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https://flipgrid.com/286cc07c

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https://www.english-corpora.org/coca/

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https://www.michigan.gov/documents/PSAQA_54517_7.pdf

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https://www.youtube.com/watch?v=lFXzo7Kh8gs

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https://americanenglish.state.gov/files/ae/resource_files/in_the_loop_pages.pdf
https://americanenglish.state.gov/files/ae/resource_files/in_the_loop_pages.pdf

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https://www.englishoutsidethebox.com/2016/11/22/pronunciation-i-ee/
https://rachelsenglish.com/pronounce-ee-vs-ih-leave-vs-live/

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https://www.puzzle-maker.com/CW

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http://www.costcoconnection.com/connection/Store.action?lm=1563994359000

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https://www.newreaderspress.com/news-for-you-online

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https://quickworksheets.net/worksheet-generators/minimal-pairs/about

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Why you should have your own black box TED Talk

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Why you should have your own black box TED Talk

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https://www.youtube.com/watch?v=MmVCYqs3mko

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Cute Iconic Song about Pronunciation Differences

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Cute Iconic Song about Pronunciation Differences

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https://www.youtube.com/watch?v=q7a4z7zLKts

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https://soundsofspeech.uiowa.edu/main/english

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https://elts.solutions/color-vowel-chart/

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https://d2l.msu.edu/d2l/le/content/137578/viewContent/668028/View

https://d2l.msu.edu/d2l/le/content/481748/viewContent/5331601/View

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https://bigthink.com/videos/where-does-genius-come-from

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https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en

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How not to be ignorant about the world & GapMinder links

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How not to be ignorant about the world & GapMinder links

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https://www.gapminder.org/videos/how-not-to-be-ignorant-about-the-world/
https://www.gapminder.org/

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https://www.ted.com/talks/kirk_citron_and_now_the_real_news#t-181533

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https://flipgrid.com/yfm2l2c

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Fourth of July Video
https://www.youtube.com/watch?v=CR3BbWsL-zI

Fireworks Video
https://www.youtube.com/watch?v=uGwz4lpTAJ0

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Fluency task where students have to match words with the same spelling or definitions.
Adapted from ideas by:  Folse, K. (2007). Rapid reading practices, Ann Arbor: U of M Press & Anderson, N. at ELC/National Geographic Conference.

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A good place to find presents!

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Lipstick is one of the very finest elixirs

It has a soft consistency

Memory...

A note from the editor: Stanley Kubrick's adaptation of Stephen King's The Shining, starring Shelley Duvall and Jack Nicholson, was released on this day in 1980. Dorothea Lasky's forthcoming book The Shining (Wave Books, 2023) writes through the rooms of the famous film's Overlook Hotel.

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Lipstick is one of the very finest elixirs It has a soft consistency Memory... A note from the editor: Stanley Kubrick's adaptation of Stephen King's The Shining, starring Shelley Duvall and Jack Nicholson, was released on this day in 1980. Dorothea Lasky's forthcoming book The Shining (Wave Books, 2023) writes through the rooms of the famous film's Overlook Hotel.

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21 Ideas for Teaching Vocabulary in the Classroom

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Looking for ideas for teaching vocabulary? Here are 21 activities for teaching vocabulary in the classroom, along with links to other sources and ideas.

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21 Ideas for Teaching Vocabulary

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Warm-up activities play a crucial role in the English language classroom. Students often arrive to class feeling tired or preoccupied, making it important to gently transition them into the learning environment rather than diving straight into challenging grammar or vocabulary tasks. A well-designed warm-up can engage students, sparking their interest and encouraging active participation. It can also serve as a review of previously taught material or as an introduction to a new topic. Additionally, these warm-up activities can double as go-to fillers for those moments when your lesson plan wraps up early or unexpected issues arise, ensuring a seamless classroom experience for both you and your adult learners.

The great thing about the activities on this page is that they all require no preparation at all. However, if you keep a copy of our Collaborative Crosswords book in your bag, then you'll have another perfect class-starting activity. These crosswords designed for pair-work are great for introducing a theme and some suitable vocabulary. Read more about these activities here.

Teaching Online

We have an accompanying online-focused website LearnHip where you will discover lots more online activities which work well as warmers and fillers.

No-preparation ESL Warm-up Activities

Below, you'll find a selection of warm-up activities that require no prior preparation. These versatile exercises can also serve as convenient fillers to fill any extra time you might have towards the end of your lesson.

Quick questions

Begin your lesson by writing two or three questions on the board that introduce the theme of the lesson. For example, if your topic is books, you could write: What's your favorite book? What was the last book you read? What kind of books do you prefer? etc. Allow the students 5-10 minutes to discuss the questions in pairs or small groups, and then invite them to share their responses with the class.

If you need inspiration, check out our extensive collection of over 500 themed conversation questions on this page. For even more convenience, these questions are also available in easy-to-use card sets featuring additional exercises in our book, 50 Conversation Classes.

Make the most words

Write a topical vocabulary item on the board. In twos or threes, students make as many new words from it as they can. Use longish seed words such as apologise, dictionary or September. Score teams a point per word and award a bonus point for the longest.

