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Collaboration Strategy:  American industrialism warehouse 

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Collaboration Strategy:  American industrialism warehouse 

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Students will be assigned randomly in order to create a presentation of different positions that might have been found in a warehouse during the boom of the industrial revolution.  Possible positions will be CEO, laborer, and supervisor that will be given as options to choose in each group.
Application:  Students will have the opportunity to understand what life was like during this time period and how necessary unions were in regulating big business practices.  The application will also help in appreciating what conditions are like today in places like China that America does business with.
Reference: Buckles, Matt. (2009)  Origins of American Post-Industrialism.  Accessed:       http://www.usd116.org/profdev/ahtc/les\sons/BucklesBoston09/BucklesBoston09.htm

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Collaboration Strategy:  The roaring 20's newspaper

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Collaboration Strategy:  The roaring 20's newspaper

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Students will need to analyze and speculate as to what the 20's were like and create a fictitious news paper.  After random names have been chosen,  different jobs will be assigned as editor,  someone to find possible current events of the era, create what could have been a life styles page, and a classified section.
Application:  Students will be able to learn and create a newspaper that would be similar to what life was like in the 1920's.  Students must learn through research what culture was like and what might have interested people in that time.  The complexity of the paper will be based upon grade level.
Reference:  Teaching the American 20s: explore the decade through literature and art. (2017) Henry ransom center: The University of Texas at Austin.  Accessed:             http://www.hrc.utexas.edu/educator/modules/teachingthetwenties/lesson.php

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Collaboration Strategy:  Arguing justification for Japanese camps.

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Collaboration Strategy:  Arguing justification for Japanese camps.

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Students will need to research and analyze why America had to create camps for those who were of Japanese descent during our involvement in World War 2.  Students will then break off into groups and after researching pertinent information there will be debates arguing for and against American rationale.
Application:  Students need to make grade appropriate research as in what the camps were like and how America justified the creation and continuation of such camps.   There will also need to be creative debate that help support students to come out of comfort zones in public speaking fears.  Students will need to creatively present arguments in a debate that will have an overall grade on effort.
Reference: Smithsonian national museum of American history. (2017) Accessed: http://amhistory.si.edu/ourstory/activities/internment/more.html

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Collaboration Strategy: Research history of the community.

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Collaboration Strategy: Research history of the community.

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Students are to research the history of the community in which they live to learn about different aspects of the county that many of the students grew up in.   This will be an extensive research assignment that would require the students to visit actual landmarks in the area and possibly visit with people living at the time.
Application:  Students will be able to work together, to meet with and visiting important landmarks of the area.  Important information that will be grade specific will be population changes, business changes and choosing students who can draw the images and collect pictures.  This will require some field trips and create environments students may not feel comfortable in, like talking to people he or she have never met but will be an enlightening experience.
References:    Alibrandi Marsha, Beal Candy, Thompson Ann, and Wilson Anna. (2000) Reconstructing a Schoo#146;s Past Using Oral Histories and GIS Mapping.  National council for the social studies.  Accessed: http://www.socialstudies.org/sites/default/files/publications/se/6403/640301.html

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Understanding what was involved and propelled America into the American Revolution will enable students to pair up and present arguments for and against entering the Revolution.  Grade level proficiency will be shown in the depths of the arguments in prepared argumentative papers.
Application:  In order for the students to learn about why America was forced into the Revolution students will need to research and be creative in proposing arguments for a debate. This debate will be to create logical and persuasive arguments for against America starting the Revolution of independence from England.
Reference:  Zechman, Megan. (2017) Hands-on history: American Revolution activities.   Education possible: discover, create, and learn.  Accessed:  http://educationpossible.com/hands-history-american-revolution-activities/

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Group Strategy:  Creating what Jamestown might have been.

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Group Strategy:  Creating what Jamestown might have been.

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Students will be divided into random groups in order to re-create what would have been needed for the first settlers of the Jamestown settlement.  Research and creativity will be fostered so that students can learn how difficult life would have been.
Application: Random groups will be assigned: in order examine how people lived, made money, established leadership, and protected the settlement. Students will be able to research the factual events, and then also use creativity in order to replicate what life might have been like in a fictitious story.
Reference: Barnette, Adena. Module 2: We are coming to America. Teach21 Social studies resource package.  Accessed: http://wveis.k12.wv.us/teach21/public/ssr/guideV.cfm?tsele1=4&tsele2=110&upid=3645

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Students will work together to create a coat of arms as seen in Medieval history.
Application: Students will work together in this group project to be creative and are forced to implement pictures and graphics that align with family history. The research and application of the different signs and symbols will be commensurate with a high school student so he or she will be able to learn about Medieval coats of armor.
Reference:
Morton, Donald. E-reading worksheets.  Accessed: http://www.ereadingworksheets.com/e-reading-worksheets/school-project-ideas/

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Group Strategy: Why get into a World War?

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Group Strategy: Why get into a World War?

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Students will research different areas of the world and be able to present their findings to the class.  The group is chosen at random and the students will be given a chance to choose which of the areas and assignments that will interest them.
Application:  Groups are having to research different areas of the world and what pulled each country into the first World War.  Facets of the research could include political climate, what forced the country into war, and what the results of the war were.
Reference:
MacArthur, Lauren (2017). Teaching World history: an idea guide. US Department of Education. Accessed:  http://teachinghistory.org/teaching-materials/ask-a-master-teacher/25420