So your project for this course, the final project. I know you're on the edge of your seat just trying to figure out what it's going to be what is involved with it. What are the parameters? Well, I'm here to introduce it to you. This is your chance to explore something that you know that you're passionate about in terms of history that you're interested in. And while also incorporating a digital element, and also incorporating some of the ideas and concepts from the the scholarly literature that you're reading about teaching and learning history. I'm taking a very wide, flexible view of what this project could be, but those are those are the parameters it has to be about. History has to include something digital, has to involve a primary source evidence of some kind, and be informed by the the research of historical thinking. But beyond that it's very, very open. This could be an activity that you create for students to do asynchronously, entirely web-based online activity. This could be something that you could incorporate as part of a class that you're teaching on any topic. This could be a something that you might, if you're a museum educator or a public historian, something that you would teach at a at a museum, at a historic site at a library. It could be something even more informal, something that you present as part of a brown bag to colleagues, or as part of a working group with your peers just to that engages them with a a some related to digital something related digital something related to history. So we're really flexible about that. We really want to make sure this is something that you create you're proud of, and that you can use in other contexts as you learn about how to to teach history. I would start with your interests. So much of teaching is conveying your passion for the subject matter. And really history, digital history starts with the history. It has to start with the history, that motivates you to learn more about this. Let me bring in the digital as a way to show. Look, this is something we can use to explore this even further. To investigate this even further scope is going to be a big question. It always is with a history project, so you might need to pair it down for it to fit make sure that you really engage students with with your material. A scope that's too big just gets to general you. You wind up, not covering everything or rushing through it. So you want something kind of nice and circumscribe that students can really really dig into. But we'll talk about that through a semester. We have lots of opportunities to talk about that and talk about scope and revise that. I want to include the literature, the scholarly literature that you already starting to get exposed to about people who've studied this topic of how to teach history, how to learn about history. So we'll include that as well primary sources. We're gonna a lot of this scholarship that we're talking about is geared towards having students engage with that actual historical evidence that primary sources, and how to encourage them to engage with it, analyze it, ask questions, gain a new perspective, and that's what we want. The goal of of your project to be. We'll have lots and lots of opportunities to talk about this me one on one, us as a group through your your interactions, your blog with the course site, and also, you know, with your classmates, too, we're going to set up classmates groups as well. So Don't think you have to have all the answers right away. We'll have opportunities to talk about this, but just get those wheels turning on what you might want to teach about what you're what you're interested in, and as always reach out for questions if you have any. I'm excited to get started.