Make the longest words

Write a topical target word vertically down the board, for example, WINTER. In twos or threes, students attempt to come up with the longest word that begins with each letter. Give teams a point per word and a bonus point for the longest. Waterfall Industrious Nausea Terrified Empty Retailer

What does your name mean?

Using a dictionary, google or any other resource, students find and write down an appropriate adjective that begins with each letter of their first name. For example:

Mixed-up question

It's always good to start the class with a question. Write a good one on the board but mix up the word order, then challenge students to reconstruct the question and then discuss it in pairs or small groups. For example: most item you have the ever expensive what's bought?

Mixed-up question (anagram variation)

Alternatively, write a question on the board but this time scramble the letters of each word. For example: tahw si ruyo seealirt rommey?

Letter string dictation

This is a great way to lead into the topic that you want to cover in the class and also serves as a simple activity to help students recognise letters of the alphabet. Think of a couple of questions for students to discuss in pairs or groups. Write the questions down and then dictate them as a long string of letters. For example: whatsyourfavouritecolour? whatdidyoudoattheweekend? whatkindofbooksdoyouliketoread?

After dictating the letter strings, students should attempt to form the questions and then discuss and report back to class.

For more advanced students try dictating the letters backwards and then have the students decode the question. This is more challenging because students will find it more difficult to predict the next letter and therefore must focus on the letters being dictated. For example: ?teemotekiltsomuoydluowohw

For more ideas on using dictation see the article 10 Dictation Activities.

Hangman

This popular filler can also be a great way to start a lesson with beginner learners who are still unsure of the alphabet. Just put a recently learned word on the board and let the students take it in turns to guess a letter. If you don't know how to play, you can read an explanation here.

Word ladders

In this activity, a word must be transformed step by step into a target word. To illustrate the idea, write the word run on the board and explain that the target word is fit. For each turn, only one letter can be changed. See if the class can find a valid sequence together. Some possible sequences are:

Students will need access to a dictionary in order to check if their words are valid. If you want to find possible word pairs, there is a site with a handy word ladder generator. Put students in pairs and have them create their own word ladders to test their classmates with.

The A to Z game

Give students a theme, for example, jobs, things you take on holiday, food. Write the letters A to Z on the board. Teams of students must race to write an appropriate word next to each letter on the board. Read more about the A to Z game here.

What's the missing word?

Find a group of compound words or collocations which share a common word. For example, bedroom, bathroom, living room, classroom, showroom, etc. Give students one of the word/collocation parts, such as bed and have them guess the missing part, add to the list writing bath, living, class, etc., until they successfully guess the word. Here are some more examples:

ear, boxing, diamond, finger, wedding (ring)

tea, soup, table, dessert (spoon)

kitchen, tea, bath, beach (towel)

green, light, ware, boat, work, wife (house)

What do you know about bananas?

Set a five-minute time limit and in groups have students think up and write down as many facts as they can about bananas (or cats, Belgium, David Beckham, etc.). One point should be given for each true sentence.

Things to do with a potato

One of many brilliantly simple warm up ideas from one of my favourite teaching books. Produce a potato (if that's not possible, introduce the concept of a potato). Ask students to come up with a list of as many unconventional uses for it as they can. For example paperweight, weapon, pen holder, smartphone dock. The longest list wins the potato.

How many sounds can you hear?

Students sit in silence for two minutes and write down every sound that they hear. Let them compare their lists with their neighbours before seeing who has the longest list? If you like this activity try doing a guess the sound quiz.

Odd one out

Give the students a couple of examples to guess, then get students to come up with their own ideas. Here are some examples: apple, peach, banana, tomato - a banana doesn't have seeds strawberry, branch, bowling ball, boat, iceberg - bowling balls don't float window, river, envelope, client, oregano - client doesn't begin and end with the same letter comb, champagne, knife, plum - the word plum doesn't contain any silent letters. Yards, feet, stone, litres. Note: There can be more than one correct answer.

Name ten

Have students think of 10 items that fit particular criteria. For example:

Jobs where you have to wear a uniform

English football clubs

Sports that are played with a ball

Foods that contain egg

Animals that lay eggs

Three letter parts of the body - eye, arm, leg, hip, ear, toe jaw, rib, lip, gum

Two truths and a lie

An ESL classroom staple. Write or dictate three sentences about yourself. Two statements should be true and one false, for example: I used to be an air steward I can ride a unicycle My favourite food is sushi Now invite students to discuss in pairs which statement they think is the lie. Ask each pair which statement they think is untrue and have them explain why. Reveal your answer, and ask students to come up with three sentences about themselves. I find students need quite a lot of time (at least five minutes) to come up with three ideas. If some students are still short of a sentence or two, start the game anyway, and they can finish their statements during play. Check students' statements and then have them take it in turns to read them out to the class. In each case, the other students have to guess which is the untrue statement. See this page for more ideas on using dishonesty for fun and profit.

