The Value of Group Projects in my Honors U.S. History Class

Group projects in history classes can be a tough sell. Every time I announce one in my honors U.S. History class, I can practically hear the collective groan. And I get it — group work can be frustrating. There’s often a disparity in effort, with some students pulling most of the weight while others do the bare minimum. But I still assign them. Why? Because the benefits far outweigh the challenges.

For starters group projects mirror real-world collaboration. History is rarely made by individuals working in isolation. Historical change over time is almost always the product of people working together — sometimes uncomfortably — toward something…whatever it is. When students collaborate on a historical research project, they're not just learning about history; they're practicing the very skills that have shaped it.

Second, group projects push students out of their comfort zones. Many of my students are great with individual assignments, but working with peers forces students to negotiate, delegate, and compromise — all essential life skills. Learning how to communicate ideas clearly and navigate different working styles is just as valuable as mastering the content itself.

Additionally, group projects often lead to richer, more creative work. When students bring diverse perspectives to the table, they uncover insights that might have been missed in a solo effort. I’ve seen students produce incredible multi-media presentations, creatively staging mock trials, building museum exhibits, and even making short films — outcomes that simply wouldn’t be possible without collaboration.

Of course, I’m not blind to the inequities in group work. Some students inevitably do more than their fair share. But even that has value. The students who shoulder the burden often develop leadership and organizational skills, while those who contribute less are confronted with the social pressure of accountability. I make it a point to observe group dynamics and factor effort into the final grade, but I don’t eliminate the challenge entirely — because working through that imbalance is a learning experience in itself.

Finally, group projects in history classes teach students something crucial: how to build something meaningful together.