The fifth of March 2020 was the 250th anniversary of an event commonly known as the "Boston Massacre," and to commemorate it, the author's upper-level history class staged an unscripted presentation of the resulting historical trial in conjunction with third-year law students enrolled in Practice Court through the Baylor Law School. Making that production happen required extensive cooperation and coordination among many diverse participants, as well as consideration of and reaction to unusual circumstances that fall outside the purview of a normal history class. The exhibition represented only one piece of a much larger history course, titled "The Boston Massacre Trials," which involved a comprehensive examination of the entire situation in Boston in 1770 before, during, and after that fateful night. While on the surface, it looks like a typical capstone course that many universities require of their history majors--using a microhistory approach to one specific event that allowed students to conduct in-depth research and study multiple, often conflicting, viewpoints of that event--this course was different because of its performance aspect, which necessitated an additional level of instruction in order for this activity to succeed. The methodology employed to teach the unique course described in this article can be applied to other historical events and can not only help students to fully engage with historical sources, but also give them the opportunity to explore history in a unique way.