Homophone Quiz

Say a word from a list of homophones and challenge students to write both (or more) forms of the word. Possible words include: bear,bare,piece,peace,not,knot,here,hear,witch,which,flower,flour,would,wood,be,bee,heal,heel,soul,sole,air,heir,break,brake,mist,missed,read,red,board,bored,buy,bye,pair,pear,male,mail,jeans,genes,not,knot,where,wear, so,sew,sow

Mastermind (AKA Bulls & Cows, Jotto, Wordle)

Based on the code-breaking board game where players have to deduce the order of 4 coloured pegs which the other player had hidden behind a plastic guard. It's slightly complicated to grasp but fun when you get the hang of it. Think of a four-letter word and write XXXX on the board, each X represents one of the letters of your word. Invite the first student to guess what the word is. Start a new line underneath your original XXXX. If the first letter in the student's word is the same as the first letter in your word put a ✓ in the first position. If the first letter is not the same as the first letter in your word but is contained somewhere in your word put a half-tick /. If the first letter of the student's word is not contained anywhere your word put an X. In the following example, the teacher chooses the word FIRE. XXXX XXXX - COAT X/XX - BEST X✓X✓ - HIKE /✓X✓ - RIDE ✓✓✓✓ - FIRE A word of warning. Stick to 4 or 5 letter words. It's much more difficult to guess longer words and it can also be tricky trying to mark each guess. When students are familiar with the game you can get them to come and put their own words on the board.

I'm going on a picnic and I'm taking a ...

This is a guess the rule type game. Think of a rule which governs which items can be taken on a picnic, for example, it must be six letters long, or it must start with a vowel. In this example, the rule is that the word must be an uncountable noun. Teacher: I'm going on a picnic and I'm taking milk. Student A: I'm going on a picnic and I'm taking eggs. Teacher: No, you can't take eggs. Student B: Can I take orange juice? Teacher: Yes, you can take orange juice. And so on. Continue adding items to your picnic list until a student correctly guesses the rule (the choices don't have to make sense within the picnic scenario e.g. love, information, air ). When you've finished, invite the students (alone or in pairs) to come up with their own rules and let them run the game.

Word Association

This must be one of the oldest ESL warm-up activities, but sometimes the simplest ideas turn out to be surprisingly effective and word games don't get any simpler than word association. Give an initial word, for example, banana and each student takes it in turns to say a word which they associate with the previous word. If the connection isn't obvious, challenge the student to justify their choice. banana - monkey - zoo - tourists - hotel - bible ...

Tell a story

This is another circle game. Going around the class students take it in turns to add three words to your story stem. You could start it off with relatively mundane stems such as Yesterday I went ..., If I won ..., I have never or something more imaginative like, A wolf howled, the rocket landed ..., Princess Martha kissed ... Write the story on the board and elicit corrections as you go along.

Party Trick

This is a great way to practise can & can't. Ask the class to think of one thing they can do which nobody else in the class can do. For example a student could ask the class, can you count to ten in Chinese? You could turn it into a knock-out competition - playing until there is one person left standing.

Three things in common

This is a great icebreaker, but you can also use it as a lead-in to a theme or to test your students' knowledge of a grammar point. Simply ask students to work in pairs and find three things that they have in common and then report back to the class. You can narrow the topic down to areas like t hree things we both did at the weekend, three foods we both like, three things we both don't like about this city, three things neither of us has done yet but would like to, etc.

Free Speaking Tic Tac Toe

Similar to the long-running BBC Radio show. Draw a Tic Tac Toe grid on the board and in each space write a topic that you think some of your students might be interested in or have some knowledge of. Play the game with two teams, to claim their X or O, a team member must attempt to talk about the topic in the chosen square for 45 to 60 seconds (depending on their level) without pausing or repetition. Possible topics for your Tic Tac Toe board might include Sport, Breakfast, Smartphones, Family, Movies, Cats, Rock Music, Soap Operas, Chocolate, etc.

One-upmanship

I discovered this great activity at BusinessEnglishResources.com. Start off by explaining the concept of one-upmanship, that some people always like to appear to be more interesting or superior to others in their company. Tell the students a relatively mundane story about something that happened recently and invite a student to tell a similar story but to top it in some way. Each student, in turn, tries to top the previous student's tale. For example: You: Yesterday I overslept and was five minutes late to class. Student: That's nothing, I overslept and was an hour late. Student B: An hour! I once overslept a whole day! If the students are sufficiently advanced you could have them watch and read through Monty Python's Four Yorkshiremen sketch which is a very funny skit on the subject of one-upmanship.

Spontaneous Scatter Sheet

Scatter Sheets are a great way to review vocabulary, introduce a theme and get students talking. As a warmer, have students brainstorm words connected to a theme, for example, the seaside, London, marketing, etc. Write these words on the board randomly, not in straight lines or columns but higgledy-piggledy and at jaunty angles. When you have around 20 words on the board, go around the room asking each student, in turn, to describe one of the words, when it's been successfully guessed, circle it and move on to the next student. Encourage students to let the describer produce at least two sentences before shouting out the answer.

Spin the marker

Sometimes students just want a chance to talk and express themselves in an unstructured way and it's a good idea to encourage this. Spin the marker pen and whoever it points to can dictate the conversation, ask questions, suggest the topic, etc. Spin the marker again when you feel the conversation has run its course. I find this activity works best when students are sitting in a small circle not too far apart.

