Heritage Foundation President Kevin Roberts stating that Trump's staff and Project 2025 “have been in conversation throughout the campaign on the matters of policy.” [Media Matters, 8/15/24 , 7/11/24 , 4/24/24 , 3/20/24 ; CNN, 7/11/24 ]
• Trump’s presidential term was marked by repeated clashes with the press, including calling the press the “enemy of the people” in a 2019 social media post, with Trump continuing to attack the press after leaving office. A 2020 analysis by the U.S. Press Freedom Tracker found that Trump made at least 2,000 social media posts attacking the press and specific reporting. Trump also became the first president to not attend the annual White House Correspondents Dinner, claiming that the reporters in attendance were “too negative.” During at least two rallies held during the 2022 midterm campaign season, Trump openly discussed jailing reporters and fantasized about using the threat of imprisonment and rape to force journalists to reveal the identity of sources. [U.S. Press Freedom Tracker, 4/12/20 ; The Hill, 4/5/19 , 4/5/19 ; Rolling Stone, 10/23/22 , 11/8/22 ]
• Trump’s 2024 presidential campaign has denied press credentials to outlets and journalists that have reported critically on the former president. While in office, Trump revoked press passes for dozens of journalists, and his 2020 reelection campaign continued the pattern of denying credentials. Reporters from HuffPost, Vanity Fair, The Washington Post, and Spectrum News have stated that their press access to Trump’s 2024 campaign events has been revoked, assumedly over prior unflattering coverage. [Vanity Fair, 4/19/24 ; Media Matters, 4/22/24 ; Twitter/X, 8/15/24 , 8/14/24 , 8/15/24 ; Columbia Journalism Review, 5/9/19 ; The Washington Post, 12/2/19 ] 
• Taking issue with a recent report from The New York Times questioning Trump’s claim that he survived a helicopter crash landing with former San Francisco Mayor Willie Brown, the former president attacked the paper and journalist Maggie Haberman for their “Fake & Fraudulent writing on the Russia, Russia, Russia HOAX.” Trump reportedly called the newspaper and demanded an apology after it debunked his story (which Brown has also denied) and “used ‘a sing-song voice’ to mock the Times’ request for the helicopter flight records.” [HuffPost, 8/10/24 ]
• On several occasions Trump has even lashed out against Fox News — an outlet that has consistently praised the former president — for coverage that he has taken issue with. In one social media post, Trump shared several paragraphs from a Fox News article discussing his Georgia polling lead over Joe Biden but edited out other paragraphs that discussed the current president’s “overwhelming support from liberals, Black voters, voters with college degrees, and suburban women and the reality that voters are split on issues related to health care, election integrity, and abortion, while Biden overwhelmingly comes out on top with voters on the topic of climate change.” In another social media post, Trump ripped Fox News for discussing polling data that showed him losing to Vice President Kamala Harris and for airing footage from her campaign rallies. [The New Republic, 2/16/24 ; The Hill, 7/9/24 ; Newsweek, 7/29/24 ]
• Kevin Roberts, president of the Heritage Foundation and the principal architect of Project 2025, attacked the “deceitful ‘journalism’” covering the Trump 2024 campaign. In a separate post, Roberts accused Harris of “dodging tough questions, and the so-called ‘Professional Journalists’ are just fine with it?! It’s a disgrace to real journalism.” [Twitter/X, 8/16/24 , 8/9/24 ]
• While attending the 2024 Republican National Convention, Donald Trump Jr. told an MSNBC journalist to “get out of here” and accused the network of lying in its coverage. Trump Jr. also called the network “MSDNC,” suggesting that it is a mouthpiece for the Democratic Party, and called its reporters “clowns.” [The Daily Beast, 7/15/24 ]
• In an earlier social media post, Trump Jr. praised an anti-LGBTQ rant directed at a reporter by right-wing mixed martial arts fighter Sean Strickland, calling it “amazing” and adding, “If there were more people willing to talk to the Press like this, they’re bullshit wouldn’t be nearly as pervasive.” [Twitter/X, 1/17/24 ]
• In July, Project 2025 contributor Rachel Bovard wrote an op-ed for The American Conservative defending former Trump strategist Steve Bannon and accusing the media of participating in a “three-year insurrection against the Constitution and the rule of law.” [The American Conservative, 7/8/24 ]
• Mike Davis, founder of the right-wing legal advocacy group the Article III Project and a rumored Trump appointee, “has threatened to indict, detain, denaturalize, and deport a handful of Trump critics,” including former NBC host Mehdi Hasan. In one post, Davis wrote that Hasan “is now on my Lists 2 (indict), 4 (detain), 6 (denaturalize), and 3 (deport). I already have his spot picked out in the DC gulag.” In a second post, Davis repeated his attack against Hasan, and added that it should be considered his “application to serve” as Trump's next attorney general. [Twitter/X, 11/20/23 , 11/16/23 ; Rolling Stone, 7/9/24 ]
• On Steve Bannon’s War Room podcast, which has been the media hub for Project 2025, former Trump national security adviser Kash Patel confirmed Trump’s plans to retaliate against the press if given a second term: “We will go out and find the conspirators, not just in government but in the media.” Patel added that “we’re going to come after the people in the media who lied about American citizens, who helped Joe Biden rig presidential elections.” Bannon also warned about retribution against the media, stating, “This is just not rhetoric. We are absolutely dead serious.” [Media Matters, 12/5/23 , 11/9/23 ; The Associated Press, 12/5/23 ]
• Bannon, a longtime Trump ally who is currently serving a four-month prison sentence for ignoring a congressional subpoena over the January 6 insurrection, threatened “investigations under the Constitution and by the rule of law” into supposed media “colluding with the Justice Department.” Bannon added, “It's coming and we're gonna be unrelenting in it because you tried to destroy the American republic and you came very close.” [Real America’s Voice, War Room , 6/12/24 ; CNN, 7/1/24 ]