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Students will explain how government services and other budget priorities are funded, focusing on education. They will come up some solutions or rebuttals about the alleged problems facing education in this video. If they wish they can send a letter defending their findings to their state representative.

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Project based on the question, "how does slavery and civil war in the United States compare to slavery and civil war in Latin America?"

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Upper Division students prepared for a talkshow exhibition about the experience of slavery and civil war through various viewpoints. Students were required to compare an aspect of slavery/civil war in America and in a Spanish-speaking country. For example, a student had to compare "life under slavery" in both America and Brazil.

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Divide the class up into groups of "loyalists," "patriots," "slaveholders," and "moderates" and have each group read documents that express the opinion of that group concerning the American Revolution and debate on whether or not America should declare independence from Great Britain. I attached a document that expresses some of the fears of slaveholders about declaring independence.

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Students will use patterns in trade and settlement to explain how geographic features such as the Indian Ocean, the Saharan Desert, the Atlantic and Pacific Oceans, the Strait of Malacca, and the Mediterranean Sea supported or impeded trade.

Students can be assessed through an open discussion and a exit slip at the end of discussion.

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Constructivism applies well to history in several ways. It can be used as a basis for some really good project-based learning where students are asked a difficult historical question and they have to answer through guided research. This piques their curiosity because they are responsible for figuring out the answer to a question they don't know. I also think the question-based nature of constructivism really applies well any time you are trying to help students understand connections between different events, civilizations, or time periods because asking open-ended questions instead of just telling students the answers allows them to develop critical thinking skills.

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Students will connect everyday life to the Bill of Rights and how it could be different without it.

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Invite students to research a local landmark, such as a historical site or community park.
After researching the history of the site and touring it in person, encourage students to brainstorm ways your class could improve the landmark for visitors while maintaining its historical integrity.

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Students will work on a personal project. The project will be based on what it is like to live in a specific time frame of American History. Their summative assessment can be anything from a play script to a documentary.

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Cause and Effect Lesson Plan