Fortunately / Unfortunately

English learners often have trouble remembering and correctly pronouncing these two useful words. One way to practice it is to start a story and have learners alternately advancing the story using these adverbs. For example: Teacher: Yesterday my car was stolen. Student A: Fortunately, it was insured. Student B: Unfortunately, the insurance company went bankrupt. Student C: Fortunately, my grandfather said he would buy me a new car. Student D: Unfortunately, he's lost his mind and doesn't have any money. Etc.

Organise yourselves!

Have students arrange themselves in order according to a given criterion. For example by age, alphabetical order of first name or surname, the number of shoes owned, etc.

Whose weekend?

Give each student a slip of paper and ask each student to write down three things they did at the weekend. Collect up the slips of paper and randomly read each one out. The students must guess whose weekend is being described.

Provocative statements

Write a provocative statement on the board and then put students into small groups to discuss their opinion of it. For example, some drugs should be legalised, Facebook should be banned, Breaking Bad is overrated, one child is enough, organic food is a waste of money, etc. Have students report back to the class. You could make a list of arguments for and against the thesis.

Draw the kitchen

I often use this when I work in-company. Ask the students to think of a room or area which they are all quite familiar with and then have them guide you as you try to draw a plan of the room on the board. This is great for practising there is and there are as well as prepositions of place and furnishing vocabulary.

The Categories Game

I tend to use this as a filler rather than a warmer. Put students into teams and write on the board six vocabulary categories. Now give them a letter of the alphabet and the teams must race to think of a word beginning with that letter for each category. Writing stops when the first team yells finished! and points are given for each correct answer. See The Categories Game post for a more detailed explanation as well as a list of possible categories.

Compound word quiz

This is a fun little quiz you can do at the beginning of a lesson to get your learner's brains buzzing. Choose five groups of three compound words with the same stem and write them on the board without their stem. For example paste, ache, brush (the stem is tooth) or ball, man, board (the stem is snow). Put them on the board (as below) and give students five to ten minutes to figure out what the missing stem is.

Here are some more examples:

doorbell, doorman, doorstep | headline, headcount, headlight, headset, headhunter | backpack, backseat, backfire | timeline, timetable, timesaver | blackbird, blacklist, blackout | lighthouse, lightbulb, lightweight | daydream, daylight, daytime | nightlife, nightclub, nighttime, nightmare | sunburn, sunset, sunshine, sunrise | waterfall, waterbed, waterproof, waterfront, watercolour | lifeboat, lifetime, lifeguard | paperback, paperwork, paperweight, paperboy/girl

Kim's game

If by rifling through your bag, your pockets and the classroom store cupboard you can come up with about 15 smallish items, you can play an impromptu version of Kim's game. This is a fun memory game which is great for introducing and practising some useful vocabulary, and also for reviewing there is, there are, there was and there were.

Pit Pat Putt

This is a fun pronunciation game for practising tricky vowel sounds. It needs zero preparation, just a board or flip chart. Students practise giving each other their phone number using a code.

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Engaging ESL Warm-ups and Fillers: Over 30 Creative Ways to Kickstart Your Class

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Warm-up activities play a crucial role in the English language classroom. Students often arrive to class feeling tired or preoccupied, making it important to gently transition them into the learning environment rather than diving straight into challenging grammar or vocabulary tasks. A well-designed warm-up can engage students, sparking their interest and encouraging active participation.

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Philippine Light - student worksheet KEY

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The English Verb System - Tense Aspect Voice STUDY

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The English Verb System - Tense Aspect Voice FORMS

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My Favorite Grammar Book from Grad School

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My Favorite Grammar Book from Grad School

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Diane Larsen Freeman

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Helping Students Make Appropriate English Verb Tense-AspectChoices

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Authentic videos for teaching grammar. Please add!

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What Causes Mass Shootings? | The Daily Show

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11-Year-Old Naomi Wadler's Speech At The March For Our Lives (Full) | NBC News

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International Children's Peace Prize 2018 - Winner March For Our Lives

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The National Rifle Association is America's longest-standing civil rights organization. Together with our more than five million members, we're proud defenders of history's patriots and diligent protectors of the Second Amendment.

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Wednesday's shooting at Marjory Stoneman Douglas High School in Florida claimed at least 17 lives; an unknown number of students were wounded. It's the kind of horrific mass violence that raises questions about why the United States, which has by far the highest rate of gun violence in the developed world, makes it so easy to acquire guns.

This baffles people from other countries - for reasons that Australian comedian Jim Jefferies explains in a bit from his 2014 Netflix special, (which we've discussed before). Jefferies was actually attacked in his home and tied up while captors threatened to rape his girlfriend. But instead of making him pro-gun, it taught Jefferies that a gun would never have protected him - "I was naked at the time. I wasn't wearing my holster."

Instead, Jefferies says, he decided that America's approach to gun violence is totally bonkers:

In Australia, we had the biggest massacre on earth, and the Australian government went: "That's it! NO MORE GUNS." And we all went, "Yeah, all right then, that seems fair enough, really."

Now in America, you had the Sandy Hook massacre, where little tiny children died. And your government went, "Maybe ... we'll get rid of the big guns?" And 50 percent of you went, "FUCK YOU, DON'T TAKE MY GUNS."

