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For this I could either encourage or take students on a field trip to a retirement home and have them interact with older people in their community. During their service time there I would encourage them to try and learn from them and their life experiences, and if possible find a tie in to something we discussed in class. This could also take place during a veteran's day event or gathering where the veterans are openly discussing their experience. This could really help give some personal experience and growth for the students interacting with people that lived through events they learned about while also helping the elderly.

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I will have my students engage in a jig saw model lesson focused around the different sides of World War Two and the different political systems they use. I will first break up the class into groups and designate what government they will be experts in. They will then read an article, that I will hand them, and discuss it with in their expert group. After words they will pair up with people from the other expert groups, one per expert group, and discuss the government they were assigned. Afterwards The class will return to their seats and I will test their understanding of the governments by asking them which government they felt each country fell under and if they notice any patterns in relationships then and now with countries

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For this I could give the students a couple articles on how war was fought in the Revolutionary War and why this tactics were used. After reading this articles I could lead a discussion in a Socratic Seminar style about what the students thought would be an effective way to fight. Do they agree with one style over the other or do they think a combination would be the most effective. At the end I could give more information on what was the most effective and why.

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One of the most often heard questions about the American Revolution is "Why did the Revolutionary War soldiers stand in straight lines like so many targets?" The answer, like most answers is complicated. Battle­field tactics are governed by several factors.

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A topic that could get students to really think about themselves and what role a country has for its citizens could be what does freedom mean and what rights do people deserve to have. By focusing on what they think everyone should have rights to and what they are allowed to do before looking at what revolutionary patriots thought the people should have could help them see that they have different views on what is important due to their experience and era. This could be done through a number of ways but I think I would like to do this with an Integrative model and coming up with their own lists for freedoms and comparing them as a class.

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Bill of Rights (PDF Version) Documents of Freedom lesson on the Bill of Rights Voices of History lesson on the Bill of Rights
The Bill of Rights - Text

Amendment I

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.
BRI Resources What is the Significance of the Free Exercise Clause? How has Speech Been Both Limited and Expanded, and How Does it Apply to You and Your School?
Amendment II

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.
BRI Resources What are the Origins and Interpretations of the Right to Keep and Bear Arms?
Amendment III

No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law.

Amendment IV

The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.
BRI Resources Liberty and Security in Modern Times
Amendment V

No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.
BRI Resources How Does the Fifth Amendment Protect Property?
Amendment VI

In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defense.
BRI Resources Gideon v. Wainwright
Amendment VII

In suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any court of the United States, than according to the rules of the common law.
BRI Resources Due Process of Law
Amendment VIII

Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.
BRI Resources How Do Due Process Protections for the Accused Protect Us All?
Amendment IX

The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.
BRI Resources What is the Scope of the Bill of Rights?
Amendment X

The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.
BRI Resources State and Local Governments
The Bill of Rights: A History

The first 10 amendments to the Constitution make up the Bill of Rights. James Madison wrote the amendments, which list specific prohibitions on governmental power, in response to calls from several states for greater constitutional protection for individual liberties. For example, the Founders saw the ability to speak and worship freely as a natural right protected by the First Amendment. Congress is prohibited from making laws establishing religion or abridging freedom of speech. The Fourth Amendment safeguards citizens' right to be free from unreasonable government intrusion in their homes through the requirement of a warrant.

The Bill of Rights was strongly influenced by the Virginia Declaration of Rights, written by George Mason. Other precursors include English documents such as the Magna Carta, the Petition of Right, the English Bill of Rights, and the Massachusetts Body of Liberties.

One of the many points of contention between Federalists, who advocated a strong national government, and Anti-Federalists, who wanted power to remain with state and local governments, was the Constitution's lack of a bill of rights that would place specific limits on government power. Federalists argued that the Constitution did not need a bill of rights, because the people and the states kept any powers not given to the federal government. Anti-Federalists held that a bill of rights was necessary to safeguard individual liberty.

Madison, then a member of the U.S. House of Representatives, altered the Constitution's text where he thought appropriate. However, several representatives, led by Roger Sherman, objected, saying that Congress had no authority to change the wording of the Constitution. Therefore, Madison's changes were presented as a list of amendments that would follow Article VII.

The House approved 17 amendments. Of these, the Senate approved 12, which were sent to the states for approval in August 1789. Ten amendments were approved (or ratified). Virginia's legislature was the final state legislature to ratify the amendments, approving them on December 15, 1791.

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Bill of Rights - Bill of Rights Institute

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Bill of Rights of the United States of America (1791) Bill of Rights (PDF Version) Documents of Freedom lesson on the Bill of Rights Voices of History lesson on the Bill of Rights The Bill of Rights - Text Amendment I Congress shall make no law respecting an establishment of religion, or prohibiting the free ...

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For this one it would be interesting for students to be given the role of a newspaper editor/writer during the Revolutionary War and give them the task of writing a persuasive argument for people to join either the patriots or loyalist. I would first need to discuss what the sides were during the war and that a lot of people either didn't care about the war or were against fighting. This could be further expanded on by giving the student articles from multiple sides during this time. The students would then do some more research on their own and to pick a side to argue. After they do this they can create a newspaper article and bring it to class for everyone to read and see if they can change the mind of any of their classmates.

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I could have students engage in making their own propaganda posters after we are done discussing their role in different wars and why they were used. The class will use a video to help them understand how to effectively create an image that could be use for propaganda of an idea or an object. This will be useful in that will measure their understanding of the role of propaganda and what imagery is effective in getting a message across. However by making this a project based on creating their own, it will give them a chance to express themselves in a creative way and act as a break from the regular class routine.

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Constructivism is based around experiencing new things and deciding what will be taken and what will be rejected from those experiences. This can be very effective in history were many sides are presented when looking at past events. Having students look into these events objectively then look at the subjective points of view could help enrich their experience and opinion on what occurred in the past. This could also encourage students to go out and do further research on the topics we discuss in class. Also by using a variety of methods to encourage student to be more interactive with the subject and not just base their learning on just reading and listening from text and lecture.