He hammers home the idea that Americans keep guns just because they enjoy them, not because they seriously think they can protect themselves:

You have guns because you like guns! That's why you go to gun conventions; that's why you read gun magazines! None of you give a shit about home security. None of you go to home security conventions. None of you read Padlock Monthly. None of you have a Facebook picture of you behind a secure door.

And Jefferies also notes that the underlying mentality behind American gun culture, that people are always out to get you, is utterly bizarre:

By the way. Most people who are breaking into your house just want your fucking TV! You think that people are coming to murder your family? How many fucking enemies do you have?

18 charts that explain gun violence in America

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Australian comedian perfectly sums up why other countries think US gun laws are crazy

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Wednesday's shooting at Marjory Stoneman Douglas High School in Florida claimed at least 17 lives; an unknown number of students were wounded. It's the kind of horrific mass violence that raises questions about why the United States, which has by far the highest rate of gun violence in the developed world, makes it so easy to acquire guns.

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Party polarization is even worse than most people think, according to a new Michigan State University study.

And neither party can shoulder the blame, as it doesn't matter which party is in charge, said Zachary Neal, associate professor of psychology and global urban studies.

"What I've found is that polarization has been steadily getting worse since the early 1970s," he said. "Today, we've hit the ceiling on polarization. At these levels, it will be difficult to make any progress on social or economic policies."

In one of the first studies to address polarization not only in terms of who works together, but also who doesn't, Neal analyzed publicly available data on who sponsors bills in Congress from 1973 to 2016. He specifically looked at how often politicians from both sides of the aisle co-sponsor legislation.

Published in the journal Social Networks, the study found although thousands of bills are introduced each year, the average representative or senator co-sponsors only about 200. And when they decide with whom to co-sponsor bills, they view nearly half of their colleagues as "the opposition."

While it's hard to imagine incivility among Democrats and Republicans getting worse, it likely will, Neal said, especially if one party barely holds the majority.

The Affordable Care Act is an example, Neal said. The Democrats held a slim majority - just enough to get the bill passed. Then the Republicans took control, again with a slim majority, and tried to repeal it.

"We're seeing lots of animosity in politics," he said. "Although bills do occasionally get passed, they don't stick around long enough, or never get fully implemented, and therefore don't have lasting impact. This kind of partisanship means that our democracy has reached a kind of stalemate."

So, what's the solution?

It could be electing more centrists to Congress, Neal said. But that'll be tough because centrists often don't appeal to American voters, who are increasingly polarized too.

"This study raises new questions about the future of Congressional politics," he said. "In truth, the only thing that is bi-partisan in Congress is the trend toward greater polarization."

Click here for a video about the research.

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Democrat/Republican divide is worst it's ever been

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Party polarization is even worse than most people think, according to a new Michigan State University study. And neither party can shoulder the blame, as it doesn't matter which party is in charge, said Zachary Neal, associate professor of psychology and global urban studies.

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The American History Podcast

Listen

Connect

Newsletter

In the aftermath of the shootings in Newtown, Connecticut, Americans of all political stripes are wrestling with one big question: who should, and shouldn't, have access to guns? So in this hour of BackStory, that's the question we'll be pushing back through the centuries.

On this episode, the History Guys look at the changing ways Americans have regulated gun ownership, and at what those weapons have meant to different segments of society. They consider the importance of the militia to the drafting of the Second Amendment, and explore the central role of the state in arming citizens. They also pay a visit to a 21st century version of the armories of the past: a gun show.

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Listen Connect Newsletter In the aftermath of the shootings in Newtown, Connecticut, Americans of all political stripes are wrestling with one big question: who should, and shouldn't, have access to guns? So in this hour of BackStory, that's the question we'll be pushing back through the centuries.

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History of Gun Control Laws
Gun control laws are just as old or older than the Second Amendment (ratified in 1791). Some examples of gun control throughout colonial America included criminalizing the transfer of guns to Catholics, enslaved people, indentured servants, and Native Americans; regulating the storage of gun powder in homes; banning loaded guns in Boston houses; and mandating participation in formal gathering of troops and door-to-door surveys about guns owned.

Guns were common in the American Colonies, first for hunting and general self-protection and later as weapons in the American Revolutionary War. Several colonies' gun laws required that heads of households (including women) own guns and that all able-bodied men enroll in the militia and carry personal firearms. Read more history...

Pro & Con Arguments

Pro 1

The Second Amendment is not an unlimited or individual right to own guns.

Further, the Second Amendment was intended to protect the right of militias to own guns, not the right of individuals to own guns. Former Justice John Paul Stevens, in his dissenting opinion for District of Columbia et al. v. Heller, wrote, "the Framer's single-minded focus in crafting the constitutional guarantee 'to keep and bear arms' was on military use of firearms, which they viewed in the context of service in state militias," hence the inclusion of the phrase "well regulated militia."

Michael Waldman, President of the Brennan Center for Justice at the New York University School of Law, stated there is nothing about an individual right to bear arms in the notes about the Second Amendment when it was being drafted, discussed, or ratified; the US Supreme Court declined to rule in favor of the individual right four times between 1876 and 1939; and all law articles on the Second Amendment from 1888 to 1959 stated that an individual right was not guaranteed.
Read More

Pro 2

More gun control laws would reduce gun deaths.

Approximately 50% of unintentional fatal shootings were self-inflicted; and most unintentional firearm deaths were caused by friends or family members.

Five women are murdered with guns every day in the United States. A woman's risk of being murdered increases 500% if a gun is present during a domestic dispute. During the Iraq and Afghanistan wars, 5,364 US soldiers were killed in action between Oct. 7, 2001 and Jan. 28, 2015; between 2001 and 2012 6,410 women were killed with a gun by an intimate partner in the United States.

Researchers found that a "general barrier to firearm access created through state regulation can have a significant deterrent effect on male suicide rates in the United States. Permit requirements and bans on sales to minors were the most effective of the regulations analyzed."

Gun licensing laws were associated with a 14% decrease in firearm homicides, while increases in firearm homicides were seen in places with right-to-carry and stand-your ground-laws.

More gun control leads to fewer suicides. When US gun ownership goes down, overall suicide rates drop; meanwhile, each 10 percentage-point increase in gun ownership is linked to a 26.9% increase in the youth suicide rate. In Indiana and Connecticut, after "red flag" laws to remove guns from people who may pose a threat were enacted, gun suicides decreased by 7.5% and 13.7% respectively, while suicides by other means did not decrease during the same time. A person who wants to kill him/herself is unlikely to commit suicide with poison or a knife when a gun is unavailable.

The US General Accountability Office (GAO) estimated that 31% of total accidental shooting deaths could have been prevented by installing safety devices on guns: 100% of deaths per year in which a child under 6 years old shoots and kills him/herself or another child could be prevented by automatic child-proof safety locks; and 23% of accidental shooting deaths by adolescents and adults per year could be prevented by loading indicators showing when a bullet was in the chamber ready to be fired.

Marjorie Sanfilippo, PhD, Professor of Psychology at Eckerd College who has researched children's behavior around guns, stated, "We put gates around swimming pools to keep children from drowning. We put safety caps on medications to keep children from poisoning themselves.... [B]ecause children are naturally curious and impulsive, and because we have shown time and again that we cannot 'gun-proof' them with education, we have a responsibility to keep guns out of the hands of children."
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Pro 3

The presence of a gun makes a conflict more likely to become violent.

The FBI found that arguments (such as romantic triangles, brawls fueled by alcohol or drugs, and arguments over money) resulted in 1,962 gun deaths (59.9% of the total).

An editorial published in the American Journal of Public Health noted, "gun-inflicted deaths [often] ensue from impromptu arguments and fights; in the US, two-thirds of the 7,900 deaths in 1981 involving arguments and brawls were caused by guns." A study published in the same journal found that "the weapons used [in altercations]... were those closest at hand." And thus, according to another study, "[r]ather than confer protection, guns kept in the home are associated with an increase in the risk of homicide by a family member or intimate acquaintance."

Common sense gun control laws can decrease the likelihood of a violent situation turning deadly. President Ronald Reagan and others did not think the AR-15 military rifle (also called M16s by the Air Force) should be owned by civilians and, when the AR-15 was included in the assault weapons ban of 1994 (which expired on Sep. 13, 2004), the NRA supported the legislation. A Mother Jones investigation found that high-capacity magazines were used in at least 50% of the 62 mass shootings between 1982 and 2012.When high-capacity magazines were used in mass shootings, the death rate rose 63% and the injury rate rose 156%.
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Pro 4

A majority of adults, including gun owners, support common sense gun control such as background checks, bans on assault weapons, and bans on high-capacity magazines.

According to a Feb. 20, 2018 Quinnipiac Poll, 97% of American voters and 97% of gun owners support universal background checks. 67% support a nationwide ban on assault weapons, and 83% support mandatory waiting periods for gun purchases.

As much as 40% of all gun sales are undocumented private party gun sales that do not require a background check (aka the "gun show loophole").

53% of all adults surveyed approve of high-capacity magazine bans. 89% of adults with a gun in the home approve of laws to prevent the purchase of guns by the mentally ill, and 82% approve of banning gun sales to people on no-fly lists.

77% of Americans support requiring a license to purchase a gun.

Don Macalady, member of Hunters against Gun Violence, stated, "As a hunter and someone who has owned guns since I was a young boy, I believe that commonsense gun legislation makes us all safer. Background checks prevent criminals and other dangerous people from getting guns."

Many would like to see the U.S. enact more laws like other countries, citing the fact that countries with restrictive gun control laws have lower gun homicide and suicide rates than the United States. Both Switzerland and Finland require gun owners to acquire licenses and pass background checks that include mental and criminal records, among other restrictions and requirements. In 2007 Switzerland ranked number 3 in international gun ownership rates with 45.7 guns per 100 people (about 3,400,000 guns total). In 2009 Switzerland had 24 gun homicides (0.31 deaths per 100,000 people) and 253 gun suicides (3.29 deaths per 100,000 people). Finland ranked fourth in international gun ownership rates with 45.3 guns per 100 people (about 2,400,000 guns total). In 2007 Finland had 23 (0.43 deaths per 100,000 people) gun homicides and 172 gun suicides (4.19 deaths per 100,000 people).
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Con 1

The Second Amendment of the US Constitution protects individual gun ownership.

The Second Amendment of the US Constitution reads, "A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed."

Lawrence Hunter, Chairman of Revolution PAC, stated, "The Founders understood that the right to own and bear laws is as fundamental and as essential to maintaining liberty as are the rights of free speech, a free press, freedom of religion and the other protections against government encroachments on liberty delineated in the Bill of Rights."
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Con 2

Gun control laws are discriminatory and infringe on citizens' rights

Current gun control laws are frequently aimed at inner city, poor, black communities who are perceived as more dangerous than white gun owners. Charles Gallagher, Chair of Sociology at LaSalle University, stated that some gun control laws are still founded on racial fears: "Whites walking down Main Street with an AK-47 are defenders of American values; a black man doing the same thing is Public Enemy No. 1."

Background checks and micro-stamping are an invasion of privacy. Background checks require government databases that keep personal individual information on gun owners, including name, addresses, mental health history, criminal records, and more. The American Civil Liberties Union (ACLU) worried that Senator Harry Reid's 2013 proposed background check legislation (the bill failed 54-46) would have allowed the government to keep databases of gun purchases indefinitely, creating a "worry that you're going to see searches of the databases and an expansion for purposes that were not intended when the information was collected." Micro-stamping similarly requires a database of gun owners and the codes their personal guns would stamp on cartridge cases. Senators Rand Paul (R-KY), Mike Lee (R-UT), and Ted Cruz (R-TX) wrote that they would oppose any legislation that infringes "on the American people's constitutional right to bear arms, or on their ability to exercise this right without being subjected to government surveillance."

Gun control laws infringe upon the right to self-defense and deny people a sense of safety. The police cannot protect everyone all of the time. 61% of men and 56% of women surveyed by Pew Research said that stricter gun laws would "make it more difficult for people to protect their homes and families." Nelson Lund, Professor at George Mason University School of Law, stated, "The right to self-defense and to the means of defending oneself is a basic natural right that grows out of the right to life" and "many [gun control laws] interfere with the ability of law-abiding citizens to defend themselves against violent criminals." A Pew Foundation report found that 79% of male gun owners and 80% of female gun owners said owning a gun made them feel safer and 64% of people living in a home in which someone else owns a gun felt safer. Even Senator Dianne Feinstein, a gun control advocate, carried a concealed gun when her life was threatened and her home attacked by the New World Liberation Front in the 1970s.

Gun control laws, especially those that try to ban "assault weapons," infringe upon the right to own guns for hunting and sport. In 2011, there were 13.7 million hunters 16 years old or older in the United States, High-powered semiautomatic rifles and shotguns are used to hunt and in target shooting tournaments each year. According to the National Shooting Sports Foundation, "So-called 'Assault weapons' are more often than not less powerful than other hunting rifles. The term 'assault weapon' was conjured up by anti-gun legislators to scare voters into thinking these firearms are something out of a horror movie... [T]he Colt AR-15 and Springfield M1A, both labeled 'assault weapons,' are the rifles most used for marksmanship competitions in the United States. And their cartridges are standard hunting calibers, useful for game up to and including deer." According to a Feb. 2013 Pew Research report, 32% of gun owners owned guns for hunting and 7% owned guns for target or sport shooting.
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Con 3

Gun control laws simply do not work.

Gun control efforts have proved ineffective. According to David Lampo, Publications Director of the Cato Institute, "there is no correlation between waiting periods and murder or robbery rates." Banning high-capacity magazines will not necessarily deter crime because even small gun magazines can be changed in seconds.The "gun show loophole" is virtually nonexistent because commercial dealers, who sell the majority of guns at shows and elsewhere, are bound by strict federal laws. According to a Mar. 10, 2016 Lancet study, most state-level gun control laws do not reduce firearm death rates, and, of 25 state laws, nine were associated with higher gun death rates.

Mexico has some of the strictest gun control laws in the world and yet, in 2012, Mexico had 11,309 gun murders (9.97 gun homicides per 100,000 people) compared to the United States that had 9,146 gun homicides (2.97 per 100,000 people). The country has only one legal gun store (the Directorate of Arms and Munitions Sales), compared to at least 63,709 legal gun stores and pawn shops in the United States as of Feb. 10, 2014. Mexico's gun store is on a secure military base and customers must present a valid ID, go through a metal detector, and turn over cellphones and cameras to guards. To actually buy a gun, customers have to show proof of honest income, provide references, pass a criminal background check, prove any military duties were completed with honor, and be fingerprinted and photographed. If allowed to purchase a gun, the customer may buy only one gun (choosing from only .38 caliber pistols or lower) and one box of bullets. Between 2006 and 2010, Mexico's one gun shop sold 6,490 guns, yet as of 2012, Mexicans own about 15,000,000 guns, or about 13.5 guns per 100 people.

The main reason gun control doesn't work is because laws will not prevent criminals from obtaining guns or breaking laws. Of 62 mass shootings in the United States between 1982 and 2012, 49 of the shooters used legally obtained guns. Collectively, 143 guns were possessed by the killers with about 75% obtained legally. A Secret Service analysis found that of 24 mass shootings in 2019 at least 10 (42%) involved illegally possessed guns.

The logical conclusion is that gun control laws do not deter crime; gun ownership deters crime. A study in Applied Economics Letters found that "assault weapons bans did not significantly affect murder rates at the state level" and "states with restrictions on the carrying of concealed weapons had higher gun-related murders." While gun ownership doubled in the twentieth century, the murder rate decreased. Journalist John Stossel explained, "Criminals don't obey the law... Without the fear of retaliation from victims who might be packing heat, criminals in possession of these [illegal] weapons now have a much easier job... As the saying goes, 'If guns are outlawed, only outlaws will have guns.'"

More gun control is not needed; education about guns and gun safety is needed to prevent accidental gun deaths. 95% of all US gun owners believe that children should learn about gun safety. The Sporting Arms and Ammunition Manufacturers' Institute, Inc (SAAMI), stated, "Whether in the field, at the range or in the home, a responsible and knowledgeable gun owner is rarely involved in a firearms accident of any kind." According to Kyle Wintersteen, Managing Editor of Guns and Ammo, studies show that "children taught about firearms and their legitimate uses by family members have much lower rates of delinquency than children in households without guns" and "children introduced to guns associate them with freedom, security, and recreation-not violence." [82] [85] [154]
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Con 4

Gun control laws give too much power to the government and may result in government tyranny and the government taking away all guns from citizens.

57% of people surveyed by Pew Research in Feb. 2013 said that gun control laws would "give too much power to the government over the people."

The NRA's Wayne LaPierre stated, "if you look at why our Founding Fathers put it [the Second Amendment] there, they had lived under the tyranny of King George and they wanted to make sure that these free people in this new country would never be subjugated again and have to live under tyranny."

Concurring, Alex Jones, radio host, stated, "The Second Amendment isn't there for duck hunting, it's there to protect us from tyrannical government and street thugs... 1776 will commence again if you try to take our firearms!"

Marco Rubio (R-FL), US Senator, speaking about gun control laws during his 2016 presidential campaign, stated, "If God forbid, ISIS visits our life, our neighborhood, our school, any part of us, the last thing standing, the last line of defense could very well be our ability to protect ourselves."
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Did You Know?

1. A Pew Foundation report found that 79% of male gun owners and 80% of female gun owners said owning a gun made them feel safer, and 64% of people living in a home in which someone else owns a gun felt safer.

2. The US General Accountability Office (GAO) estimated that 100% of deaths per year in which a child under 6 years old shoots and kills him/herself or another child could be prevented by automatic child-proof safety locks.

3. The Centers for Disease Control listed firearms as the #12 cause of all deaths between 1999 and 2015, representing 1.3% of total deaths. They were also the #1 method of death by homicide (67.3% of all homicides) and by suicide (51.9% of all suicides).

4. Mexico has some of the strictest gun control laws in the world and yet, in 2012, Mexico had 11,309 gun murders (9.97 gun homicides per 100,000 people) compared to the United States that had 9,146 gun homicides (2.97 per 100,000 people).

5. Carrying a concealed handgun in public has been permitted in all 50 states since 2013, when Illinois became the last state to enact concealed carry legislation.

6. Five women a day are killed by guns in America. A woman's risk of being murdered increases 500% if a gun is present during a domestic dispute.

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Proponents say the Second Amendment is not an unlimited right to own guns. Opponents say the amendment protects individual gun ownership.

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This 12-minute film focuses on the history and founding of our nation and the important rights and responsibilities of U.S. citizenship. Accompanying the DVD is a discussion booklet that aims to encourage discussion and review of the basic concepts of American democracy outlined in the film. A Promise of Freedom is an excellent way to begin a session on immigration or citizenship. The film is available with English captions.

Playlist

This 12-minute film focuses on the history and founding of our nation and the important rights and responsibilities of U.S. citizenship. Accompanying the DVD is a discussion booklet that aims to encourage discussion and review of the basic concepts of American democracy outlined in the film. A Promise of Freedom is an excellent way to begin a session on immigration or citizenship. The film is available with English captions.

(12:06)

This 12-minute film focuses on the history and founding of our nation and the important rights and responsibilities of U.S. citizenship. Accompanying the DVD is a discussion booklet that aims to encourage discussion and review of the basic concepts of American democracy outlined in the film. A Promise of Freedom is an excellent way to begin a session on immigration or citizenship. The film is available with Spanish captions.

(12:06)

This 12-minute film focuses on the history and founding of our nation and the important rights and responsibilities of U.S. citizenship. Accompanying the DVD is a discussion booklet that aims to encourage discussion and review of the basic concepts of American democracy outlined in the film. A Promise of Freedom is an excellent way to begin a session on immigration or citizenship. The film is available with Chinese captions.

(12:06)

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A Promise of Freedom: An Introduction to U.S. History and Civics for Immigrants

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A Promise of Freedom (English captions) This 12-minute film focuses on the history and founding of our nation and the important rights and responsibilities of U.S. citizenship. Accompanying the DVD is a discussion booklet that aims to encourage discussion and review of the basic concepts of American democracy outlined in the film.